Presentation on theme: "Competency Area B: Managing the Work of Paraprofessionals"— Presentation transcript:
1Competency Area B: Managing the Work of Paraprofessionals
2Managing the Work of Paraprofessionals Competencies: Clearly describes, to each paraprofessional, their roles and responsibilities.Maintains regular positive and supportive interaction with paraprofessionals.Contributes to the evaluation of paraprofessional performance with the intent of assisting paraprofessional skill improvement.Maintains professionalism through respect, confidentiality, and honoring boundaries.Provides beginning and substitute paraprofessionals with an orientation that results in sufficient understanding of the setting, staff, students, and staff roles and responsibilities.
3Paraprofessionals and those around them must realize that paraprofessionals “assist and support” teachers.
5Definition - MN 3525.0200 DEFINITIONS FOR SPECIAL EDUCATION - Subp. 10a. Paraprofessional. “Paraprofessional” means a district employee who is primarily engaged in direct instruction with one or more pupils for instructional activities, physical or behavior management, or other purposes under the direction of a regular education or special education teacher or related services provider.
6Legislation -MS125A.08(b) -(b) For paraprofessionals employed to work in programs for students with disabilities, the school board in each district shall ensure that --Before or immediately upon employment, each paraprofessional develops sufficient knowledge and skills in emergency procedures, building orientation, roles and responsibilities, confidentiality, vulnerability, and reportability, among other things, to begin meeting the needs of the students with whom the paraprofessional works;
7Legislation - MS125A.08(b) - continued… 2. Annual training opportunities are available to enable the paraprofessional to continue to further develop the knowledge and skills that are specific to the students with whom the paraprofessional works, including understanding disabilities, following lesson plans, and implementing follow-up instructional procedures and activities; and
8Legislation - MS125A.08(b) - continued… 3. A district wide process obligates each paraprofessional to work under the ongoing direction of a licensed teacher and, where appropriate and possible, the supervision of a school nurse.
9Some Appropriate Roles [adapted from F. Johnson (2003)] Assist teacher to maintain records, folders, and filingManage classroom books, supplies, and equipmentAssist in large group instructionTutor individual and small groups of childrenPrepare duplicate materialsReport attendanceCollect data for student assessment, observe and record behaviorHelp pupils understand teacher directionsPlay instructional games with children
10Some Appropriate Roles [adapted from F. Johnson (2003)] Supervise children during recess on the playgroundAttend student conferences and IEP staffingPrepare instructional resources and collect specific materials for lessonsHelp students with missed work and make-up testsArrange learning centers and prepare materials for special activities such as artListen to oral readingProvide role model for the children
11Some Appropriate Roles [adapted from F. Johnson (2003)] Record materials for children with disabilitiesContribute ideas when staff is planning instructional programRe-teach with special practice after initial instruction by teacherSupervise test periods and enter grades into grade books
12Some Inappropriate Roles [adapted from F. Johnson (2003)] Assign final gradesMake retention or promotion decisionsInitiate formal contact with parents concerning child's overall progressAdminister, score and interpret assessments that require subjective judgmentAssume full responsibility for a class for indefinite amount of time
13Some Inappropriate Roles [adapted from F. Johnson (2003)] Make major decisions as to the subject matter to be taughtHas primary responsibility for writing IEPsSub for a teacher, unless they are an official substitute in superintendent's officePlan individual daily lesson plans for the classroom
14Some Inappropriate Roles [adapted from F. Johnson (2003)] Discard instructional materials as inappropriateGive permission to observeSupervise student teachers
15Job Description Worksheet Position TitlePosition SettingHours of employmentQualifications (credentials, education and/or work experienceRationale and/or purpose for the positionExpectations of the positionDuties and responsibilitiesCommon activities
16Job Description Worksheet, cont. Orientation/pre-training requirementsOn-the-job training goalsFuture training needsSupervisionName(s) of professional(s) directing this position and brief description of that relationshipSchedule and structure of supervision (I.e., daily informal direction from lead teacher; weekly team meetings with instructional team; annual performance review conducted in spring with lead teacher and program administrator)Evaluation
17What role do teachers have in paraprofessional performance reviews? In Minnesota, teachers do not hire, terminate or conduct performance evaluations -- that is the role of administrators.But, teachers may contribute to the performance evaluation. How might this work? Why is it important?
18Teacher’s Role -Work with the administrator responsible for the performance evaluation and determine your role. For example, teachers might -Gather informationProvide examples of performanceWork with paraprofessional to grow and improve skillsProvide summative information about performanceOther???
