1. The History of the Employment of
Teacher Aides
 1950’s: In response to shortages in all
program areas administrators turned
to teacher aides
 1960’s: New programs introduced to
meet the needs of children who lived
in poverty (Title 1 & Head Start) or
came from diverse language & cultural
backgrounds
Anna Lou Pickett Barbara Locker
Director Emeritus, NRCP Director, PEK  1970’s: Passage of PL 94-142
halpickett@aol.com blocker@uky.edu
Number of Paraprofessionals Paraeducators are School
in Education?? Employees:
 In 1961—approximately 5,000 teacher  Who assist with the delivery of either
aides across the country. instructional or other direct services to
students and/or their parents
 Late 60’s and early 70’s –surged to over
300,000 due to Title 1, Head Start and  Who Work under the supervision of
other compensatory programs. teachers or other professional staff who are
responsible for designing, implementing,
 2009-present—over 1,000,000 and evaluating education and related
paraeducators working in school services programs and student progress.
systems
NRCP 1989
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2. Problems we have inherited from
the 1960’s forward…..
 No attention paid to the
need for standards for:  In-service and Pre-
 Job Descriptions service training
 Roles/responsibilities NEEDED but NOT
 Supervision & established
 Preparation of
Paraprofessionals
 Few articulated
 Lack of preparation of
programs to facilitate
career advancement
...this is now
teachers for their
supervisory
responsibilities  Economy & cutbacks in
funding (2000 to Present)
Current Reasons for Increased
Employment of Paraeducators
“This Job is a Test…
 Court ordered and federal and state
legislative mandates
It is Only a Test” 

Changing demographics nationwide
Expanding need for compensatory
(remedial) education
If it had been an actual job you
 Increased employment of one-to-one
would have been given further
paraeducators for students with severe
instructions on where to go and disabilities
what to do.
 Ongoing teacher shortages
Kent Gerlach
Pacific Lutheran University NRC for Paraprofessionals, 2010
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3. Small Group Discussion What IDEA 1997 & 2004 Say
WHAT HAS BEEN THE IMPACT About Paraeducators
OF THE STATE/LOCAL Part B—Section 300.156 (b)(1) (iii)
ECONOMY ON EMPLOYMENT  Allows paraprofessionals and assistants who are
appropriately trained and supervised in
OF PARAEDUCATORS IN YOUR accordance with state law, regulations or written
AREA? policy to assist in the provision of special
education and related services under this part to
DELETE HERE children with disabilities
What IDEA-1997 & 2004 say about Paraeducators (cont.)
 IDEA: Part D—Section 635 No Child Left Behind Act (NCLB)
(ESEA-2002 Section 1119)
A state is required to ensure that all personnel  Under the Law
(including both professionals and  ALL Title 1 paraprofessionals employed after the
paraprofessionals who provide special and passage of the legislation will be “highly
general education, related and early qualified”
intervention/childhood services) have the skills  This means that paraprofessionals working in
and knowledge necessary to meet the needs of classroom(s) or other educational agencies
children and youth with disabilities. receiving Title 1 assistance are required to
demonstrate evidence that they have one of the
of the following:
3

4. NCLB…
 Completed at least 2 years of study at an NCLB..
institution of higher education; or
 Under the Law
 Earned an Associate’s (or higher)  A secondary school diploma, or its equivalent
Degree; or is necessary for all paraprofessionals but
 Meet a rigorous standard of quality and not sufficient to satisfy the requirements of
the legislation.
can demonstrate through a formal state
or local academic assessment—
 Knowledge of, and the ability to assist in the
instructing, reading, writing, and mathematics; or
 Knowledge of, and the ability to assist in the
instructing, reading readiness, writing readiness, and
mathematics readiness, as appropriate.
