Keyed In, Logged On, Charged Up! Paraprofessionals Connecting with 21st Century Learners

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National Resource Center for Paraprofessionals

Keynote address from Marilyn Likins and Gina R. Scala from the 2011 National Resource Center for Paraprofessionals.

Education Technology Business

Keyed In, Logged On, Charged Up!Paraprofessionals Connecting with 21st Century Learners Introduction and Welcome Keynote Speakers: Gina R. Scala & Marilyn Likins May 12, 2011 Harrisburg, Pennsylvania

How did we get to where we are? ,[object Object]

2006-2007 ~ 54% of 6 million students with disabilities spend 80% of time in general education (3,240,000)

387,845 certified special education teachers nationally

455,820 paraeducators in special education~US Department of Education: Data Accountability Center ~John A. Caliso

Collecting data on the learning needs of individuals with exceptionalities

Providing personal care assistanceSPENSE, 2003

So what they say… Paraeducators have become an essential part of the special education team in developing individualized services and playing an increasingly prominent role in the instruction of individuals with exceptional learning needs. CEC Knowledge & Skills

Council for Exceptional Children (CEC)Exciting News Newly revised Knowledge & Skill Standards for Paraprofessionals Just approved in April Discussed in Session 8 Provide a foundation for training, evaluation and supervisory practices.

National Paraeducator Leadership Forum Sponsored by the NRCP -- May 2010 The purpose was to give State and National leaders a concentrated block of time to systematically address several critical issues. While conferences allow us to share our programs and results, they are not the most effective vehicle for in-depth discussion and problem solving.

The document provides an overview of the activities and accomplishments of the National Association of Extension 4-H Agents (NAE4-HA) in 2016. Some key points: - Membership increased slightly from 3,779 in 2015 to 3,781 in 2016. 240 members received service awards and 804 applications were submitted under award categories. - The NAE4-HA provided professional development to members through 17 state visits, webinars, and monthly virtual training opportunities. A strategic plan process was also created. - Other accomplishments included reconnecting with life members, reviewing handbooks, implementing weekly expense payments, and engaging members through communications and social media. - Planning was underway for 2017-2018

Practicing What We Preach

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Leadership in a Global Environment Cross Cultural Leadership Jose

EUR ING Jos Fernandes, M.Sc. ENG., MBA., MBA., GDBA.

This document discusses cross-cultural leadership and change management. It begins by defining culture using Schein's model of artifacts, espoused values, and basic underlying assumptions. Leadership is distinguished from management and defined as coping with change using Kotter's eight steps for successful large-scale change. The document then summarizes findings from the GLOBE project on culturally endorsed leadership dimensions and provides examples for India, Germany, and the US. It proposes combining GLOBE results with Javidan's work to develop prescriptions for successful cross-cultural leadership and managing change across cultures using Kotter's eight steps.

ESSA Implications for Paraeducators, Administrators and Teachers

National Resource Center for Paraprofessionals

This document summarizes a presentation about the implications of the Every Student Succeeds Act (ESSA) for paraeducators, teachers, and administrators. The presentation includes an overview of ESSA and how it compares to previous laws like the Individuals with Disabilities Education Act (IDEA) and No Child Left Behind (NCLB). Key points discussed include ESSA allowing more state control over accountability systems and assessments while still requiring standards and support for struggling schools. The implications of changes to teacher evaluation, testing, and school improvement requirements are also examined.

Study Groups As a Professional Development Model for Paraprofessionals

National Resource Center for Paraprofessionals

Schools as Catalysts for Change

ceasa

This document summarizes a CEASA Spotlight Seminar that took place on May 16, 2012 about using schools as catalysts for change. The seminar featured several presenters who discussed topics like professional learning, school-based change, and how to think differently about professional learning to bring about real change in schools. The agenda included presentations on numeracy, building strong working relationships among teachers, aligning professional development with school goals, and how change is often a non-linear process that takes time. The document concludes by asking for comments on the seminar process and content.

Schools as Catalysts for Change

ceasa

This document summarizes a CEASA Spotlight Seminar that took place on May 16, 2012 about using schools as catalysts for change. The seminar featured several presenters who discussed topics like professional learning, school-based change, and effective teaching practices. Some key points made were that professional development should be ongoing, connected to practice and curriculum, and foster collaboration among teachers. School-based change was noted to be a non-linear process that requires commitment over time and empowering teachers. The seminar provided an opportunity for participants to discuss and ask questions about implementing real change in schools.

