Paraprofessionals and the Paparazzi—You Think You Know But You Have No Idea!
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Paraprofessionals and the Paparazzi—You Think You Know But You Have No Idea!

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Presentation from Ashleigh Molloy

Presentation from Ashleigh Molloy

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Paraprofessionals and the Paparazzi—You Think You Know But You Have No Idea! Paraprofessionals and the Paparazzi—You Think You Know But You Have No Idea! Presentation Transcript

  • Paraprofessionals and the Paparazzi National Resource Centre Paraprofessional Conference Salt Lake City, Utah “You think you know, but you have no idea!” A Transformation Education Institute Presentation Presenter: Dr. Ashleigh Molloy Director Transformation Education Institute www.transedinstitute.org Copyright © 2009 Transformation Ed. Institute
  • Session Objectives • To separate fiction from fact regarding the role of a paraprofessional • To examine the relevancy of paraprofessionals for students • To affirm your service role as a paraprofessional • To experience a healthy release of endorphins
  • Sammy the Scoop Documentary Reporter Assignment To go undercover and film evidence to determine whether or not PARAS are needed and respond to this burning question. How are they relevant?
  • But first I have to catch up with them…
  • Here are my subjects as they start their day. Peter Para and Polly Para From Utah Public School #7 From Utah Public School #11
  • Hooray for Hollywood!
  • Your Personal Invitation You have been invited as V.I.P’s to this Hollywood Event. This presentation is the premiere showing of my documentary that answers this question once and for all. You as the audience will judge for yourself the quality and validity of this production and then cast your vote for the Oscar choice with the Academy of Motion Picture Arts in the category of Best Documentary.
  • Surveying the scene So let’s see what they do •Paras work with a wide spectrum of students with learning needs •Emerging and remedial readers •English Language Learners (ELL) •Various special needs which include students with: -Down syndrome (DS) -Autism Spectrum Disorder (ASD) -Learning Disabilities (LD) -Tourette syndrome (T.S) -Behavioural challenges (OCD/ODD) -Physical exceptionalities (CP/Spinabifida)
  • Questions to Ponder? What do they bring to the job? My Findings •A heartfelt desire to support student learning •Anxious to be a contributing team member •Their role experiences as mother, wife, husband friend, sister, brother, aunt, uncle. •Life experiences which includes other employment experiences, hobbies, interests and community service (bring relevancy to students)
  • The lived experiential roles as mother, father, husband, wife, sister, brother, aunt, uncle and friend. •Confidante •Work partner •Problem solver •Nurturer
  • Life experiences which include other employment experiences, hobbies, interests and community service (stories) Cooking Fishing Church Service Bird Watcher Snowmobiling Art Playing an instrument Singing
  • Questions to Ponder? Do they make a difference? Reflections from: • Parents • Paras • Teachers • Research on students
  • Sammy the Scoop on the Job
  • Paraprofessionals do make a difference: A Parent’s Reflection Kindergarten D. Day had arrived. Awaiting to receive her was the teacher and her educational assistant known as Elizabeth. Day by day we came to know that Elizabeth had formed a wonderful relationship with Lindsey. Lindsey supplied the enthusiasm while Elizabeth provided the support and the positive role modeling.
  • Paraprofessionals do make a difference: A Parent Reflection On “Lady Elizabeth” In her role as educator she dutifully implemented the lessons provided by the teacher. However, she taught Lindsey lessons that weren’t found in books. Lessons that taught her she belonged and was blessed with unique gifts to be shared. Elizabeth’s support mixed with her dedication, energy and professionalism enabled Lindsey to develop and grow in leaps and bounds. The definition of the word advocate speaks to Elizabeth’s propelling these words into her everyday action to ensure Lindsey was treated equitably in all aspects of her school life.
  • Does This Sound Familiar?
  • Sammy the Scoop on the Job
  • • Teachers need to outline the expected role of the paraprofessional, based on respect. •Demonstrating appreciation and respect for their work by treating them equitably; •Orienting them to the school, classroom, and students; •Clarifying their roles and assigning them tasks that align with their skills; •Providing initial and ongoing training that matches their roles; •Giving them professionally prepared plans to follow; •Directing their work through ongoing, supportive supervision; and •Providing opportunities for them to be contributing team members.
  • “I enjoy my work because it brings new challenges every day. I enjoy watching students grow as individuals.” - Mary M. “I feel I make a difference every day I work. I use my personal strengths, knowledge, and abilities to help others succeed. The thought that I might inspire a student to succeed is my motivation.” – Laura H. “I love to see my students make progress over the school year and see their confidence and self-esteem improve. I enjoy the variety and daily challenges of the work day. I also enjoy the teamwork and regular problem-solving that each day brings.” – Marie A. “I enjoy my work and I care about my students. I try to reach out to them and make them feel important. My job is not only to educate my students but also to be patient and caring towards them.” – Nancy G.
