Proactive Planning for Highly Qualified Paraeducator Staff Development


Published on

Presentation from the 2006 ... National Resource Center for Paraprofessionals Conference

Published in: Education, Technology
  • Be the first to comment

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • Proactive Planning for Highly Qualified Paraeducator Staff Development

    1. 1. Proactive Planning for Highly Qualified Paraeducator Staff Development Mary Lasater, Ed.D. & Sheila Fernley
    2. 2. What’s for dinner?
    3. 3. Analogy <ul><li>Planning for paraeducator training like planning to order pizza for dinner because both … </li></ul>
    4. 4. Planning considerations <ul><li>Federal, state and district mandates. </li></ul><ul><li>Numbers of paraeducators in the different programs (Title I, SPED, EC, ESL). </li></ul><ul><li>Training they have had and training </li></ul><ul><li>they still need. </li></ul>
    5. 5. Planning considerations <ul><li>Student variables. </li></ul><ul><li>Resources available (funding, access to different training delivery formats, curricula, trainers). </li></ul><ul><li>Time frame and location for </li></ul><ul><li>training. </li></ul>
    6. 6. Why staff development for paraeducators? <ul><li>Federal mandates. </li></ul><ul><ul><li>IDEA 2004. </li></ul></ul><ul><ul><li>The No Child Left Behind Act. </li></ul></ul><ul><li>State mandates. </li></ul>
    7. 7. State Mandates <ul><li>Paraeducator requirements. </li></ul><ul><ul><li>NCLB. </li></ul></ul><ul><ul><li>IDEA. </li></ul></ul><ul><ul><li>All instructional paraeducators. </li></ul></ul><ul><li>(See Utah, Minnesota, Rhode Island, Washington, Iowa, Arkansas, Kansas for examples of necessary paraeducator knowledge and skills.) </li></ul>
    8. 8. District, Campus and Class Goals <ul><li>Continued teacher shortages. </li></ul><ul><li>Expanding inclusive efforts. </li></ul><ul><li>Increases in student diversity. </li></ul><ul><li>Increases in students with </li></ul><ul><li>special needs. </li></ul><ul><li>High-stakes testing. </li></ul><ul><li>Technological innovations. </li></ul>
    9. 9. What do they need to know? <ul><li>Competencies are identified skills and </li></ul><ul><li>knowledge an individual needs in order to </li></ul><ul><li>adequately perform a specified job. </li></ul><ul><li>For NCLB: </li></ul><ul><ul><li>“… ability to assist in instructing reading, </li></ul></ul><ul><ul><li>writing and mathematics.” </li></ul></ul><ul><li>For IDEA: </li></ul><ul><ul><li>Varies from state to state. </li></ul></ul>
    10. 10. What do they need to know? <ul><li>Organizations with Paraeducator Competencies: </li></ul><ul><li>Council for Exceptional Children (CEC). </li></ul><ul><li>National Resource Center for Paraprofessionals (NRCP). </li></ul><ul><li>National Skills Standards Board (NSSB). </li></ul><ul><li>American Federation of Teachers </li></ul><ul><li>(AFT). </li></ul><ul><li>National Education Association (NEA). </li></ul>
    11. 11. What training must include <ul><li>Relevant and essential content based on needs assessment. </li></ul><ul><li>Opportunities for questioning, implementation, feedback and support. </li></ul><ul><li>Evaluation of outcomes. </li></ul><ul><li>It is not “Sit-Get-Split-Forget” training! </li></ul>
    12. 12. Other training considerations <ul><li>Demonstrate that paraeducators are valued members of the instructional team. </li></ul><ul><li>Reflect results of needs assessment. </li></ul><ul><li>Allow time for questions, problem solving, and ongoing support on knowledge and skills. </li></ul><ul><li>Ensure opportunities for sharing, interacting and networking. </li></ul>
    13. 13. Other training considerations <ul><li>Build a solid knowledge base that reflects student needs and goals. </li></ul><ul><li>Help paraeducators recognize the fluidity of support. </li></ul><ul><li>Offer concrete tools to take back to the classroom to share with teachers. </li></ul>
