Preparation and Supervision of Paraprofessionals in Minnesota 2003 Status Report Wallace, T., Stahl, B., & Johnson, S.(2003) Find on ici2.umn.edu/para.
Published byModified over 5 years ago
Presentation on theme: "Preparation and Supervision of Paraprofessionals in Minnesota 2003 Status Report Wallace, T., Stahl, B., & Johnson, S.(2003) Find on ici2.umn.edu/para."— Presentation transcript:
Preparation and Supervision of Paraprofessionals in Minnesota 2003 Status Report Wallace, T., Stahl, B., & Johnson, S.(2003) Find on ici2.umn.edu/para
Survey Purpose This survey was conducted during the Spring of 2003. This regular 3-year assessment provides information regarding state and local policies and practices related to paraprofessionals. Prior surveys were conducted in 1994, 1997, and 2000. Conducted by the Minnesota Department of Education, Division of Special Education.
Who Responded? Approximately 900 paraprofessionals were included in the report. Eighty-one percent of the respondents (557) reported working between 4 and 15 years, while only 5% (42) paraprofessionals were in their first year.
Where do they work? By far the greatest number of paraprofessionals reported working in Elementary schools: 32% in regular classroom and 18% in a special education classroom.
Number of Classrooms in Which Paraprofessionals Work Daily Paraprofessionals continue to report working in multiple classrooms with 48% indicating they work in more than 3 classrooms each day.
Time Spent on Instructional Tasks More than eighty percent of the paraprofessionals in this survey reported spending at least half of their day on instructional tasks. And, seventy percent reported spending 75% of more of their day on instructional tasks.
Percent of School Day Spent on Instructional Tasks
Education and Training Most paraprofessionals do not hold any type of credential. Twenty-nine percent (29%) of the respondents reported that high school or its equivalent was their highest educational attainment. Nine percent (9%) of the paraprofessionals responding to the survey are currently working on their high school diploma or its equivalent.
Education and Training Paraprofessionals reported having received training in reading (46%), writing (33%), and math (43%). In every case, a higher percent of paraprofessionals in 2003 reported having received training in the 6 content areas listed in MS125A.08 (b) than they did in 2000.
Education and Training 68% of the paraprofessionals reported having opportunities available to them to develop knowledge and skills specific to the students with whom they work. 68% reported having training that prepared them to understand that needs of the students with whom they work
Education and Training 48% of the paraprofessionals reported having training that prepared them to follow lesson plans. 60% reported having training that prepared them to implement follow-up instruction.
Training in certain content areas can depend on the program area in which a paraprofessional works…
For example, 45% of the paraprofessionals working in special education compared to 23% of the paraprofessionals working in Title I reported receiving training in “Individual Education Programs (IEPs)…”
Whereas, 79% of the paraprofessionals working in Title I compared to 37% of those working in special education reported receiving training in “reading strategies.”
Contents Areas in Which Paraprofessionals Have Had Training (2000, 2003)
Contents Areas in Which Paraprofessionals Have Had Training
Job Descriptions Paraprofessionals were asked whether or not their job descriptions accurately reflected their duties. Fifty-three percent (429) reported “yes”, 21% (175) reported “no” and 26% (211) reported that they “don’t know.”
Job Descriptions and Annual Performance Reviews Sixty-four percent (64%) of the paraprofessionals reported having a job description and only half reported having an annual performance review.
Persons Responsible for Day-to- Day Direction and Supervision Paraprofessionals listed the following positions as those most often responsible for day-to-day direction: special educator (60%), general educator (15%), and Title I teacher (8%). Paraprofessionals listed the following positions as those most often responsible for supervision: special educator (52%), principal/assistant principal (17%), and Title I teacher (11%).
Persons Responsible for Performance Reviews Paraprofessionals listed the following positions as those most often responsible for doing performance reviews: principal/assistant principal (31%) and special educator (27%). Eighteen percent (18%) reported not knowing who was responsible for their performance review.
Directions Given to Paraprofessionals While 17% of the paraprofessionals reported that they received “no real consistent direction” from the people intended to provide day-to-day direction in their work with students; 67% reported receiving specific or non- specific instructions/suggestions for their work.
Fifty-three percent of the paraprofessionals indicating they had adequate planning time reported that the person directing their work provided “specific verbal instructional for strategies and materials to use with the students.”
Adequacy with Amount of Planning Time The percent of paraprofessionals that reported the planning time they had with the teachers that direct their day-to-day work was adequate (45%) was far lower that that reported in 1997 (77%).
Planning Time - Frequency Paraprofessionals who felt their planning time was adequate reported most often that they had daily (43%) and weekly (24%) planning time with the person who directed their day-to-day work.
Frequency of Planning Time as a Function of Adequacy of Planning Time
Valued Member of the Instructional Team Eighty-eight percent (88%) of the paraprofessionals reported that they feel like a valued member of the instructional team.
Valued Team Members 95% of the paraprofessionals who felt their planning time was adequate reported that they felt like valued members of the instructional team.
Valued Member of the Instructional Team as a Function of Adequacy of Planning Time