Welcome participants as they log in. Assist with problems as needed.
In order to talk during our session, you will need to hold down the CTRL key on your PC keyboard and the ALT or OPTION key on your MAC while you speak. Please note that only one person should talk at a time. : )
At the top of your screen you will see the Centra Tool Bar. These tools allow you to participate in our virtual classroom. You can: Raise Your Hand Answer with a YES or NO “Step Out” if you need to walk away from the session for a moment.Feel free to use the Centra toolbar for applause or laughing as well. : )If you are having difficulty hearing us or speaking into the microphone, select the Audio button on the Centra toolbar to run the Audio Setup Wizard. If you still have difficulty with the microphone, please send us a text chat. One of the instructors will be monitoring the text chat at all times. On the side of your Centra Screen you will see a list of Presenters & Participants. When a person is “speaking” they will have a microphone that is highlighted YELLOW. You can see when participants raise their hand, answer questions, or respond by laughter or applause.
In order to learn more about everyone in the class and your background in working with paraeducators, we have a few questions for you. This will also give you an opportunity to practice using some of the classroom tools. Remember you will use the Centra Tool Bar at the top of your screen to answer the questions about your current position. Select either YES (green check) or NO (red X).Do you currently involve your paraeducator in your lesson planning?Do you meet with your paraeducator on a daily basis?Have you experienced any conflicts with a paraeducator?
To give everyone a chance to practice speaking we’d like to ask you to tell us a little about yourself. We will call out your name, please be ready to respond with your name, where you teach, what you teach, how long you have taught, and your experience with online course work.Remember to push down the CONTROL key on a PC or the ALT Option Key if you are on a Mac. If you are having microphone difficulties, you can always type your answers in using “Text Chat”.
Now we will be telling you more about how this course will work. You have all received the Course Syllabus and Pacing GuidePlease be sure to read the Course Syllabus & Pacing Guide completely. These will describe course expectations, procedures, and assignments. Both of these documents may be found in the first section of our class in Moodle.
This slide shows an overview of the sessions in our course. We have 4 main sessions withinCentra, a Brief Course Review & Wrap Up, and a Paraeducator Notebook Orientation Sesseion. The first 5 sessions will consist of a Moodle component, discussion forum, and Centra session.You will be expected to participate in all live Centra sessions on the assigned dates and times. For Sessions 2 and 3 you must view the recorded sessions BEFORE the live session. Introduction & Ethical PracticesToday’s live session 10/7/2010Moodle component to be completed before next weeks Centra sessionManagement & Teamwork SkillsRecorded Session 2a found in Moodle – must be viewed prior to our live Centra sessionLive session 10/14/2010Moodle Component to be completed before the following weeks Centra sessionOn-the-Job Training with ParaeducatorRecorded Session 3a found in Moodle – must be viewed prior to our live Centra sessionLive Session 10/21/2010Moodle Component to be completed before the following weeks Centra sessionTeam Participation & MembershipLive Session 10/28/2010Moodle Component to be completed by Nov. 10, 2010Course Review & Wrap-UpMoodle only – to be completed by Nov. 10, 2010Paraeducator Orientation Notebook You will work on this component of the course throughout each session. Each session will contain a portion which will be submitted as a final notebook assignment. There is a Moodle session titled, “Paraeducator Orientation Notebook” where you will find an overview of the notebook assignment, samples of appropriate submissions, and the links for submitting each portion of the notebook assignment.Although you will submit each piece online seprately, we recommend you print each component and place it in a tabbed notebook for use with the paraeducator(s) in your classroom or school site.Each session will also have related readings and assignments. These will be described in the live or prerecorded session and will also be posted on the Course Icon.
Here is more information on the Paraeducator Orientation Notebook you will be submitting as a final requirement for this course. Remember more information on this notebook may be found in Moodle in the last session in the course titled “ParaeducatorOrienation Notebook”.We would like this notebook to be as useful to you and your paraeducator as possible. There should be a minimum of 7 sections in your notebook, but you may add additional sections to meet the specific needs of your classroom, school site, or position. Each course session will include information to be included in your notebook. A rubric for this notebook can be found in the Paraeducator Orientation Notebook portion of our Moodle course. This is may be found by scrolling to the bottom of our Moodle courses home screen. Please review this as you construct your notebook. Remember if you have questions about the structure or requirements of the course you can refer to your course syllabus, the pacing guide, the Moodle Course section, or by contacting Debra Adair or Amy DesChane on InterAct or by calling 799-7440 between 9:00 am and 4:00 pm.
Should we do an App Share showing participants how to submit assignments and navigate the Moodle Classroom? OR is there something already done that we can link to in our Moodle course in the welcome???
Now that you have become familiar with the course requirements and layout, we will begin discussing the roles & responsibilities of the Teacher of Record and paraeducator as well as legal and ethical practices as they relate to the paraeducator.
