Module 2, Transparency #1

Assisting Students with Disabilities:

A Training Program

Module 2:

Effective Supervision of Paraeducators

Module 2, Transparency #2

Overview of this Training Module

Module 2: Effective Supervision of Paraeducators

Unit 1 – Teacher Supervision of Paraeducators

Unit 2 – Administrator Supervision of Paraeducators

Module 2, Unit 1, Transparency #3

Instructional Objectives: To understand the roles of

teachers & administrators in supporting paraeducators

To learn how to welcome & incorporate a new paraeducator into the classroom

To learn skills for assigning tasks & monitoring paraeducator performance

To gain additional team leadership skills

Module 2, Unit 1:Teacher Supervision of Paraeducators

Module 2, Unit 1, Transparency #4

Unit Overview

I. Overview of the instructional team

II. Providing paraeducators with an appropriate orientation

III. Appropriate planning, delegation, & evaluation

IV. Providing effective team leadership

Module 2, Unit 1, Transparency #5

Overview of the Instructional Team

Characteristics of paraeducators

Gender Income Home life Education & past work

experience Training for the

paraeducator job

Module 2, Unit 1, Transparency #6

Overview of the Instructional Team

Paraeducators are technicians who provide direct services to youth, under the guidance & supervision of certified teachers

“Paraeducator” is the preferred term for this role. It mean “works alongside an educator”.

Module 2, Transparency #1

Roles & Responsibilities of the Instructional Team

Administrators Ensure school

policies/practices comply with federal, state, & local district policies & laws

Involved in hiring, supervising, & evaluating school staff

Assist with crisis-management & problem-solving

Help decide what activities & programs the school will host

Module 2, Unit 1, Transparency #8

Roles & Responsibilities of the Instructional Team Teachers

Design & implement instructional programs for students

Assess student performance & evaluate effectiveness of instructional programs

Involve parents in students’ education

Develop accommodations & modifications for students with disabilities

Participate in an instructional team (e.g., supervise paraeducators)

Module 2, Unit 1, Transparency #9

Roles & Responsibilities of the Instructional Team Paraeducators

Provide instruction 1:1 or in small groups, according to teacher lesson plans

Assistant in implementing teacher-designed accommodations & modifications

Assist with assessment activities

Assist with behavior management

Module 2, Unit 1, Transparency #10

Roles & Responsibilities of the Instructional Team Key difference between

the roles of teacher & paraeducator: The teacher decides WHAT

will be taught & HOW it will be taught; the teacher is the instructional designer

The paraeducator helps DO what the teacher has designed; the para helps implement the teacher’s instructional designs

Module 2, Unit 1, Transparency #11

Providing an Appropriate Orientation for Paraeducators Basic information

Introductions to all school staff

Written policies & procedures for school staff, for example…

Emergency & safety procedures School rules & routines Protocol for reporting absences Students’ rights to confidentiality

Module 2, Unit 1, Transparency #12

Providing an Appropriate Orientation for Paraeducators

Getting to Know One Another

Ask good questions of each other

See how well your work style preferences “fit”

Think ahead to how you can prevent differences from becoming problems in your working relationship

Module 2, Unit 1, Transparency #13

Providing an Appropriate Orientation for Paraeducators

Determine exactly what the paraeducator’s role will be

Do a Needs Assessment Assess the paraeducator’s

current level of skills Compare these two, to

determine current tasks and future training needs of the paraeducator

Module 2, Unit 1, Transparency #14

Providing an Appropriate Orientation for Paraeducators

Para should be given a copy of the district’s general job description

Teacher & para should work together to supplement that with a personalized job description

Module 2, Unit 1, Transparency #15

Providing an Appropriate Orientation for Paraeducators

Provide the para with a Growth & Development Plan

Serves as a reminder to the teacher that training is needed

Helps to establish continual learning & development as a part of the school culture

Once training has occurred, it serves as a convenient way to document the training

Module 2, Unit 1, Transparency #16

Planning, Delegating & Evaluating

Planning for Paraeducators

A legal & ethical responsibility of teachers

Includes specific duties & a specific schedule

May be shared among a team of teachers

Must be written; may be most efficient to use a form

Module 2, Unit 1, Transparency #17

Planning, Delegating & Evaluating

Delegating Skills Know which tasks can

appropriately be delegated Remember paraeducator

roles & responsibilities Only tasks the paraeducator

has been trained for Consider paraeducator

strengths & preferences Consider desirability of the

task Consider urgency of the task

Module 2, Unit 1, Transparency #18

Planning, Delegating & Evaluating

Delegating tasks to paraeducators

Include:

Why What When/where How Authority Monitoring/evaluation

Module 2, Unit 1, Transparency #19

Planning, Delegating & Evaluating

Evaluating

Tell the para in advance

Factors to consider when deciding how to evaluate

How long has the para been working with you?

