Area B: Managing the Work of Paraprofessionals
Activities and Discussion Questions
Competency Area A contains some activities and discussions that address the role of paraprofessionals and this section does as well.
Activity #1:
You might suggest that participants prepare a paraprofessional handbook as one of the assignments for the class, if their district doesn't yet have one. The handbook might include the following sections:
- Orientation Checklist
- Policies and Procedures
- Professional Ethics
- Report of Maltreatment
- Evaluation Process
- Special Education Process
- Behavioral Management/Instructional Strategies
- Medication Reference List
- Substitute Information
- Training Resources/documentation of training activities
- Miscellaneous Information
Activity #2:
Have small groups discuss appropriate and inappropriate roles for paraprofessionals. The lists below might help with the discussion. In addition, you might have participants review some of the results of the Status Report II: Preparation and Supervision of Paraprofessionals in Minnesota (ppt download). Especially consider the results related to roles and whether paraprofessionals perform these task individually or with supervision.
Inappropriate Roles
- Assign final grades
- Make retention or promotion decisions
- Initiate formal contact with parents concerning child's overall progress
- Administer, score and interpret assessments that require subjective judgment
- Assume full responsibility for a class for indefinite amount of time
- Make major decisions as to the subject matter to be taught
- Has primary responsibility for writing IEPs
- Sub for a teacher, unless they are an official substitute in superintendent's office
- Plan individual daily lesson plans for the classroom
- Discard instructional materials as inappropriate
- Give permission to observe
- Supervise student teachers
Appropriate Roles
- Assist teacher to maintain records, folders, and filing
- Manage classroom books, supplies, and equipment
- Reinforce positive reinforcement
- Assist in large group instruction
- Tutor individual and small groups of children
- Correct home and seatwork activities
- Make materials
- Prepare duplicate materials
- Report attendance
- Collect data for pupil assessment, observe and record behavior
- Listen and talk with individual students
- Help pupils understand teacher directions
- Help pupils improve their social behavior
- Play instructional games with children
- Supervise children during recess on the playground
- Attend student conferences and IEP staffing
- Prepare instructional resources and collect specific materials for lessons
- Help load bus
- Collect homework and workbooks
- Make posters or other visual materials
- Help pupils with missed work and make-up tests
- Arrange learning centers and prepare materials for special activities such as art
- Listen to oral reading
- Direct students in use of program materials
- Provide role model for the children to identify with
- Record materials for children with disabilities
- Contribute ideas when staff is planning instructional program
- Re-teach with special practice after initial instruction by teacher
- Supervise test periods and enter grades into grade books
Activity #3:
Have participants discuss the importance of orienting the paraprofessional to the broader school as well as the classroom and students. For example, teachers might take the new paraprofessional on a walking tour. . .
Instructions for Walking Tour -
Take a walking tour of the school with the paraprofessional. Using a map of the school, point out various important locations and aspects of the building. Stress the importance of knowing the location of the tornado shelter area as well as the exit route for fire drills and explain his/her role during drills.
Staff and student restrooms, storage rooms, a safe location for a coat and personal items, files for storage of records along with any other important areas may be included on the tour.
Introduce the paraprofessional to custodial staff, food service personnel and office staff with comments regarding the importance of a good working relationship with all members of the educational team. Also introduce the paraprofessional to other special education, general education and related services staff members involved with his/her assigned students. Finally, stop the building administrator's office and offer positive comments regarding the future working relationship with this new employee.
Throughout the tour, model positive interactions with all staff as well as the paraprofessional. Express anticipation of a good working relationship and offer an invitation to ask questions or offer comments at any time.
Activity #4:
It is important that teachers and others responsible for directing the work of paraprofessionals provide feedback on the performance of paraprofessionals. Observing the paraprofessional as he or she performs tasks is quite important. Providing formative feedback to the paraprofessional can be very useful to the paraprofessional. French (2003) states five guiding principles for providing such feedback –
- Performance – feedback should be directed toward performance and not personal characteristics.
- Specificity – feedback should be specific instead of general.
- Honesty – be honest, straightforward and tactful.
- Frequency – French (2003) recommends daily communication about small things and at least quarterly feedback on overall performance.
- Consistency – the message should be similar among the professionals who work with the paraprofessional.
Discuss strategies for providing feedback with participants. Ask them to consider times they have received feedback – what worked? What didn't?
Discussion #1:
The entire Issue of IMPACT is available online at http://www.ici.umn.edu/products/impact/152/default.html You might select articles from this or other resources in the Resource Grid (doc download). Encourage the participants to read the article and discuss relevant points associated with the competencies within this area. Remember the importance of reviewing research done in this area. Although somewhat limited, it is increasing and teachers and others should be encouraged to read and review it.
|
