Jill Morgan

Preparing Teachers to Work with Paraeducators.

The increase in numbers of paraeducators who work in programs serving students at risk has led to a recognition of the need to train teachers in supervisory skills. In this article, we review the available literature on preparing teachers to work with and supervise paraeducators. Although there is considerable agreement on the content of such preparation, the results of the review show that the number of researchers and developers in this area is currently small and that more research needs to be done on the issues surrounding this topic.

Strengthening the Teaching Team: Teachers and Paraprofessionals Learning Together

The traditional classroom staffed by a single teacher is rapidly being replaced by one in which a team of adults collaborate to meet pupil needs. Paraprofessionals are an invaluable resource to teachers, not only in representing extra time spent with individual pupils or an extra pair of hands, but in the experience they bring to the job. Many have few formal qualifications, but a number of states and school districts in the USA have begun to provide training, as have some local education authorities in the UK. The most appropriate and useful format for paraeducator training is on the job. However, few teachers have received training in supervising or providing training to other adults. This article describes an observation and self-evaluation procedure which enables teachers and paraprofessionals to identify and begin to meet their own professional development needs.

Bilingual Paraeducators: What We Can Learn from Rosa:

Paraeducators (instructional assistants/aides) are typically hired from the local community, and increasing numbers are now being drawn from local minority groups. This enhances the linguistic and cultural diversity of the school and its personnel, and provides more culturally appropriate support for students. Care should be taken, however, to ensure these bilingual paraeducators are assigned appropriate roles and properly supported in their work.

Paraprofessionals in Special Education

This article focuses on the changing roles of paraprofessionals working in special education in the United States and United Kingdom. In addition, it discusses federal-level regulations, training requirements, and supervision requirements. While being employed as a paraprofessional, certain skills are required to effectively complete assigned tasks; these skills are identified and discussed. With the assignment of tasks within this workforce, current federal regulations identify the types of tasks paraprofessionals are allowed and not allowed to perform. Finally, trends are identified for future action.