    14. 14. Other training considerations <ul><li>Offer practical alternatives for responding to implementation challenges. </li></ul><ul><li>Provide opportunities for paraeducators and teachers to experience training together. </li></ul><ul><li>Train teachers to supervise and mentor paraeducators. </li></ul>
    15. 15. Other training considerations <ul><li>Provide guidance to campus administrators on how to facilitate the partner-teacher relationship and train paraeducators. </li></ul><ul><li>Celebrate their successes! </li></ul>
    16. 16. Training Format Options <ul><li>Formal direct training </li></ul><ul><li>Informal direct training </li></ul><ul><li>One-on-one </li></ul><ul><li>On-line </li></ul>
    17. 17. Benefits of on-line training <ul><li>Web-based instruction is on-demand and self-paced. </li></ul><ul><li>Using a module format provides flexibility for delivery of content that can be easily aligned to state standards. </li></ul><ul><li>Intuitive navigation is user-friendly. </li></ul><ul><li>Engages the learner through variety of on-line and off-line activities. </li></ul>
    18. 18. Benefits of on-line training <ul><li>Activities and assessments offer immediate feedback. </li></ul><ul><li>Learner is able to “bookmark” where he left off - making it easy to return to module. </li></ul><ul><li>Using a “toolbox” provides the leaner with additional resources. </li></ul>
    19. 19. Benefits of on-line training <ul><li>Using a “notebook” enables the learner to take notes that can be automatically categorized by module topic and easily printed for review. </li></ul><ul><li>508 compliance is easily created. </li></ul><ul><li>Updating to new regulations is not difficult. </li></ul>
    20. 20. Planning an on-line training <ul><li>Develop learning objectives. </li></ul><ul><li>Gather the content. </li></ul><ul><li>Create a lexicon. </li></ul><ul><li>Create activities that practice using the concepts and assessing the learner “along the way.” </li></ul><ul><li>Develop the module assessment. </li></ul>
    21. 21. Sample Instructional Objectives
    22. 22. Sample Module Lexicon
    23. 23. Sample Module Lexicon
    24. 24. Sample Module Lexicon
    25. 25. Sample Content
    26. 26. Sample Content
    27. 27. Sample Content
    28. 28. Sample Content
    29. 30. Sample Content
    30. 31. Sample Content
    31. 32. Sample Content
    32. 33. Sample Content
    33. 34. Sample Content
    34. 35. Sample Content
    35. 36. Sample Content
    36. 37. Sample Content
    37. 38. Sample Content
    38. 39. Sample Content
    39. 40. Sample Content
    40. 41. Sample Content
    41. 42. Sample Content
    42. 43. Sample Content
    43. 57. <ul><li>Questions to ask for gathering essential information </li></ul><ul><li>by a team: </li></ul><ul><li>Why? </li></ul><ul><li>Who? </li></ul><ul><li>What? </li></ul><ul><li>When? </li></ul><ul><li>Where? </li></ul><ul><li>How? </li></ul>Paraeducator Staff Development Framework
    44. 58. <ul><li>Demographic information. </li></ul><ul><li>Training received. </li></ul><ul><li>Training needs. </li></ul><ul><li>Preferences for when and how training should take place. </li></ul>Paraeducator Needs Assessment
    45. 59. <ul><li>Paraeducators can be a school’s secret “weapon of mass instruction.” </li></ul><ul><li>We must cherish and honor these individuals who support students and give them the training and respect they need and deserve. </li></ul>Paraeducators: Undervalued Assets
    46. 60. <ul><li>Thank you for attending this session. </li></ul><ul><li>For more information on paraeducator training, please contact: </li></ul><ul><li>Mary Lasater, Ed.D. </li></ul><ul><li>Spicewood, Texas </li></ul><ul><li>[email_address] </li></ul><ul><li>512-264-0443 </li></ul>