This document provides information about a conference session presented by Dr. Ashleigh Molloy on becoming a successful 21st century paraeducator. The session objectives are to understand expectations, become more culturally competent, comprehend generational differences, and understand how the role is changing. The document then provides information about different generations from Baby Boomers to Generation Z and their traits. It also discusses concepts like cultural sensitivity, diversity, 21st century skills, and technology competencies needed for the paraeducator role.

1. NRCP Conference
San Antonio, Texas
February 29 - March 3, 2012
Presenter: Dr. Ashleigh Molloy
Copyright Transformation Education Institute 2012
http://www.transedinstitute.org/

2. Session Objectives
 To understand the expectations needed to be
a successful 21st Century Para
 To be more culturally competent
 To become knowledgeable about the
generational differences among students and
their parents
 To comprehend the concept of change and
its impact on the role of a para

3. Greetings from Lindsey Molloy
Hello everyone, my name is Lindsey, Dr. Ash is my dad.
Enjoy yourself, happy learning. Goodbye.

4. Generational Analysis

5. Baby Boomers (Practitioners)
Overview
Born between 1946 and 1964
Well established in their careers and hold positions of power and authority (law firm
leaders, corporate executives, etc.). 70% of law firm partners are Baby Boomers
Boomers have more educational and financial opportunities than previous generations.
Characteristics:
F.Work-centric:
 Extremely hard-working and motivated by position, perks, and prestige
 Long work weeks and define themselves by their professional accomplishments
 Likely to criticize younger generations for a lack of work ethic and commitment to
the workplace
G.Independent:
 Confident and self-reliant
 Grew up in an era of reforms and believe they can change the world
 Question established authority systems and challenged the status quo
lTheyprefer “face time” at the office and may criticize younger generations for working
remotely (tech gadgets)

6. Generation X
(Gen X or MTV Generation)
 People born from 1965-1982
 Characteristics/Traits/Profile:
 Have cultural perspectives and political experiences that were shaped by
series of events including:
 Chernobyl disaster
 Election of George H. Bush, Bill Clinton
 1987 stock market collapse
 AIDS epidemic
 Saw the introduction of
 home computers
 video games
 Cable television and the Internet

7. Generation X
(Gen X or MTV Generation)
 Compared to previous generation:
 Represents a more heterogeneous generation, exhibiting great variety of diversity in such
aspects as race, class, religion, ethnicity, and sexual orientation.
 Gen X tend to ignore leaders and opt to work for more long term institutional and
systematic change through economic, media, and consumer action.
 Gen X are highly educated holding the highest educational levels, considered the
smartest generation
 Prefers to work more (male and female) while choosing to have fewer or no kids, works
60-plus hours a week, strong career ambitions. More likely to have children later in life
because increase in females choosing to have a career over starting a family.
 Gen X will not match their parents income earning, working on average about nine years
longer than anticipated (delaying retirement)
 Higher divorce rates than previous generations
 Having been through major economic crisis of the past 30 years, Gen X-ers are more
resilient to face the uncertain future.

8. Generation Y
 Born 1980s to around 1990s
 AKA:
 Millennial Generation (or Millennials)
 Generation Next, Next Generation
 Generation Me (increasing narcissism during teen and early
twenties years)
 Boomerang or Peter Pan Generation
 Delaying some rites of passage into adulthood, longer than
previous generations; living with parents for longer periods
 Echo Boomers (due to significant birth rates through 1980s-1990s)

9. Generation Y
Characteristics/Traits/Profile:
Have smaller families
An increased use and familiarity with communications, media, and digital
technologies
Increase in neoliberal approach to politics and economics
Grew up with more protection and comfort than previous generation. Also
known as the trophy generation where mere participation warrants for trophies,
awards, and praises. Parents of gen Y-ers are described as “helicopter parents”
always hovering over their children to protect and provide them.
Gen Y are closer to parents than previous generations; Gen Y-ers never truly
rebelled against their parents, unlike prior generations
Prefers and are more dependent on team-work
Greater sense of entitlement, narcissism and rejection of social conventions
(more culturally liberal)

10. Generation Y
Influences:
Largely shaped by 9/11 events and ongoing economic difficulties
 High unemployment with increase debt loads made Gen Y-ers
rallied for occupied movements in developed and urban centers
Gen Y has a lower level of religiosity compared to older generations
and are more likely to be skeptical of religious institutions
Gen Y tend to choose urban, or gentrified areas to live than suburbs
Gen Y-ers adapted well to technological advances and are the largest
consumers of it (computers, wireless technology, smart phones, etc.)

