Proactive Planning for Highly Qualified Paraeducator Staff Development

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Presentation from the 2006 ... National Resource Center for Paraprofessionals Conference http://www.nrcpara.org/

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  • 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
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    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>

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