Many terms have been used for paraeducator. Aide, assistant, para, paraprofessional… etc. Kent Gerlach, Ed.D. from Pacific Lutheran University in Washington State has encouraged the use of the term “PARAEDUCATOR” rather that paraprofessional because it more clearly difines the role. “Para” means “along side of”, there are many “professional” para roles such as paramedics or paralegals. A paraeducator works along side of the educator. (Gerlach, 2003)
During the 1997 reauthorization of IDEA (Individuals with Disabilities Education Act) paraprofessional training became an area of emphasis.
When IDEA was reauthorized again in 2004, criteria for paraprofessionals working at Title 1 funded schools was established. It was established the paraeducators would need to have one of the following in order to be eligible to work in a Title I School: a. 2 years or more of higher education b. Associates Degree c. 48 credits in a state Paraprofessional Program d. OR pass a comprehensive exam of quality
In the area of instruction, it is important to remember that all instruction is planned by the TEACHER. Also, all INITIAL INSTRUCTION must be delivered by the TEACHER.The Paraeducator’s role is to work with small groups or individuals. The paraeducator can provide review of previously taught skills, guided practice of skills, and the reteaching of previously taught content.There are many opportunities for the Teacher and Paraeducator to communicate about the deliver of instruction. The teacher should provide the necessary content guidance to the paraeducator, ensuring understanding of the material being covered. During delivery of instruction the paraeducator can monitor student performance and provide feedback to the teacher regarding student progress.
In the area of curriculum & lesson planning, it is important to remember that all curriculum decisions and planning is completed by the TEACHER. The teacher must ensure there is alignment with standards, student needs, and IEPs. The Paraeducator’s role is to assist in development of classroom activities and materials as well as assist in coordinating and implementing the activities. The teacher and paraeducator should mutually review lesson plans and discuss them on a regular basis. The teacher should provide guidance about instructional methods and strategies. The paraeducator should be encouraged to ask questions to ensure understanding of lessons and curriculum.
When it comes to classroom management it is vital that the teacher and paraeducator have an mutual understanding of each others roles, and the expectations for students. The teacher is responsible for developing a classrooms management system for the whole class and individual students. The paraeducator assists in the implementation of classroom management systems as well as individual plans. The paraeducator will also monitor student during various activities in and out of the classroom utilizing the plan designed by the teacher.The teacher must ensure that the paraeducator understands the expectations for the class as well as individual students. The paraeducator should be aware of behavior plans and proper ways to reinforce appropriate behavior. The paraeducator will also provide feedback to the teacher about individual student performance in a variety of settings. Open communication between the teacher and paraeducator is vital to the success of any classroom management plan.
Accommodations and modifications are determined by the teacher. The teacher is responsible for incorporating accommodations within lesson plans as well as modifying materials. The paraeducator implements accommodations as guided by the teacher and may also assist in modifying materials. It is important that the teacher clearly explain which accommodations can be used with which students. The paraeducator should be able to communicate to the teacher how students are performing given the accommodations and modifications.
The teacher determines what assessments are to be given, the timing of assessments, and creates assessments related to the curriculum. The teacher also identifies appropriate accommodations & modifications to be used during assessment. The teacher also utilizes assessment results to make instructional decisions. The paraeducator can assist in administration of assessments, implement accommodations & modifications, and collect student information. With proper guidance, the paraeducator can be a great asset to the teacher when it comes to assessment. The teacher provides guidance to the paraeducator as to how to appropriately administer assessments, record data, and provide accommodations & modifications. The paraeducator can communicate with the teacher by providing feedback on student performance. Conversations should be held about data collected.
Although a paraeducator cannot technically co-teach (due to the commonly accepted definition of co-teaching being 2 licensed professionals teaching together), they can be effective “support” instructors in the various co-teaching models as well as provide needed feedback to the special education teacher. It is also important to ensure that the paraeducator works with all students within the general education classroom to avoid the stigma of being the “special-ed” support in the classroom. The 6 co-teaching models (based on the works of Dr. Marilyn Friend, University of North Carolina-Greensboro) are: One Teach, One Observe Station Teaching Parallel Teaching Alternative Teaching Teaming One Teach, One AssistOpportunities for communication include the paraeducator providing feedback to the teacher on student performance, student progress, as well as the effectiveness of accommodations and modifications being used with students. The paraeducator should share information on data collected on students behavior plans. The teacher (both general education and special education) should communicate with the paraeducator what skills need to be reviewed, retaught, and/or pre taught with individual or groups of students.
Please review the CCSD job descriptions for the SPTA (Special Programs Teacher Assistant) and IA (Instructional Assistant) found in the handouts for this session in Moodle. It is important for everyone involved including the special education teacher, the classroom teacher, and the paraeducator to be aware of the districts specific job description. You will also want to ensure that your paraeducator is aware of any program specific job duties and professional expectations you have for your specific classroom or school site.