11. Generation Z
Internet generation aka:
Net generation
Generation 9/11
Born during mid-1990s to present
 Born and raised after the Cold war era and fall of Soviet union
 Differs from Gen Y by that Gen Z were born completely into an era
of mass technology and globalization.
Traits
 Grown up with the World Wide Web
 They are highly connected
 Lifelong use of communications and media technologies such
as instant messaging, text messaging, online social media sites
such as Facebook, Youtube, etc., mp3 players, mobile phones,
smartphone, computer technologies
 Nicknamed “digital natives”
 Are known for curating online at a rapid pace: sharing thoughts and
observations on variety of media, topics and products.

14. Cultural Sensitivity
 A recognition that there are difference between cultures reflected in the ways
that different groups communicate and relate to one another
 A culturally sensitive person would understand other countries’ traditions and
ways of life, or attempt to learn and apply new understandings. They attempt
to be free from prejudices and preconceptions about other cultures.
Tolerance, inter-cultural dialogue and respect for diversity are more
essential than ever in a world where peoples are becoming more and
more closely interconnected.
-Kofi Annan, Former Secretary-General of the United Nations
Diversity (multiculturalism):
 It is an ideology that promotes the instutionalisation of communities containing
multiple cultures.

15. Student Profile
 Education Identification re Assistance
 Designation: i.e. Autism, Down Syndrome etc
 Contributing Factors of Diversity
 Para needs to be
sensitive as he/she
develops competency

16. Diversity in Thinking

17. Racial Background
 Black
 Hispanic
 Asian
 Native American
 Pacific Islanders

18. Formula for Being a 21st
Century Para
 Need to understand characteristics of students and of
themselves
 Culturally sensitive
 Respect for Diversity
 Awareness of 21st century skills required by students
 Utilize current research methods in their work with
students
 Avail of ongoing professional development ex: NRC
Conference
 Take care of your health and wellness
 Communicator

20. 21st Century Media
 Competent technological skills
`(programs that accommodate)
 World Wide Web
 Mobile Phones
 Text Messaging
 Social Media

21. 21st Century Skills
Basic skills
Reads, writes, performs arithmetic and mathematical operations, listens and speaks
well
Reading
Locates, understands, and interprets written information in pose and in document
Writing
Communicates thoughts, ideas, information, and creates documents such as
letters, directions, manuals, reports, graphs, and flow charts
Arithmetic / Mathematics
Performa basic computations and approaches practical problems by choosing
appropriately from a variety of mathematical techniques
Listening
Receives, attends to, and interprets, and responds to verbal messages and other
cues
Speaking
Organizes ideas and communicates orally

22. 21st Century Skills
Personal qualities
Displays responsibility, self esteem, sociability, self-management, integrity, and
honesty
Responsibility
Exerts a high level of effort and perseveres toward goal attainment
Self-Esteem
Believes in own self-worth and maintains a positive view of self
Sociability
Demonstrates understanding, friendliness, adaptability, empathy, and politeness
in group settings
Self-Management
Assess self accurately, sets personal goals, monitors progress and exhibits self-
control
Integrity/Honesty
Chooses ethical course of action

23. 21st Century Skills
Thinking skills
Thinks critically, makes decisions, solves problems, visualizes, knows how to learn and reason
Knowing How to Learn
Uses efficient learning techniques to acquire and apply new knowledge and skills
Decision Making
Specifies goals and constraints, generates alternatives, considers risks, evaluates and chooses
best alternative
Problem Solving
Recognizes problems, devises and implements a plan of action
Seeing Things in the Mind’s Eye
Organizes and processes symbols, pictures, graphs, objects, and other information
Creative Thinking
Generates new ideas
Reasoning
Discovers a rule or principle underlying the relationship between two or more objects ad
applies in when solving a problem

24. Cultural Lenses
A C
THE SINGLE CULTURAL LENS THE SILO-CULTURAL LENS
The uni-cultural lens (Unity and University) (Isolation and Fortification)
Fortifies the specific needs, values, and
Focuses on unitive vision worldwide of one’s own cultural group in
“Our way and your way (we) are ONE” contrast to other cultural groups.
“Our way is NOT your way and we need to
KEEP IT THAT WAY”
B
THE MONO-CULTURAL LENS
D
THE PLURI-CULTURAL LENS
(Uniformity and Dominance) (Diversity and Collaboration)
Focuses on strategies of assimilation Focuses on the needs, values and worldwide
“Our way is the ONLY way.” of EACH cultural group in collaboration with
other cultural groups
“Our way is NOT your way and that’s OKAY”
Through the Looking Glass Lens by Ricky Manalo, CSP