Preparing Administrators for Leadership in the Rural Context

mmcneffnd

This document summarizes Michael McNeff's study on preparing administrators for leadership in rural contexts. McNeff interviewed six rural principals in North Dakota to understand their experiences. He found that principals are drawn to rural schools due to community ties but also feel isolated professionally. Principals rely on other stakeholders for support and find challenges with limited resources, teacher turnover, and accessing relevant professional development due to distance and costs. The study provides recommendations for improving principal preparation and support programs for rural school leaders.

This document summarizes a CEASA Spotlight Seminar that took place on May 16, 2012 about using schools as catalysts for change. The seminar featured several presenters who discussed topics like professional learning, school-based change, and effective teaching practices. Some key points made were that professional development should be ongoing, connected to practice and curriculum, and foster collaboration among teachers. School-based change was noted to be a non-linear process that requires commitment over time and empowering teachers. The seminar provided an opportunity for participants to discuss and ask questions about implementing real change in schools.

Preparing Administrators for Leadership in the Rural Context

mmcneffnd

Session 8 Research Into Policy And Practice After Class

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The document discusses a research program called EdQual that aims to generate knowledge to improve education quality in low-income countries. It is a consortium of several universities in Africa and the UK funded by DFID. There are 5 large projects related to curriculum change, ICTs, language/literacy, leadership/management, and school effectiveness. One focus is on the role of head teachers in promoting gender equity and a child-friendly environment. Challenges for head teachers in disadvantaged communities include a lack of training. The research also looks at targeting interventions toward disadvantaged students based on factors like socioeconomics, gender, disability. A TV drama in Kenya aims to disseminate research findings to the public.

Building a Culture of Commitment in an Age of Compliance

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Getting S.M.A.R.T. with Data Presentation

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The document outlines an agenda for a School Leadership Teams Workshop focusing on creating a culture of quality data through professional development, data mining tools, and establishing collaborative teams. The workshop covers introducing data systems, assessing the current culture and use of data, and roles and responsibilities for building a culture where decisions are based on analysis of common formative assessments.

Singh forseth acsa summit 2013

ACSASummit

District leadership practices that contribute to principal effectiveness were discussed. Three key findings from research on effective district leadership were presented: providing direction through clear goals and expectations; providing support through communication, resources, and recognition; and providing development through professional learning opportunities. Specific examples from the Fallbrook Union Elementary School District demonstrated how they work to direct, support, and develop principals in order to improve student achievement.

Facets of Dyslexia Agenda 2016

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The conference agenda outlines the schedule and sessions for a one-day conference on dyslexia. The day includes a keynote address on understanding dyslexia from a personal perspective followed by breakout sessions in the morning and afternoon on topics like strengthening programs for dyslexia, executive function strategies, assistive technology, multisensory reading approaches, developing text understanding, incorporating creativity, and making math more accessible. Presenters include psychologists, educators, and professionals working in the field of dyslexia and learning disabilities.

Summit Brochure

Jeff Frownfelter

The document advertises The Summit on PLC at Work conference taking place February 3-5 in Phoenix, Arizona. The summit features world-renowned experts on professional learning communities who will provide inspiration and practical solutions through keynote speeches and breakout sessions. Attendees can expect to be empowered with fresh ideas to propel student achievement and take meaningful steps to build and sustain thriving learning environments. Prior attendees praise the event for being career-changing and providing the right strategies and energy to improve teaching and whole-school growth.

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Response to Intervention

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RTI (Response to Intervention) was created due to limited assessment and monitoring of students, especially in primary grades. It provides a multi-tiered system of support for all students. Tier 1 involves universal core instruction for 80% of students. Tier 2 provides targeted interventions for 15% of students struggling in Tier 1. Tier 3 includes intensive individualized interventions for the 5% of students not making progress in Tier 2. The RTI process involves screening, progress monitoring, and data-based decision making to determine the need for and success of interventions across the tiers with the goal of helping students achieve important educational outcomes.

15PA01_LTCon_Program_Booklet_FA_LR

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The document provides information about the Pearson National Learning and Teaching Conference being held from November 5-7, 2015 at Sea World on the Gold Coast. The conference will focus on improving student outcomes through four streams: leadership, teaching and learning, student wellbeing, and literacy and numeracy. Keynote speakers will present on topics related to these streams. The program outlines sessions being offered each day that allow educators to learn strategies to implement at their schools to positively impact student learning. The conference aims to provide opportunities for educators to connect, share experiences, and gain knowledge to make a measurable difference for students.

