Paraeducator Handbook

A professional development continuum for paraeducators

Professional development programs are meant to provide opportunities for paraeducators to gain knowledge and skills that will enhance their professional growth, and in turn, increase their contributions within the educational community.

There are a variety of ways professional development can be obtained, ranging from a smorgasbord to a systematic approach to learning. In the smorgasbord model, participants take classes or work-shops on many different topics. These experiences are often of short duration, do not cover material in depth, and are not sequential— related to each other in an organized fashion.

A systematic approach, on the other hand, does provide an organized way to structure learning. In this instance, educational opportunities begin with basic knowledge, skills, and competencies as a foundation, followed by more purposeful learning that builds on previous experiences. This model of professional development enables the paraeducator to take part in classes that become progressively more focused, in-depth, and tailored to the individuals job situation or career goals.

The professional development continuum for paraeducators favored by NEA is an example of a systematic approach to learning. As a continuum, it provides pathways of professional growth for paraeducators. Whereas a career ladder implies only one accepted route to continued learning for everyone, a career continuum allows individuals to choose from among different routes that meet their needs and interests. The career continuum can be broken down into two main parts:

• programs that are required of all paraeducators
• optional programs that allow individuals to choose their own routes to continued professional growth

Required pathways involve qualifications and preservice training, basic competencies, skills and knowledge, and ongoing professional development. In other words, this is a logical and preferred approach to professional development for all paraeducators.

Optional pathways might include credentials (such as state registration, state licensing, or certification) degrees (either one-year diploma programs or two-year associate’s degree programs), or teacher certification. Specifying various options such as these implies that there are a number of honorable, professional routes for paraeducators participating in professional development.

To "Qualifications and preservice training for paraeducators "