25. Think outside the box

26. Paraprofessional Role
Paraeducators need to work at their positive relationship with their teacher/partner.
Being an effective partner isn’t always easy, but it is worth the effort
Articulate your needs. Be sure that your teacher/partner is the first to hear of your
frustrations, concerns and discomfort with your duties.
Respect the lines of authority and leadership in your classroom assignments. Do
your best to be an extension of the teacher/ partner(s) to whom you are assigned.
Team is not spelled with an “I.” Be conscious of using the word “we” when referring
to successes in the classroom.
Now is the time to deal with issues in your teacher/partner relationship. Don’t let little
things grow into unsolvable problems.
Encourage your teacher/partner by looking for and illuminating the best in their
performances. Be sure to do it in front of their peers.
Reach for the stars. If you continually strive to have the best partnership possible,
you will always be heading in the right direction.
Student success always be the purpose of your partnership. Measure your input to
partnership discussions by its benefit to students.
Hear what your partner is saying. Being a good listener means that you listen to
understand what your partner is communicating.
Initiative is a respected characteristic in partnerships. It’s important that you be a
self-starter and not wait to be directed.
Planning for an effective partnership is important. You need to be a proactive
participant in building a successful and mutually respectful partnership.

27. Questions for reflection by Paras
in a 21st century classroom
Did you see…
 Community Building,
 Sense of Belonging,
 Positive Self-esteem,
 Effective Social Skills,
 Cooperative Learning,
 Positive Attitudes for Learning,
 Solid Foundation for Future Endeavors,
 Differentiated and Appropriate Instruction?

28. Planning for 21 Century
st
Success

29. Team work is essential

30. Helping 21st century students
address complex thinking tasks
 In order to prepare students effectively for 21st Century learning,
schools need to fortify students with ability to “know how to act
on information, know what questions to ask… and be able to
think critically about content and origin. (Costa, 2000).” Costa
describes a constellation of dispositions (or attitudes), referred to
as the Habits of Mind, that provide a useful framework to
describe these behaviours that shape effective inquiry and
encourage independent learning.
 A concern mentioned by many school personnel is the lack of
persistence that many students demonstrate, especially when
engaged in complex thinking tasks. Students are quick to give up
if an answer is not readily apparent and students can seem
easily frustrated when the answer is not discovered in quick
fashion.

31. Education for the 21st Century
Citizens
 Nurture a respectful, inclusive, and interactive classroom/school ethos (e.g. shared
understanding of the classrooms norms, student voice, seating arrangements, use of wall/
visual space, global citizenship imagery);
 Infuse learner-centered and culturally responsive independent and interactive teaching
and learning approaches that align with learning goals (e.g., independent and
collaborative learning structures, deliberative dialogue, media literacy);
 Embed authentic performance tasks (e.g., creating displays on children’s rights, creating
peace building programs, creating a student newspaper addressing global issues);
 Draw on globally-oriented learning resources to assist students in understanding a “larger
picture” of themselves in the world in relation to their local circumstances (e.g. a variety of
sources and media, comparative and diverse perspectives);
 Make use of assessment and evaluation strategies that align with the learning goals and
forms of instruction used to support learning (e.g., reflection and self-assessment, peer
feedback, teacher assessment, journals, portfolios);
 Offer opportunities for students to experience learning in varied contexts including the
classroom, whole school activities, and in one’s communities, from the local to the global
(e.g., community participation; international e-exchanges; virtual communities); and
 Foreground the teacher as a role model (e.g., up to date on current events, community
involvement, practicing environmental and equity standards).

32. Teaching and learning practices
associated with global citizenship
education
Authentic
performance tasks
Learner-centered Respectful, inclusive,
and culturally and interactive
responsive classroom/school
teaching and ethos
learning practices
TEACHING
AND
LEARNING
PRACTICES
Teacher(s) as role
model School/community/
world as classroom
Aligned Globally oriented
assessment and learning
evaluation resources

33. The Future awaits

34. Dr. Ash’s “Para Feel Good”
Kit
Lifesaver
To keep you from drowning in everyday chores.
Candy Kiss
To remind you that everyone needs a kiss or a hug
everyday.
Toothpick
To remind you to pick out the good qualities in others
Chewing Gum
To remind you to stick with it, and you can accomplish
anything.
Sweet Tart
To help you accept and appreciate the differences in
others.
Eraser
To remind you that everyone makes mistakes, and it’s okay.

35. Dr. Ash’s “Para Feel Good” Kit
Tea Bag
To remind you to relax daily and go over your list of
blessings.
Nail
To help you remember that suffering is part of life.
Button
To remember to button your lip when needed.
Band Aid
To remind you to heal hurt feelings, yours or someone
else’s.
Rubber Band
To remind you to be flexible, things might not always go
the way you want, but it will work out.
Mint
To remind you that you are worth a mint.

36. Song -The Para Rose of Texas

38. T hank You
Gracias
Dr. Ash
Transformation Education
Institute
www.transedinstitute.org/
info@transedinstitute.org