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    Nrcp conference credentialingofparas1 Nrcp conference credentialingofparas1 Document Transcript

    • 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 backgroundsAnna Lou Pickett Barbara LockerDirector Emeritus, NRCP Director, PEK  1970’s: Passage of PL 94-142halpickett@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 1
    • 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 mandatesIt 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 2
    • 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 disabilitiesWhat 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
    • 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 4
    • 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 OfTEACHERS NEED TO BE PREPARED Paraeducators & SupervisingTO: 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 5
    • hereAdministrative 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, 2010Role of State Departments of Role of Institutions of HigherEducation 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. 6
    • 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 HereNRCP 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 7
    • 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, 2007Paraeducator TrainingWhat’s available to you by PARAEDUCATOR TRAINING SHOULDyour 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
    • 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
    • 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, 2010Nationally: 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 10
    • 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 11
    • 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/ 12