Area G: Training for Paraprofessionals
Activities and Discussion Questions
Activity #1: Using Minnesota Resources
Introduce participants to the Minnesota resources offered on the Minnesota Paraprofessional Consortium web site ( http://www.ici2.umn.edu/para ). You might talk about how these resources might be used to provide training to paraprofessionals. Some of the resources are listed below along with ideas for how they might be used.
This report provides information about how some paraprofessionals perceive their roles, training, etc. It is useful to share with paraprofessionals and can facilitate discussion. It might also assist in identifying areas for professional development, which might then be validated by local paraprofessionals. Information about local needs can be used by the district in creating professional development opportunities or by 2-year programs of higher education in offering workshops or courses.
All training opportunities and career ladder opportunities should be aligned with the core competencies. Districts might offer workshops and other opportunities for paraprofessionals that address these competencies. In addition, providing a certificate of completion or CEU might provide information that can be included in the paraprofessional's file or portfolio. It is becoming increasingly important for paraprofessionals to document their training and doing so in alignment with the core competencies is important.
This tool provides the paraprofessional and/or his or her supervisor a strategy to assess the paraprofessional's preparedness in each competency. This might be used individually in identifying areas of training need and then creating an individualized training plan. It could also be used across paraprofessionals as a needs assessment and again used to identify areas of need for which professional development opportunities might be offered.
This portfolio is one option paraprofessionals could use to document evidence. This specific portfolio is aligned with Minnesota Core Competencies for Instructional Paraprofessionals, which is one of the possible local options for meeting the NCLB requirements for paraprofessionals along with additional training (see the local definitions at www.ici2.umn.edu/para).
Para eLink is a web-based system of training paraprofessionals. It is aligned with the Minnesota Core Competencies for Instructional Paraprofessionals. Para eLink must be implemented by a trained facilitator through a district or through a 2-year higher education program.
The Institute on Community Integration at the University of Minnesota has several modules available for paraprofessional training and more are planned. Recent, and upcoming, modules align directly with the specialized competencies, such as "Supporting Students with Autism Spectrum Disorders: The Role of the Paraprofessional." Other modules are not directly aligned with the competencies but may be useful to staff development specialists. Information about these can be found at ici.umn.edu/products/curricula.html#para.
This site is Minnesota's Internet resource for state updates, state conference information, connections to other resources and information, and much more. Be sure to bookmark this and encourage other administrators, teachers, paraprofessionals and staff development specialists to do so.
Activity #2:
Identify an article from the Resource Grid (found under Minnesota Resources and Tools) related to training and have the participants read it and identify current issues. Also, have them identify what their district (if employed) is doing in the area of paraprofessional training. What guidelines or policies exist and how is the district meeting the requirements of NCLB or IDEA.
Activity #3:
Discuss what teachers can do to promote training for paraprofessionals. Three examples are provided below -
Para Bulletin Board
Install a small bulletin board in the designated work area for the paraprofessional. Para Potpourri could be a title for the board that indicates this to be a central location for brochures and email announcements concerning workshop opportunities. Attached to the edge or in a pocket located near the bulletin board, provide the forms necessary for pre-approval and/or registration for the workshop.
The bulletin board may also be used to post short, interesting topical articles. These may include updates on federal, state or local training requirements.
Advocacy by the Teacher
With student needs and paraprofessional goals in mind, address the staff development committee. Suggest training on a competency that you believe will have the greatest impact on the paraprofessionals.
If you are not currently a member, seek a position on the committee to represent and promote training needs of the special education department, including paraprofessionals.
Use the competency inventory to assess the training needs of paraprofessionals and share the results with the committee members showing them where the gaps in knowledge and skill exist.
Computer Access to Workshop Information
Arrange with the school district to maintain a link with all workshop opportunities in the area. Workshop opportunities will need to include all pertinent information. Paraprofessionals should be given access to the Minnesota Paraprofessional Consortium Web Site at http://www.ici2.umn.edu/para.
Demonstrate to the paraprofessional how to access the information via the Internet. Inform him/her on district and/or union contractual support for training.
Encourage and support the paraprofessional in all efforts to access training by passing along all brochures, by allowing time for a computer search of workshop possibilities and by encouraging participation even though the workshop may require being away from the students for a period of time (or a day).
Activity #4:
Discuss what teachers can do to advocate for training for paraprofessionals. It is important to ensure that paraprofessionals understand the training requirements associated with their position as well as opportunities for training and the processes and procedures they must complete in order to take part in training. Following is one example of topics to be covered in a handbook or discussion with paraprofessionals.
Paraprofessional Handbook: Training
Directions
- Review the section on training and workshop resources. Start with the Federal, Minnesota and District requirements for training (IDEA, NCLB, Minnesota Legislature). Review the specific Minnesota statute that requires training be provided.
- Outline the various resources for training including on-site opportunities provided by the school district and dates they will occur (non-student contact days as indicated on the school calendar.)
- Refer to workshops provided by outside agencies such as the local technical college or education district (or coop) and how information is disseminated concerning those training opportunities.
- Provide step-by-step instructions for pre-approval and/or workshop registration. Include any forms used in the process. Explain the entire process including suggestions for preparing for the absence with the students.
- Discuss suggestions for preparing students for paraprofessional's absence, which may be helpful (i.e., expectations for compliant behaviors, etc). Provide activities and paper work with directions for the substitute.
- Finally, and most importantly, encourage and support the paraprofessional in his/her efforts to gain more training. While it may be a bit inconvenient to experience the absence of a paraprofessional for a day, training opportunities are critical to professional growth and must be supported.
Discussion #1:
This area provides many opportunities for discussion. There are many open-ended questions you might pose to the whole group or small groups. Some of these might include:
- Why is training important for paraprofessionals?
- Do you think it would be beneficial to have teachers and paraprofessionals attend certain training together?
- What are some effective ways to provide on-the-job training?
- Does your district support paraprofessional training? How can you provide input to the type of sessions offered?
- What are some ideas for increasing the knowledge and skill of the paraprofessional with whom you work – share articles and new information, talk about new strategies, show new strategies, discuss ideas of how to do something differently, build on each other's ideas, ask the paraprofessional to go observe another person's way of doing something, etc.
- How can you ensure that the on-the-job training you provide can be documented so that the paraprofessional might benefit from it?
Discussion #2:
Have the participants visit the Minnesota Paraprofessional Web Site (www.ici2.umn.edu/para) and review the materials under the NCLB Updates. Discuss the options districts have for meeting the NCLB requirements for paraprofessionals and the supports that Minnesota has put in place. You might also have this discussion while reviewing the Power Point presentation on Paraprofessional Training.
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