No Child Left Behind Act (continued)
Under NCLB WhatNo Child Left Behind Act says about:
 Paraprofessionals working in a program  Supervision of
supported with Title 1 funds may be assigned to:
 Provide one-on-one tutoring
Paraprofessionals
 Assist with classroom management
 Conduct parental involvement activities,  Title I paraprofessionals may NOT
 Act as a translator provide any instructional service to a
 Assist in a computer laboratory, and student unless they work under the direct
 Provide assistance in a library or media center. supervision of qualified teacher.
 Insert capital I in first line
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5. SIMILARITIES & DIFFERENCES
IDEA 2004 NCLB
 NCLB is a Gatekeeper….no
 No shared more no less.
definition of
paraprofessional/
paraeducator with
 Essentially just qualifying
standards for hiring
paraeducators The Roles &
Responsibilities of
NCLB
 No provision for continuing
 Elimination of education & career
Teachers as Supervisors
CSPD development
 Refers to the  Does not encourage the
of Paraeducators
“supervision of development of state or
local systems & personnel
paraeducators” but practices
not defined.
 Uses the term “direct”
supervision but again not
defined.
Roles And Responsibilities Of
TEACHERS NEED TO BE PREPARED
Paraeducators & Supervising
TO:
Teachers
 PLAN AND SCHEDULE PARAEDUCATOR
ASSIGNMENTS
 What they do? ….Think, Pair, share
 DECIDE WHAT TASKS MAY BE DELEGATED
APPROPRIATELY TO PARAEDUCATORS  Break into small groups to discuss
 MONITOR THE DAY TO DAY
PERFORMANCE OF PARAEDUCATORS
 PROVIDE ON-THE-JOB
COACHING/FEEDBACK
 SHARE RELEVENT INFORMATION ABOUT
PARAEDUCATOR PERFORMANCE WITH
PRINCIPALS
NRC for Paraprofessionals, 2010
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6. here
Administrative Issues
 Develop  Ensure that
 Administrative personnel in SEAs & paraeducator job teachers are
LEAs have operational responsibility descriptions and aware of and
for establishing and carrying out prepared for
performance their roles as
personnel practices connected with: criteria supervisors of
 paraeducator employment,  Determine paraeducators
 preparation,
placement  Provide
 Assess overall opportunities for
 evaluation, performance paraeducator
 supervision, and professional
 retention.
development
NRC for Paraprofessionals, 2010
Role of State Departments of Role of Institutions of Higher
Education Education
 Develop standards for paraeducator roles,  Preparation of highly qualified paraeducators
preparation & supervision,
 Preparation of highly qualified teachers
 Provide opportunities for paraeducator
professional development,  Preparation of teachers to effectively
 Ensure teachers are prepared for their roles
supervise paraeducators
as supervisors of paraeducators,
 Build articulated degree programs,
 Develop credentialing systems or other
methods that ensure paraeducators have
met competencies.
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7. SMALL
GROUP DISCUSSION
• HOW ARE PARAEDUCATORS
SUPPORTED IN YOUR STATE, LOCAL
DISTRICTS, AND SCHOOLS?
• DO ADMINISTRATORS AND
TEACHERS UNDERSTAND THE ROLES
OF PARAEDUCATORS?
BREAK TIME
Hide Here
NRCP Paraeducators’ Roles Level 1 Paraeducators
& Responsibilities—3 levels Roles & Responsibilities:
 Level 1 Paraeducators:
 Are directed by one or more teachers
and do not act independently.  Are directed by one or more
 Level 2 Paraeducators: teachers and do not act
 Responsibilities are similar to Level 1 independently. They…
but with greater emphasis on  Prepare materials
instruction.
 Monitor learners in different settings
 Level 3 Paraeducators:
 Work in transition & inclusive settings,  Assist teachers to provide supportive, safe
may modify learning activities in and healthy learning environments
consultation with their supervising  Maintain learning centers
teacher(s).