National Curriculum Development Process (Plan)

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This presentation offers some global perspective (Kuwait, South Africa, UK, and US) on the the connection between competency development and career progression for emerging student affairs professionals and the importance of mentoring in both informal and formal methods. Presentation features an intro to NAFSA and ACPA/NASPA Competency Frameworks, resources, and the need for more research on the importance of mentoring to facilitate professionalization of the field.

CCCOER Presents: Regional Leaders of Open Education

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When: Wednesday, March 4, noon PST/3pm EST: Launched in fall 2019, the Regional Leadership for Open Education (RLOE) initiative was inspired by CCCOER members’ growing need to collaborate across institutional and state boundaries to find solutions for issues impacting OER adoption at diverse, multi-institution systems. Many open education leaders face similar issues of advocacy and implementation beyond their home institution and wish for the opportunity to craft common solutions and eliminate duplication of efforts. Leaders from colleges, universities, library consortia, and government agencies were invited to participate in four workgroups to discuss and build solutions. Each workgroup has developed a focus project for pursuing in 2020 and will share early efforts and invite community feedback Policy & Strategy: focusing on a bibliography of open education policies and building a video repository of statewide OER policy clips. Stewardship: focusing on emerging frameworks for stewardship of open education resources and student privacy and data. Professionalism: focusing on building a matrix of emerging “open education” roles and their associated competencies to better identify training needs. Sustainability: focusing on building a virtual file cabinet of higher education infrastructure documents/templates integrating open education. Featured Speakers: Denise Cote, Reference Librarian, College of DuPage James Glapa-Grossklag, Dean, Educational Technology, Learning Resources, and Distance Learning, College of the Canyons Amy Hofer, Coordinator, Statewide Open Education Library Services, Open Oregon Quill West, Open Education Project Manager, Pierce College District Lisa Young, Faculty Director, Center for Teaching & Learning, Scottsdale Community College Moderator: Una Daly, CCCOER Director

Supporting and sustaining gifted education we are all advocates! (2)

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This document provides information and guidance for advocates of gifted education. It discusses the importance of advocacy and outlines strategies advocates can take, such as examining current gifted programs, establishing clear rationales, improving communication skills, building relationships with administrators, and networking. Key points emphasized include having a plan and communicating issues, goals, needs and progress clearly. The document also provides examples of arguments advocates can make and suggests supporting arguments with research evidence on the benefits of gifted education.

2021 to 2022 Second Annual Webinar Series: Leadership for Equity

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Hosted in partnership with the Canadian Association of School System Administrator and The Learning Partnership. By popular demand, this accessible, virtual learning opportunity for senior educational leaders across Canada will continue to be offered throughout the 2021/2022 school year. The series is built on evidence-based research, problem-based learning, professional publications, and practical strategies for leading. The speakers and topics have been chosen based on feedback and urgently identified leadership priorities and equity is weaved into each session. The series focuses on effective approaches and strategies that can be implemented in a timely manner to optimize support for staff, students and communities served. Each series consists of three modules, 90-minutes in duration, delivered online, in an interactive webinar format. Each module connects and builds on the learning from the previous module. Most sessions will be recorded and provided to all participants within 48 hours via the CMC Leadership online learning platform. Additional resources will be provided. The topics, speakers and dates for section three will be announced in the new year. To learn more, visit: cmcleadership.ca/leadership-for-equity/

Supporting and sustaining gifted education we are all advocates!

jdanielian

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Several trainers have been employed by CC's Cosmetology College to conduct "train-the-trainer" diversity training classes for the purpose of building confidence, knowledge, and the skills of those charged with conducting high-impact, relevant, and involved diversity education and training. The problem is the lack of understanding trainers have regarding workplace diversity and the ability to create an inclusive culture and classroom environment that leads to understanding and implementation of workplace diversity.

APLA Presentation On Staff Development

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The document summarizes the results of a staff development and training survey conducted by the South Carolina State Library. Key findings from the survey include that most libraries rely on the director to organize training, in-service training is typically offered once or twice a year for a full day, and popular training methods include seminars, workshops, and one-on-one training. It also provides an overview of how to develop a staff development plan, including conducting a needs assessment, setting goals and objectives, and components to include in the plan such as responsibilities, goals, and a policy statement.