  • Anxious to be a contributing team member
  • • You need a team of riders to herd the cattle
  • Teamwork is Essential
  • Research: Paras with students There is research that supports that a properly trained and effectively used paraprofessional working within a team is an enabler of student success. • - Teaching Exceptional Children Plus (Laura B. Hauerwas, Deborah P. Goessling). Providence College, Rhode Island. Paraprofessionals should be considered as valuable members of instructional teams. Their direct support of student learning often has significant impact on student success in the classroom. - Giangreco, Edelman, & Broer, 2001. Implicit in much of the literature is the underlying assumption that the expanding use of special education paraprofessionals is a necessary, desirable, and seemingly inevitable movement, especially given the challenges associated with including increasing numbers of students with more complex needs in general education classes. Sources: •Anna Lou Pickett (NRC: Founder/Author) •Terri Wallace (NRC: Co-Chair) •Marilyn Likins (NRC: Co-Chair) •Gary Bunch (York University) •Kent Gerbarch (Lutheran University, Washington)
  • Sammy the Scoop on the Job
  • Not Thinking Outside the Box?
  • Creative Para Problem Solving
  • Challenging Days
  • Questions to Ponder? Do they deserve their high compensation?
  • Service • Definition • an act of helpful activity; help; aid: to do someone a service.
  • The ripple from a single stone cast into the water Touches small islands, distant shores… So, too, has your influence.
  • • Great gift of giving of themselves to others is priceless Albert Einstein “Only a life lived for others is worthwhile.” Anne Frank “How wonderful it is that nobody need wait a single moment before starting to improve the world.”
  • Margaret Mead “Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has. “ Mahatma Gandhi “We must become the change we want to see in the world.”
  • Helen Keller “The best and most beautiful things in life cannot be seen, not touched, but are felt in the heart.” Emily Dickinson If I can stop one heart from breaking, I shall not live in vain; If I can ease one life the aching, Or cool one pain, Or help one fainting robin Unto his nest again, I shall not live in vain.
  • And now, before voting on our documentary, we are pleased to announce our new academy award recipients in the category of educational service. We salute our inductees... Polly Para Peter Para
  • Time to Vote •And now it’s time to reflect on casting your ballot in response to the question •Does this documentary pay tribute to the role of the Paraprofessional? •I leave it to your Paraprofessional judgment.
  • Special guest Snapper the performance Rapper, by… a.k.a 20 cent!!
  • Rap Song (To ‘We Will Rock You’) Composed by Dr. “Ash” Molloy, a.k.a Snapper the Rapper. 1. Special needs kids want to learn 5. In their eyes role models are we Paras for this wish do yearn. Loving them is the real key. 4. Kids are different, none the same 6.Your grace and presence you’ve shared If one’s left out, Shame! Shame! Shame! with me On our learning journey We will, we will, rock you We will, we will, rock you We will, we will, rock you We will, we will, rock you 7. Wishing you now all my best 8. You’ll inspire and nurture each Embrace your service with real zest. Like grains of sand upon a beach. 8. Goodbye, good luck and good health 11. Paras are we proud to be Working with kids is your true wealth. Gifts in children we do see We will, we will, rock you We will, we will, rock you We will, we will, rock you We will, we will, rock you
  • “We do not want riches but we do want to train our children right.” Red Cloud, 1870
  • Town Hall Meeting • Comments, questions? Dr. Ash PARENT PARA PROMOTER
  • Questions? www.transedinstitute.org Copyright © 2008 Transformation Ed. Institute
  • Resources • Doyle, M.B. (2002). The paraprofessional’s guide to the inclusive classroom: Working as a team (2nd ed.). Baltimore: Paul H. Brookes. French, N.K. (2003). Managing para-educators in your school: How to hire, train, and supervise non-certified staff. Thousand Oaks, CA: Corwin Press. • Gerlach, K. (2001). Let’s team up! A checklist for paraeducators, teachers, and principals. Washington, DC: National Education Association. • Giangreco, M.F., & Doyle, M.B. (2002). Students with disabilities and paraprofessional supports: Benefits, balance and band-aids. Focus on Exceptional Children, 34(7), 1-12. • Giangreco, M.F., Edelman, S.W., Broer, S.M., & Doyle, M.B. (2001). Paraprofessional support of students with disabilities: Literature from the past decade. Exceptional Children, 68, 45-64. • Jones, K.H., & Bender, W.N. (1993). Utilization of paraprofessionals in special education: A review of the literature. Remedial and Special Education, 14, 7-14. • Pickett, A.L., & Gerlach, K. (1997). Supervising paraeducators in school settings: A team approach. Austin, TX: Pro-Ed. • Riggs, C.G., & Mueller, P.H. (2001). Employment and utilization of paraeducators in inclusive settings. Journal of Special Education, 35(1), 54-62.