 Reinforce learning experiences planned &
NRCP 2007 introduced by teachers/providers
NRC for Paraprofessionals, 2007
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8. Level 3 Paraeducators:
Level 2 Paraeducators: Paraeducators Roles & Responsibilities:
Paraeducators Roles & Responsibilities  Work in transition & inclusionary settings, they
 Responsibilities are similar to Level 1 may modify learning activities in consultation
but with greater emphasis on with their supervising teacher(s). Paraeducators
instruction. They assist with… may:
 Monitoring student performance  Document data using functional assessments
 Conducting individual or small group  Implement programs appropriate to learner’s needs
instruction  Make onsite decisions while coaching learners in the
 Assisting with informal assessment community or on the job
 Preparing instructional materials  Provide feedback & make recommendations
 Implementing classroom management regarding learner performance to supervisor
strategies & behavior plans
 Participating in team meetings
NRC for Paraprofessionals, 2007
NRC for Paraprofessionals, 2007
Paraeducator Training
What’s available to you by PARAEDUCATOR TRAINING SHOULD
your state or district? INCLUDE:
 Mandated?  Offered?  Systematic On-the-Job Coaching
 Structured On-Going Inservice
 Opportunities for Advancement to
Professional Ranks Based on Career
Preference
8

9. Career Ladders for
Paraeducators Include:
 Experiential and Educational requirements for
Entry Level Positions
 Distinctions in Roles and Duties for Different
Levels of Paraeducator Positions
 Skills/Knowledge Required for Advancement
 Standards for Staff Development Including:
 Systematic On-the-Job Coaching
 Structured On-going In service
 Opportunities for Advancement to Professional George Seldes
Ranks Based on Career Preference
Benefits of Paraeducator Benefits of Paraeducator
Certification Certification (cont.)
 Certification establishes:
 Learners will be better served and the quality of
education and related services will improve with  Clear distinctions in the roles and
availability of a better-prepared paraeducator responsibilities associated with
workforce. different paraeducator positions.
 Realistic opportunities for upward
mobility through career pathways
 Certification will ensure that paraeducators have
skills that are required to support teacher
programs and administrative functions.
 KEY QUESTION: Is
certification worth the pain?
NRC for Paraprofessionals, 2010 NRC for Paraprofessionals, 2010
9

10. Developing Policies &
Systems that We Need--
 Certification recognizes the
contributions that
How do we get there?
paraeducators make to
education and related services.
COLLABORATE..COLLABORATE
COLLABORATE
NRC for Paraprofessionals, 2010
Nationally: Top 3 Priorities What does your small
1. A comprehensive, large scale study group see as the top 3-5
addressing the effectiveness of
paraeducators must be conducted. priorities related to
2. Systematic opportunities for credentialing and training
career development for
paraeducators need to be of paraeducators?
embedded in NCLB/ESEA When
NCLB is reauthorized with HIDE HERE FOR USE DIRING
corresponding language in IDEA
LONGER SESSION
3. Address the need to train teachers
as supervisors both at a preservice
and in service level
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11. How to Get Involved? A little bit about NRCP -
 The purpose of the NRCP is to build
partnerships & provide technical
 Hide here assistance that address the preparation,
management, supervision, deployment,
and career development of
paraprofessionals.
 Director: Marilyn Likins (Utah State
University)
Founder: Anna Lou Pickett
 Web site: www.nrcpara.org
 Electronic Newsletter
Resources
RESOURCES
STATE Web Pages:  State Web Pages
• Pennsylvania
 Colorado
www.pattan.net/supportingstudents/Pa
www.cde.state.co.us/cdepara/ raeducators.aspx
 Iowa • Rhode Island
http://www.state.ia.us/boee/para.html www.ritap.org/ritap/
 Minnesota
• Utah
http://ici2.umn.edu/para/ www.utahparas.org
 Virginia
www.doe.virginia.gov/teaching/regulati
ons/paraprofessional_guide.pdf
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12. Resources Resources
STATE Web Pages: • American Federation of Teachers (AFT)
 Washington • www.aft.org
• www.k12.wa.us/Paraeducators/CoreC
omp.aspx • Council for Exceptional Children (CEC)
• www.cec.org
• National Education Association (NEA)
• www.nea.org
• Para2 Center
www.paracenter.org/PARACenter/
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