Insert image of “Professional”We all have Professional Expectations of ourselves and of those we work with. Many schools have a set of guidelines (such as NO denim… or denim only on Fridays), and CCSD has Professional Dress and Grooming Standards as well. It is important that each of these Professional expectations be communicated to the paraeducator(s). In the Handouts section in Moodle you will find links to CCSD Style Guidelines and CCSD statements regarding Grooming. These are important documents to share with your paraeducator, and will assist you in having uncomfortable conversations on the topic. (EX. Facial jewelry is common these days. CCSD has a strict policy against visible facial jewelry. By showing the a paraeducator who wears facial jewelry the CCSD policy, you are avoiding any personal involvement in asking the paraeducator to remove the facial jewelry.)
Please see the copy of this report CCF-70 in the Handouts section for this session in Moodle.As the person working directly with the paraeducator you will often be asked to provide input or even complete the evaluations for your paraeducator. It is important that you understand the areas in which you will need to provide feedback on and that you are familiar with the form. It is also important that the paraeducator is aware of what they will be evaluated on as well. During session 3 you will learn about a rubric that may be used to help with portions of this evaluation.
These assignments are due before our next Centra session on November 12, 2009.You can reference the Pacing Guide for this course which is located in the course icon.If you have any questions, remember you can contact either one of us at 799-7440 from 8:30-3:30 pm or via InterAct.
There will be two required components to your ParaeducatorOrienation Notebook for Session 1. Remember these are to be submitted in the “ParaeducatorOrienation Notebook” session in Moodle. First, you will create a document (WORD or other) which lists a minimum of 6 Roles & Responsibilities for both the teacher (yourself) and the paraeducator(s) for your specific program and/or school site. This is a great way to communicate expectations of the paraeducator while letting them know what responsibilities you hold in the classroom as well. Some roles will be shared, while others belong solely to one member or the other.Second, create a list of a minimum of 5 Professional Expectations you have for your paraeducator in your specific program (such as a resource room, self-contained classroom, co-taught gen ed classroom, and/or school site). You may also wish to include copies of the CCSD Style Guidelines and Grooming Policy in your personal notebook, but these do not need to be submitted for the purposes of this class.Remember both of these components will be submitted online in Moodle.
Session I moodle
PDE 2954<br />Partnership for Success: <br />Building Teacher-Paraeducator Teams That Work<br />
About Your Instructor: Amy DesChane<br /> Hello, my name is Amy DesChane. I began my teaching career in Washington State after completing my undergraduate work at Central Washington University. I’ve taught in the area of special education for 10 years. I have my master’s degree in Reading Instruction from Nova Southeastern University. I currently work in the Student Support Services Division Professional Development Department where I work with new special education teachers. In my ten years of teaching I have had the opportunity to work with a variety of paraeducators. I look forward to exploring our job of working with paraeducators with you.<br />
About Your Instructor: Debra Adair<br /> Hello! I began my teaching career in Mississippi after obtaining my bachelor’s in special education from University of Southern Mississippi. I later obtained a master’s in Special Education from the same university. This year marks my 16th year with CCSD. I taught special education (6th-8th grade levels) for 4 years, worked as a Special Education Instructional Facilitator for 4 years, and have worked in Professional Development Department for the last 8 years. I believe Paraeducators are critical team members for working with students with disabilities. I hope you enjoy this class !<br />
Learner Outcomes for Session I:<br />Familiarize yourself with the Centra classroom environment<br />Getting to know instructors and classmates<br />Understand the format of the course <br />Identify the roles & responsibilities of paraeducators and teachers<br />Develop Awareness of legal issues relating to paraeducators<br />
Definition & Terminology<br /><ul><li>Paraeducators are individuals who provide instructional and other services to students and who are supervised by licensed professionals who are responsible for student outcomes (Gerlach, 2003).</li></li></ul><li>Legislation:Individuals with Disabilities Education Act of 1997 (IDEA)<br />Paraprofessional training became an area of emphasis<br />
Legislation: Individuals with Disabilities Education Act of 2004 (IDEA)<br />Any paraprofessional who provides instructional support, and works in a Title I funded school, must obtain the following credentials by the end of the 2005-06 school year:<br />A. 2 years of Higher Education or<br />B. Associates Degree or<br />C.48 credits in Paraprofessional Program or<br />D. Pass a comprehensive exam of quality <br />
Support Staff Performance Evaluation Report<br />
Session I: Moodle Assignments<br />Complete the Moodle assignments for this session<br />Reading: “Paraeducators: The Evolution in Their Roles, Responsibilities, Training, and Supervision” by Anna Lou Pickett<br />View video featuring Anna Lou Pickett<br />Discussion forum<br />Colors Self Assessment<br />Review course handouts & ParaeducatorOrienation Notebook section in Moodle<br />
Paraeducator Orientation Notebook Component<br />Create a document which lists a minimum of 6 Roles & Responsibilities of the teacher and paraeducator for your specific program and/or school site.<br />Create a list of at least 5 Professional Expectations you have for your paraeducator in your specific program and/or school site.<br />
Acknowledgements<br />Gerlach, K. (2006). Let’s team up! A checklist for paraeducators teachers and principals (4th ed.). Washington DC: NEA Professional Library.<br />http://ici/umn.edu/products/impact/152/over6.html<br />Works of Dr. Marilyn Friend, University of North Carolina-Greensboro<br />