PDE 2954 Session III: On-the-Job Training with Your Paraeducator Live Session
Learner Outcomes for Session III: PDE 2954 Review observation, modeling, & providing effective feedback Review data collection methods & recording objective observations Discuss the use of instructional & behavioral prompting Complete a needs assessment with your Paraeducator & discuss the results during a Centra Session Assess your Paraeducator with the “Paraeducator Quality Rubric”
17 Ways to Mentor Our Paraeducator Offer challenging ideas. Set expectations for the paraeducator’s performance. Help build self-confidence. Encourage ethical and professional behavior. Offer support.
Mentoring Paraeducators Actively listen. Teach by example.
Mentoring Paraeducators Provide growth experience. Ask questions and give explanations.
Mentoring Paraeducators Coach the paraeducator. Encourage the paraeducator.
Mentoring Paraeducators Inspire the paraeducator. Share critical knowledge.
Mentoring Paraeducators Assist, observe, and demonstrate. Direct and delegate effectively. Give clear, concise directions. Counsel when necessary.
PDE 2954 Monitoring Paraeducator Performance through Observation
PDE 2954 What is Formative Feedback? Think of formative feedback as en route checkpoints, done frequently. Formative feedback should ongoing and helpful. Feedback occurs when the teacher provides information to the paraeducator about how well the he or she performs a certain skill or strategy and understands the concept. The best feedback is descriptive rather than evaluative. When giving feedback, be as specific, as constructive, and as supportive as possible.
When can you provide formative feedback?
Tools to Help You Help Your Paraeducator PDE 2954 Feedback forms found in Session 3 in Moodle
Supervisor Checklist Gerlach, K. 2007, Pacific Training Associates, Seattle, WA; used with permission.
Feedback Form Checklist Gerlach, K. 2007, Pacific Training Associates, Seattle, WA; used with permission.
Data Collection? When did I include my para in data collection? When could I include my para in data collection?
Data Collection & Objective Observations PDE 2954 Why should your Paraeducator collect data? Showing our paraeducators how to provide instructional prompts to students is a method of collecting authentic data. Recording these objective observations provides valuable information for the TOR (“teacher-of-record”). See sample data collection handouts in Session 3 of Moodle.
PDE 2954 More Tools to Help You Help Your Paraeducator Instructional Prompting Daily Notations Needs Assessment Paraeducator Quality Rubric
PDE 2954 Instructional Prompts We all respond to cues Cues are prompts that help us remember when or how to do certain things Cues move from least (“natural”) to most intrusive (“full physical” cue) M.B. Doyle, “The Paraprofessional’s Guide to the Inclusive Classroom—Working as a Team,” 2nd Edition, Brookes Publishing, 2002, pp. 53-57
Instructional Prompting PDE 2954 When learning a new skill, some students need a prompt added to the naturally occurring cue in order to help them initiate a response when participating in an activity or routine.
PDE 2954 Types of Instructional Prompts Natural Gestural Indirect Verbal Direct Verbal Model Partial Physical Full Physical
Types of Data to Collect PDE 2954 Prompts range from “Least” (Natural) to “Most” (Full Physical) Prompts
PDE 2954 A= Antecedent B= Behavior C= Consequence(s) Teachers provide guidance about specific behavior management strategies & student characteristics Paraeducators monitor student progress & give feedback to teachers.
Blank Daily Notations Sheet for recording data on a single student or a group of students. Sample Daily Notations sheet to share with your paraeducator on how to record data on students. Notice that all the different prompts used are abbreviated. This helps the teacher see how intrusive the paraeducator had to be by delineating the type of prompts given.
Why Keep Track of the Types of Prompting Cues You Use with Students? PDE 2954 Knowing the type and frequency of prompt(s) used can signal to the teacher a student’s level of understanding of concepts or skills being taught If data is collected 2-3 times a week per student, this gives the teacher a more accurate picture of student progress towards IEP goals and benchmarks
Sample form for monitoring on-task and off-task behavior PDE 2954
Conducting a Needs Assessment PDE 2954 Why do a needs assessment with your Paraeducator ? Paraeducator Needs Assessment Areas: Delivery of Instruction Activity Preparation/ Follow-up Supervision of Group of Students Behavior management Ethics Team Participation/Membership Clerical Specific Topics/Other
PDE 2954 “Assessing Paraeducator Quality” Rubric* ~ Includes 5 components demonstrating “exemplary,” “average” or “problematice” practices of paraeducators. Personal Characteristics Collaboration Classroom Practice Context Philosophy *Adapted from “Assessing Co-teaching Quality,” by Dr. Marilyn Friend, used with permission, 2009.
Moodle Assignments Session 3 Read article“Self-Management for Staff Development – Professional & Paraprofessional” Discussion Forum Paraeducator Needs Assessment
Paraeducator Orientation Notebook Assignment Feedback Form
Any Questions? PDE 2954 “The teacher is the instructional leader. Ethical and professional guidelines must be followed. Teachers who supervise paraeducators are responsible for establishing a personalized job description that includes the tasks the paraeducator will perform, where they will occur, individual student needs, materials required, and instructional strategies to be used…Teachers need to emphasize the importance of working together as a team. A paraeducator’s job is not done in isolation. A paraeducator assists and supports teacher-directed instruction.” Heller & Gerlach, 2003