Course Design UC.EDU.1100 Roles and Responsibilities of the Educational Assistant By: Krystle Robinson
Course Introduction What is the Educational Assistant Program?
Educational Assistant Certificate Program is a paraprofessional certificate program designed to provide individuals with the knowledge and skills that will enable them to provide educational assistance to students, teachers, counselors and other educational professionals in a variety of settings.
Graduates are able to assist students with lessons under direct supervision of the classroom teacher, monitor and report to the classroom teacher on student progress, assist in the preparation of learning materials and environment, and perform other support functions as required.
In schools, educational assistants perform their duties under the direction of the classroom teacher or resource teacher. The practical component of this program allows students to apply their skills in an educational setting. Particular emphasis is placed on providing services within Aboriginal and northern communities including urban, rural, and remote locations.
Program Background Cont’d
The Educational Assistant (EA) Certificate Program is a 515-hour program, with 465 instructional hours and 50 hours of practicum.
The program consists of 10 core courses (30 credit hours) and 3 credit hours of elective courses.
The practical component provides students with the opportunity to integrate theory and classroom practice into real-life educational settings.
Roles and Responsibilities of the Educational Assistant
UC.EDU.1100- Roles and Responsibilities of the Educational Assistant is the first course to be completed in the Educational Assistant Certificate Program.
This course is aimed at assisting participants in developing the knowledge, skills and attitudes necessary for the education assistant to perform his or her roles and responsibilities from an ethical and responsible paradigm as a member of an instructional team.
Why this course?
This course was selected for “Course Design” because much of the original course design was for face to face delivery.
When hired to teach this course, I was asked to develop the course design for delivery using D2L
The original evaluation/assessment was based on text-based assignments and had limitations in accommodating different learning styles, incorporating various instructional strategies and limited “relevant” teaching resources. It had some limitations for delivery using online learning modalities.
I have now developed the course so that it can be delivered either face to face, using D2L or a combination delivery of both.
Course Design Process
Learner profiles is taken into account in the course design process.
Who are the learners in the Educational Assistant Program?
Students typically enrolled in the Educational Assistant Program are individuals currently employed as Educational Assistants within Aboriginal and northern schools in Manitoba including urban, rural and remote locations . These individuals are seeking certification in their profession.
Many of the learners bring a wealth of knowledge and experience with them into the classroom, so course design takes into account building on what learners already know and relating it to theory and practice of course content.
Describe what an educational assistant is
Compare the difference between an EA’s responsibilities and a teacher’s responsibilities
Explain the role of the Educational Assistant within the context of the classroom team and within the larger context of the school setting
Define Inclusion according to Manitoba Education’s Philosophy of Inclusive Education
Describe what a team is and who may be involved on a team for a student
Explore provincial and local school board policies.
Prepare a summary that describes the roles and responsibilities of the Educational Assistant in a written summary
Introductions; Inclusive Education
The Paraprofessional: Changing Roles and Responsibilities
Classroom teams and daily scheduling
The Inclusive Classroom
Effects of paraprofessional proximity
Supporting Individual Students
Individual Education Plans (IEP)
Student-specific competencies in Manitoba
Multi-level curriculum planning and delivery
Individualized Instructional Support
Establishing routines to support learning
Positive behavioral support
Addressing Behavioral problems
Understanding your role in behavior support
Systems of communication
The Paraprofessional’s Guide to the Inclusive Classroom by Mary Beth Doyle.
This is an American Based textbook so additional resources are used to make content relevant to Manitoba schools and policies.
A variety of instructional strategies are used to deliver course content. These include:
Face to face and online classes using Desire to Learn
Small and large group activities
Incorporating the 4MAT System
Each area of the 4MAT System is incorporated into the course as follows:
Concepts (Visual) – Lecture using Power-point, readings, handouts
Meaning (Aural) - large and small group activities, D2L discussion forums
Skills (Kinesthetic) - large and small group activities, portfolio assignment
Discussion Forums – 30%
Bi-weekly Quizzes- 20 %
Portfolio Assignment- 50%
**This evaluation is primarily based on delivery using D2L. For course delivery using face to face classes and D2L, in class group activities would be included in the 30% allotted for discussion forums above**