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Supervising Paraprofessional: Keys To Succes
 

Supervising Paraprofessional: Keys To Succes

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Presentation form Barbara Jo Stahl and the 2009 National Resource Center for Paraprofessionals conference. The presentaiton focused on key tools and techniques for supervising paraprofessionals.

Presentation form Barbara Jo Stahl and the 2009 National Resource Center for Paraprofessionals conference. The presentaiton focused on key tools and techniques for supervising paraprofessionals.

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    Supervising Paraprofessional: Keys To Succes Supervising Paraprofessional: Keys To Succes Presentation Transcript

    • Barbara Jo Stahl bjsthal@stthomas.edu 651-962-4398
    •  Special Education – Federal – 1997, 2004 Amendments to IDEA –  State - Minnesota Omnibus Education Bill of  1998, Article 2, Section 9 - MS125A.08(b)  Title I– Federal - No Child Left Behind Act of 2002   NEW in Minnesota – State - Regular Session Laws (2003), Chapter.  129, Article 1, Section.10
    • Teachers Directing the Work of Paraprofessionals Competencies for Teachers (Wallace, Shin, Bartholomay, & Stahl, 2001) Communication with Paraprofessionals   Planning and Scheduling  Instructional Support  Modeling for Paraprofessionals  Public Relations  Training  Management of Paraprofessionals
    • socialization Promote Provide a variety of instructional methods Know the learning goals  Share student strategies with supervising teacher(s) Get to know your students
    • Success Expect
    • students equally and with Treat age appropriate activities  Speak directly to students Ask content questions  Share ideas and feelings
    •  Team members are able to share ideas and give input into discussions.  Team members find team meeting efficient and productive. Teams meet on a regular schedule  Team members know clearly when the team has been successful and share in this success equally.  Staff development is provided and is taken advantage of by team members.  Feed back is provided to all team members.
    •  Staff development is provided and is taken advantage of by team members.  Feed back is provided to all team members.  All team members understand why the team exists and are committed to accomplishing the mission and goals of the team.  Team members know what needs to be done and by whom to achieve team goals.
    •  Team members know their roles in getting tasks done and how to use the skills and expertise of each member most effectively.  Decision-making leadership and supervising guidelines are clearly understood by all team members.  Team members feel their unique personalities and strengths are appreciated ad well utilized.
    • Managing the Work of Paraprofessionals  SPED 688  This course will discuss a teacher’s roles and responsibilities for directing the  work of paraprofessionals. Candidates will learn to communicate with  paraprofessionals in a clear, receptive and responsive manner regarding their roles  and responsibilities, provide direction in coordinating plans, schedules and tasks  while maintaining professionalism through respect, confidentiality and  honoring boundaries.  Planning,
    •  Planning, Scheduling for Paraprofessionals SPED 689  This course will examine a teacher’s roles and responsibilities for directing the  work of paraprofessionals. Candidates will learn to develop supervision in  planning, schedules and instructional support for paraprofessionals, based on  student needs, and provide effective supervision for instructional support
    • Training and Development for  Paraprofessionals SPED 690  This course focuses on supervising paraprofessionals’ relationships with students,  and their need for continuing education. Candidates will learn how to model  caring and respectful interaction with students, discover the importance of  advocating for paraprofessional training and development and discover the  strategies for ongoing staff development and training for paraprofessionals.
    • Collaboration Skills for School Professionals  SPED 714 This course will help candidates develop an ethic of collaboration and the  knowledge and skills needed to effectively collaborate with faculty,  administrators, paraprofessionals, students, families and community  members. Candidates will explore the fundamentals of collaboration; applications  of collaboration related to consultation, interagency agreements, team  membership, staff development, and co-teaching; and the pragmatic aspects of  collaboration. Candidates will have the opportunity to develop the personal and  interpersonal skills necessary to be an effective collaborative partner in meeting  diverse student needs. 
    • Gerlach, Kent (2001). Let’s Team Up!, A  checklist for Paraeducators, Teachers and Principals. National Education Association Professional Library Distribution Center, ED467783 . Wallace, T., Shin, J., Bartholomay, T.,  Stahl, B. J. (2001). Knowledge and skills for teachers supervising the work of paraprofessionals. The Council for Exceptional Children, 67(4), 520-533.