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Candee martinez

Candee Martinez is seeking a principal position and has over 15 years of experience in education. She previously served as principal of Roger Q. Mills Elementary School where she implemented an instructional plan focused on critical thinking, communication, creativity, and collaboration. Under her leadership, the school improved student achievement, developed strong community partnerships, and established a positive school culture. Martinez has also held assistant principal and teaching roles. She has a master's degree in education administration and various certifications including principal, instructional leadership, and English as a second language.

I nacol cw_issuebrief_learningedge_full

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This document discusses supporting student success in a competency-based learning environment. It outlines the need for timely, differentiated support for students as they work to achieve competencies. A growth mindset that believes abilities can be developed through effort is important for providing effective support. Schools implementing competency-based learning must create structures, relationships and conditions that enable learning and the belief that high achievement is possible. The document provides examples of how some schools are implementing learning supports and outlines design principles for developing an effective "learning edge" system of support.

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This document provides information and suggestions for the 4-H Youth Development program in Texas. It includes statistics on popular 4-H projects, suggestions for measuring program outcomes, upcoming dates, and resources. The document emphasizes developing youth leadership, career exploration, science education, and partnering with organizations like Farm Bureau. It encourages agents to support the 4-H conference center, consider new career camp topics, and stay passionate about the 4-H mission.

Session #4: Supporting Positive Behavior thru PBIS

National Resource Center for Paraprofessionals

This document provides an overview of Positive Behavioral Interventions and Supports (PBIS) and the role of para-professionals in implementing PBIS. It discusses PBIS as a multi-tiered system of support, establishing and teaching expectations to students, using acknowledgment systems to recognize positive behaviors, responding to minor problem behaviors through re-teaching expectations, and the importance of active supervision through constant movement and scanning of areas. The document also provides examples of environmental supports and small changes schools can make to improve behavior, such as adding structure to areas and increasing adult-to-student ratios.

Vocabulary Instruction

National Resource Center for Paraprofessionals

This document provides an overview of effective vocabulary instruction strategies for teachers. It discusses the importance of vocabulary and recommends using both direct instruction methods like the six-steps of vocabulary instruction as well as teaching vocabulary in context. The document emphasizes that building vocabulary takes time and should start in early grades. It also dispels common misconceptions and provides research-based best practices for vocabulary instruction, such as using multiple instructional methods, sequencing related texts, and promoting word consciousness.

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Session #44; Strategies for Preventing Problem Behavior

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This document summarizes a presentation on preventing challenging behavior given at the NRCP 34th Annual Conference in Seattle, Washington in April 2018. It discusses why addressing challenging behavior is important, foundational considerations like determining the function of behavior, and 10 evidence-based practices for preventing challenging behavior, including using reinforcement, behavior specific praise, high probability request sequences, choice, predictability, scheduled attention, pre-correction, and opportunities to respond. The document provides an overview and brief descriptions of each strategy to help practitioners prevent challenging behavior in students.

Session #31 Bridging Quality Education thru Assistive technology

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This document discusses assistive technology (AT) and its role in bridging quality education. It defines AT as any item or system that improves functional capabilities for those with disabilities. AT can be low-tech like pencil grips or high-tech like specialized computers. Laws like the ADA and IDEA support students' access to AT. The IEP process is used to determine individual student needs and select appropriate AT solutions. Commonly used AT in schools includes word prediction, speech-to-text, augmentative communication devices, switches, and high-tech devices. Future directions for AT include advances in mobility, biomechanics, robotics, and funding sources are described.

Session #5 Lets team up communication and team building

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Session #24: Autism 101 Presentation

National Resource Center for Paraprofessionals

The document provides information about autism spectrum disorder (ASD), including prevalence rates, characteristics, challenges, and perspectives. Some key points: - 1 in 59 children have ASD with higher rates in boys. Common characteristics include difficulties with social communication and interaction, repetitive behaviors, and sensory processing. - Individuals with ASD may struggle with social reciprocity, nonverbal communication, relationships, and restricted/repetitive behaviors or interests. - Perspectives from those with ASD emphasize sensory challenges, difficulties with change and transitions, and the importance of communication supports.

Session #16 The Trauma Informed Paraeducator

National Resource Center for Paraprofessionals

This document discusses trauma-informed approaches for paraeducators working with students. It notes that trauma is very common among school-aged children and often results in behavioral issues. A trauma-informed approach focuses on predictability, safe relationships, and providing opportunities for students to regulate their emotions and behaviors. Key aspects of this approach include understanding how trauma impacts brain development and the stress response, building student resilience through supportive relationships and teaching coping skills, and creating a calm, predictable classroom environment where students feel safe and are able to manage their emotions with the help of educators.