Para’s skill level District/school policies Student support needs

Module 2, Unit 1, Transparency #20

Providing Effective Team Leadership

Holding Meetings Be creative in “finding

time” for regular, sit-down meetings between you & the para

Will you need a meeting facilitator?

Who will record meeting notes & decisions?

How will decisions be made?

Set (and stick to) agendas

Module 2, Unit 1, Transparency #21

Providing Effective Team Leadership

Effective Communication Techniques

Express yourself clearly & with tact

Aim for an Assertive style Use “I statements” Choose the setting carefully

Module 2, Unit 1, Transparency #22

Providing Effective Team Leadership

Effective Communication Techniques (cont.)

Listening & Responding to others

Concentrate Wait to respond Check for understanding Show empathy Offer input, if appropriate

Module 2, Unit 1, Transparency #23

Providing Effective Team Leadership

Managing conflicts & problem-solving

Important part of a teacher’s job is dealing with problems

This can be stressful, but it is manage-able

What can you do about problems?

Module 2, Unit 1, Transparency #24

Providing Effective Team Leadership

6-step problem-solving process:

1) Define the problem2) Determine the causes of

the problem3) Set a goal4) Brainstorm solutions, then

evaluate them5) Select the best solution(s),

then try it/them6) Evaluate the solution(s)

Module 2, Transparency #1

Module 2, Transparency #1

Assisting Students with Disabilities:

A Training Program

Module 2:

Effective Supervision of Paraeducators

Module 2, Transparency #2

Overview of this Training Module

Module 2: Effective Supervision of Paraeducators

Unit 1 – Teacher Supervision of Paraeducators

Unit 2 – Administrator Supervision of Paraeducators

Module 2, Unit 2, Transparency #3

Instructional Objectives: Gain a better understanding

of the roles of paraeducators Improve skills in conducting

para “needs assessments” Understand the importance

of job descriptions & policy handbooks

Understand the importance of a comprehensive approach to paraeducator training

Administrator Supervision of Paraeducators

Module 2, Unit 2, Transparency #4

Unit Overview

I. Establishing policies & standards

II. Recruitment & selection of paraeducators

III. Paraeducator supervision policies

IV. Training policies

Module 2, Unit 2, Transparency #5

Establishing Policies & Standards

Needs Assessments1) What are the needs of the

students in my school or district?

2) Can paraeducator staff help us meet these needs?

3) What paraeducator characteristics do we need most?

4) What programs need paraeducator support most?

Module 2, Unit 2, Transparency #6

Establishing Policies & Standards

Paraeducator Job Descriptions

Infrequent but very important

3 levels School- or district-level Program level Instructional team level

(individualized)

Module 2, Unit 2, Transparency #7

Recruitment & Selection of Paras

Recruitment Focus on positive

characteristics of the job Target appropriate

audiences PTAs Senior citizens’ centers School volunteer programs Community colleges High school vocational

training programs Retired military personnel

Module 2, Unit 2, Transparency #8

Recruitment & Selection of Paras Minimum qualification:

High school diploma/GED Desirable characteristics:

Previous work experience, especially in education or with youth

Appropriate skills for the position

Positive attitude toward youth

Interest in learning Good interpersonal skills

Module 2, Unit 2, Transparency #9

Paraeducator Supervision Policies

Teachers should have primary responsibility for planning for paras, assigning tasks to them, and planning for & providing on-the-job training

Teachers should share responsibility with administrators for selecting and evaluating paras

Module 2, Unit 2, Transparency #10

Paraeducator Supervision Policies Administrators should:

Provide a school- or district-wide supervision policy statement

Provide paid time for regularly-scheduled teacher-para meetings

Take a lead role in annual or semi-annual para performance evaluations

Evaluate teacher supervision of paras

Provide a paraeducator policy handbook

Module 2, Unit 2, Transparency #11

Training Policies Paras are often hired for

their position with little or no prior training

4 levels of training should be provided to paras: Initial orientation On-the-job coaching Formal inservice training Opportunities for

advancement Training time should be

compensated

Module 2, Unit 2, Transparency #12

Training Policies

Take a thorough, systematic approach to para training

Collaborate with the supervising teacher to identify & provide for all needed para training

Paraeducator training plans should be written

Train teachers in paraeducator supervision skills