19Contents for a paraprofessional handbook (F. Johnson, 2003) Orientation checklistRelated policies and proceduresProfessional EthicsReport of MaltreatmentEvaluation processSpecial education processBehavioral management strategies
20Contents for a paraprofessional handbook, Continued (F. Johnson, 2003) Instructional strategiesMedication reference listSubstitute informationTraining information (including instructions about how to document training activities)Other information
21Orientation -Introduce the paraprofessional to policies, people, roles, responsibilities, school, classroom and moreConsider skills, abilities and interests.Show where to go for breaks, phone, , paycheck, schedules, forms, etc.
22Orientation Interview Questions French, 2003 Where did you grow up?What are your leisure time activities?What is your best memory of school?What is your understanding of this position?Why are you interested in this type of work?What are your unique talents and skills?
23Introducing Paraprofessionals to your Classroom (Gerlach, 2003) Allow the paraprofessional to spend at least one day observing you and other teachers and studentsProvide an initial orientation to your classroom, including:Daily routinesDaily and weekly schedulesInstructional proceduresClassroom rulesLesson plan formatProcedures for handling student assignments
24Introducing Paraprofessionals to your Classroom (Gerlach, 2003) Explain the activities that take place at the beginning of each class, such as:AttendanceWarm-up routinesLunch countsSpecial servicesExplain your class policies regarding:Classroom procedures (e.g., posting and handing in assignments)Room organization and clean-upDismissing the class and small groupsStudent rulesBathroom rules
25Introducing Paraprofessionals to your Classroom (Gerlach, 2003) Explain your class policies regarding: (continued)Incomplete work, late or missing work, and make-up workParent and family communicationOther:Discuss the plans of the students with whom the paraprofessional worksProvide a place for the paraprofessional to put his or her things try to get access)
26Ask yourself these questions… (Gerlach, 2003) Did I explain what task needs to be done and why, how and where it will be done?Did I explain how the paraprofessional will be observed and supervised?Did I discuss how feedback should be provided to me?Do I speak in team language, such as “It would be good for both of us if we…”Did I ask for a specific action or did I phrase my request in ambiguous terms?
27Ask yourself these questions… (Gerlach, 2003) Did I provide a written plan?Did I set a mutually agreed-upon deadline when I delegated a task?Did I confirm important content in writing?Did I ask if the paraprofessional had any questions?
28Planning and Scheduling Competencies: Establish goals and detailed plans around which activities of paraprofessionals are coordinated.Organize and manage schedules that allow for cooperation, planning and information sharing.Consider the strengths, interests and needs of paraprofessionals when managing schedules.Manage smooth transitions brought on by changes to the daily schedules of paraprofessionals.Organize and provide materials and resources that are necessary to carry out the objectives of each paraprofessional’s activity.
29Summary of Student Schedule Student Name___________________Grade______________________Date____________________Please fill in class/subject for each half-hour block using the key (see next slide)MondayTuesdayWednesdayThursdayFriday8:00-8:308:30-9:009:00-9:309:30-10:0010:30-11:0011:00-11:3011:30-12:0012:00-12:3012:30-1:001:00-1:301:30-2:002:00-2:302:30-3:00
30Summary of Student Schedule Student Name___________________Grade______________________Date____________________Please fill in class/subject for each half-hour block using the key (see next slide) KEY - Blue - student is in independent class activity, no para in room Green - Student is in independent class activity, para is in room Black - Student is in independent class but para checks at ___ minute intervals Purple - Student is receiving one-to-one direct instruction within general education classroom Red - Student is pulled out to receive instruction in a special education environment ** Indicates problem areas/have questions and concernsMondayTuesdayWednesdayThursdayFriday8:00-8:308:30-9:009:00-9:30
31Steps for Delegation to Paraprofessionals French (2003) Delegation is a process that consists of steps that can be learned by teachers even if they entered the profession believing that supervision of paraprofessionals was not part of their job.
321. Analyze the task How urgent and important is the task? Could someone else do it?What are the component parts of the larger task?
332. Decide what to delegate What are the student needs? Program needs?What are the paraprofessional’s interests and skills?What training or coaching would be needed for the paraprofessional to complete the task?
343. Create the planIdentify the components of the task, limits of authority, & performance standards.Determine how to direct and monitor the paraprofessional and when/how to provide needed training.
354. Select the right person Consider interests, preferences, and abilities.Consider the degree of challenge the task presents.Be sure balance and rotate unpleasant tasks.
365. Direct the task Clarify objectives and purposes. Communicate effectively.Set timelines.
376. Monitor performance Create a system for feedback and provide it. Tolerate and manage style differences.Let the paraprofessional do the task and don’t interfere early on while he/she is still learning.Document and reward good performance.
38- Barbara Jo Stahl (MDE) The role and function of adults in the classroom must be well defined in order for coordinated instruction to occur. Teachers and paraprofessionals working with students must take time to coordinate and plan together so that paraprofessionals are not left alone to create and design what they do with students.- Barbara Jo Stahl (MDE)