Session #37: Small ways to prevent big behaviors

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This document provides strategies for preventing challenging behaviors in students. It discusses understanding the function of behaviors, building positive relationships with students, using environmental strategies like visual supports and schedules, employing language strategies, and reinforcing positive behaviors. Specific reinforcement techniques are outlined such as using material, natural, sensory, and social reinforcers. Additional strategies mentioned include social stories, problem solving charts, transition objects, and frequent breaks.

Session #48 Promoting independence for Students with 1:1 Paraeducators

National Resource Center for Paraprofessionals

This document discusses strategies for promoting independence for students with 1:1 paraeducators. It begins by noting some detrimental effects that can occur when independence is not fostered, such as students being unable to complete basic tasks without assistance. The document then outlines how shifting mindsets among teachers, paraeducators, students, and parents can support independence. Specific strategies are provided, including using prompts from most to least assistance and fading assistance over time. The importance of teaching students to work independently for short periods is also discussed. Overall, the document advocates for an approach where paraeducators focus on connecting students to the classroom rather than doing everything for them.

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Session #11 Effective Financial Support to Paraprofessionals

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This document discusses lessons learned from managing career ladder programs that provide financial support to paraprofessionals seeking to become teachers. It outlines various models for funding tuition reimbursement, exams, books, and recommends allocating stipends directly to vendors. Professional development funds are best spent on targeted training, mentoring, and forums to develop teaching skills. Operational funds support activities like leaves for student teaching and data tracking to promote commitment. Overall, career ladders can effectively address teacher shortages by retaining experienced paraprofessionals already invested in their communities.

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The document provides an overview of autism spectrum disorder including common signs, causes, prevalence statistics, strengths and challenges associated with ASD. It discusses social, emotional, cognitive, communication, sensory and motor difficulties individuals with ASD may experience. The document also outlines teaching strategies like visual supports, social stories, role playing and video modeling to help students with autism develop social skills.

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This document discusses autism spectrum disorder (ASD) and meltdowns experienced by students with ASD. It defines ASD as a genetic predisposition activated by the environment that affects social and cognitive functioning. Common characteristics include repetitive behaviors, poor eye contact, difficulty socializing, and resistance to change in routines. The document distinguishes meltdowns, which are internal processes to cope with upsets, from acting out behaviors which are outward attempts to manipulate others. Effective strategies for meltdowns include identifying feelings, finding ways to cope, using passionate distractions, and establishing routines and visual cues.

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This document discusses learning styles and provides strategies to help students learn based on their dominant learning style. It contains a learning styles assessment quiz to determine if a student is a visual, auditory, or kinesthetic learner. Their scores are tallied to identify their primary learning style. The document then provides general classroom strategies and individual study strategies tailored for each learning style to help visual, auditory, and kinesthetic learners implement approaches aligned with how they learn best.

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Teacher X X X Teacher X Teacher X X Teacher X X Shared X X Teacher X X Teacher X X Teacher X X Shared X X Teacher X X Teacher X X Teacher X X Teacher X Teacher X X Teacher X X Teacher X Teacher X X Teacher X Teacher X X Teacher X X Teacher X X Teacher X X Teacher X Shared X X This handout provides a role perception activity that asks the participant to identify whether certain classroom tasks are the responsibility of the teacher, teacher assistant, or are shared responsibilities. The participant is asked to place an X in

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This document provides guidance on data collection for paraeducators. It explains that data collection is an important part of supporting student achievement and should be implemented under the direction of the teacher. Paraeducators often assist with behavioral data collection to inform student support strategies. The document reviews different data collection methods including frequency, interval, duration, and latency recording and provides examples. It stresses the importance of summarizing and interpreting data to evaluate interventions.

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This document outlines a presentation on the Common Core State Standards given at the 33rd Annual NRCP Conference on April 1-3, 2016 in Oak Brook. The presentation provides an overview of the CCSS, including what they are and are not, how they are organized, instructional shifts, and how to unwrap standards. It encourages attendees to select a standard and consider different methods for teaching it to reach all learners. Contact information is provided for follow up questions.

