Barbara Jo Stahl
bjsthal@stthomas.edu
651-962-4398
 Special      Education –
     Federal – 1997, 2004 Amendments to IDEA –
 
     State - Minnesota Omnibus Education Bill...
Teachers Directing the Work of
          Paraprofessionals

   Competencies for Teachers (Wallace, Shin,
Bartholomay, & St...
socialization
Promote
Provide a variety of instructional
 methods
Know the learning goals
 Share student strategies wi...
Success
Expect
students equally and with
Treat
 age appropriate activities
 Speak directly to students
Ask content questions
 Share i...
 Team   members are able to share ideas and
  give input into discussions.
 Team members find team meeting efficient
  a...
 Staff development is provided and is taken
  advantage of by team members.
 Feed back is provided to all team
  members...
 Team  members know their roles in getting
  tasks done and how to use the skills and
  expertise of each member most
  e...
Managing the Work of Paraprofessionals

  SPED 688
 This course will discuss a teacher’s roles and
  responsibilities fo...
 Planning,   Scheduling for Paraprofessionals
  SPED 689
 This course will examine a teacher’s roles
  and responsibilit...
Training and Development for

  Paraprofessionals
  SPED 690
 This course focuses on supervising
  paraprofessionals’ re...
Collaboration Skills for School Professionals

    SPED 714
    This course will help candidates develop an ethic of coll...
Gerlach, Kent (2001). Let’s Team Up!, A

  checklist for Paraeducators, Teachers and
  Principals. National Education Ass...
Supervising Paraprofessional: Keys To Succes
Supervising Paraprofessional: Keys To Succes
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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.

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Supervising Paraprofessional: Keys To Succes

  1. 1. Barbara Jo Stahl bjsthal@stthomas.edu 651-962-4398
  2. 2.  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
  3. 3. 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
  4. 4. socialization Promote Provide a variety of instructional methods Know the learning goals  Share student strategies with supervising teacher(s) Get to know your students
  5. 5. Success Expect
  6. 6. students equally and with Treat age appropriate activities  Speak directly to students Ask content questions  Share ideas and feelings
  7. 7.  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.
  8. 8.  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.
  9. 9.  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.
  10. 10. 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,
  11. 11.  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
  12. 12. 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.
  13. 13. 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. 
  14. 14. 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.

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