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Chapter wise All Notes of First year Basic Civil Engineering Syllabus Chapter-1 Introduction to objective, scope and outcome the subject Chapter 2 Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country. Chapter 3 Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements. Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station. Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps. Chapter 4 Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation Chapter 5 Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures. Chapter 6 Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems. Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect Text Books: 1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers. 2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers. 3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House. 4. BCP, Surveying volume 1

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Keyed In, Logged On, Charged Up! Paraprofessionals Connecting with 21st Century Learners

1. Keyed In, Logged On, Charged Up!Paraprofessionals Connecting with 21st Century Learners Introduction and Welcome Keynote Speakers: Gina R. Scala & Marilyn Likins May 12, 2011 Harrisburg, Pennsylvania

3. 1997 ~ 300,000 aides

4. 1999-2000 ~ 621,000 aides

5. 2006-2007 ~ 54% of 6 million students with disabilities spend 80% of time in general education (3,240,000)

6. 2009 ~

7. 387,845 certified special education teachers nationally

8. 455,820 paraeducators in special education~US Department of Education: Data Accountability Center ~John A. Caliso

10. Providing one-on-one instruction

11. Modifying materials

12. Implementing behavior plans

13. Monitoring hallways & study halls

14. Meeting with teachers

15. Collecting data on the learning needs of individuals with exceptionalities

16. Providing personal care assistanceSPENSE, 2003

17. So what they say… Paraeducators have become an essential part of the special education team in developing individualized services and playing an increasingly prominent role in the instruction of individuals with exceptional learning needs. CEC Knowledge & Skills

18. Council for Exceptional Children (CEC)Exciting News Newly revised Knowledge & Skill Standards for Paraprofessionals Just approved in April Discussed in Session 8 Provide a foundation for training, evaluation and supervisory practices.

19. National Paraeducator Leadership Forum Sponsored by the NRCP -- May 2010 The purpose was to give State and National leaders a concentrated block of time to systematically address several critical issues. While conferences allow us to share our programs and results, they are not the most effective vehicle for in-depth discussion and problem solving.

20. State & National Paraeducator Issues PROCESS

21. Forum Issue #1 CREATING A PERSONNEL DEVELOPMENT (PD) STRUCTURE FOR PARAEDUCATORS THAT: PROMOTES CONSISTENCY STATEWIDE AND FOSTERS LOCALLY DEVELOPED PD TIED TO DISTRICT AND SCHOOL STRATEGIC PLANS.

22. Forum Issue #2 TRAINING (EMPOWERING) TEACHERS TO PROVIDE SUPERVISION AND DIRECTION TO PARAEDUCATORS

23. Forum Issue #3 TRAINING AND TECHNICAL ASSISTANCE FOR ADMINISTRATORS TO ESTABLISH APPROPRIATE DISTRICT AND SCHOOL INFRASTRUCTURES TO SUPPORT TEACHER/ PARAEDUCATOR TEAMS

24. Forum Issue #4 CULTIVATING LEADERSHIP AT THE NATIONAL, STATE, AND LOCAL LEVELS TO ADVOCATE FOR AND COORDINATE PARAEDUCATOR: INFRASTRUCTURE DESIGN IMPLEMENTATION AND EVALUATION.

25. Forum Issue #5 BUILDING SUSTAINABLE CAREER PATHWAYS FOR PARAEDUCATORS Developing partnerships with local, state and IHEs, SEAs & LEAs to establish policies, standards, and systems for career pathways. Paraeducators and teachers should be actively engaged in the process at all levels.

26. COMMON CHALLENGES Clarification of roles and responsibilities Lack of awareness: State and local administrators Legislators (state and national) Teachers Lack of leadership at national, state and local level Inflexibility of higher ed. structures & restrictions Funding to support research and training Insufficient research

27. Think about this… “It is amazing what you can accomplish if you don’t care who gets the credit.” ~Harry S. Truman

28. CONCERNS ESEA Reauthorization IDEA Reauthorization Funding Maintaining Status Quo

29. Just a thought… “Coming together is a beginning. Keeping together is a process. Working together is success.” ~Henry Ford

30. What Must Be Done Advocacy “You must be at the table or you will be on the menu” Leadership Implementation of Knowledge & Skills “Drip, Drip, Drip, Away”

31.

32. A ~ attitude

33. R ~ responsible

34. A ~ ability

35. E ~ excellence

36. D ~ diligent

37. U ~ understanding

38. C ~ challenges

39. A ~ authority

40. T ~ take a risk

41. O ~ obligation

42. R ~ reduce effect