Paraeducator Handbook

Professional development for paraeducators: Program profiles

Following are profiles of a few of the professional development programs for paraeducators already in existence. Included are programs offered by university and college departments in partnership with school districts; state standards or credentialing programs requiring paraeducator training; and a peer mentor program worked out between a local Educational Support Personnel (ESP) unit and a school district.

Although these few examples are by no means exhaustive in form or detail, they may be helpful to state or local associations or school districts involved in organizing programs to satisfy IDEA ‘97 requirements and meet the professional development needs of paraeducators.

The profiles for Maine and Rhode Island are limited to training regulations only. The complete procedural outlines for both states are quite detailed and should be reviewed in full by those interested in developing state programs. The same is true for the Shoreline Washington Peer Mentor program. For full information on these and the four training programs offered by university and college departments, please communicate directly with the contact person named in the appropriate profile.

California

Paraeducator to Educator: A School-University Preservice Partnership Program
California State University, Long Beach

Goals: To recruit paraeducators from underrepresented populations and prepare them to teach students with disabilities at school district sites; to provide support to the paraeducators to assure their ability to remain in school; and to refine the relationships among the school districts, local community colleges, and the university. The program leads to a B.S. degree and eventual teaching credential.

Description: Under a grant from the U.S. Department of Education, Office of Special Education and Rehabilitative Services, this three-year program prepares 45 selected paraeducators from the ABC and Bellflower Unified School Districts in Southern California to work with students with disabilities in regular and special education K-12 settings. Participants commit to teach for two years for every year of their funding.

Program success: Thirteen paraeducators have graduated with bachelor’s degrees, and nine of the thirteen are currently teaching. One has completed both a master’s degree and teaching credential, three are enrolled in credential courses, one is enrolled in a master’s program, and 28 are working on their bachelor’s degrees. Those who are not yet teaching maintain their paraeducator jobs in their school districts while attending school, and two are teaching adult education courses, as well.

Paraeducator Partnership Project
California State University, Long Beach

Goals: Sixty paraeducators from the Long Beach Unified School District will receive tuition and support to prepare to teach students with disabilities in special education settings. During the next two years, two additional cohorts of paraeducators will be recruited into the project.

Description: Due to the success of the Paraeducator to Educator project (described above) another grant was written, also funded by the U.S. Department of Education, Office of Special Education and Rehabilitative Services. The four-year project assists paraeducators to attain education and training through tuition coverage and support.

Program success: In the second year of the four-year project, 30 paraeducators are currently participating, eight as graduate students working on teaching credential coursework, and 22 as undergraduates working on degrees.

Paraeducator Training Course
California State University, Long Beach

Goals: To provide training in a broad variety of subjects pertinent to paraeducators working with students in school settings, to increase their knowledge and skills for their present positions, and to act as a stepping stone for those wanting to continue their education to become teachers.

Description: A three-unit, upper division level college course, utilizing curriculum developed by the National Resource Center for Paraprofessionals in Education and Related Services. Each course is tailored to meet the needs of the particular school district, and is taught at district sites by faculty in the Department of Occupational Studies at California State University, Long Beach. Course topics include communication and problem solving, working as a member of an instruction-al team, the instructional process, human development, legislation, special education, working with families, appreciating diversity, and emergency procedures.

Program Success: The Paraeducator Training Course is currently being taught in four school districts in Southern California. Approximately 500 paraeducators have completed the course.

Contact:
Cynthia Hutten-Eagle
Director, Paraeducator Training Program
Department of Occupational Studies
California State University, Long Beach
1250 Bellflower Blvd.
Long Beach, CA 90840-5601
Phone: (562) 985-4688
Email: chutten@csulb.edu

Maine

Educational Technician Authorization System: Approved Study
Maine Department of Education

Goal: To enable paraeducators (known as educational technicians or ed techs) to obtain training required to perform certain types of professional work in Maine schools.

Description: Approved study is defined as in-service training or other training, as long as it is documented, new learning, and educationally related to the educational technician’s job. Individual school districts may establish an educational technician’s authorization system to be chaired and run by educational technicians themselves. Although the educational technician authorization is required for all paraeducators, it does not guarantee employment, nor does it guarantee a specific level of compensation or benefits or course reimbursements for those who are employed. These are subjects for collective bargaining.

Contact:
Joan Morin
MEA UniServ Director
35 Community Drive
Augusta, Maine 04330
Tel: 1-800-452-8709 Ext. 337
Fax: 207-623-2129
E-mail: jmorin@nea.org

Nebraska

Project PARA: Training Resources for Paraeducators
University of Nebraska-Lincoln, Teachers College

Goals: To provide school-based preservice training programs for special education paraeducator personnel, and to develop model procedures and materials to support school programs in providing systematic school-based preservice training.

Description: The program provides essential and accessible training for paraeducators through self-study focusing on preservice, in-service, and on-the-job training. Eight topic units are offered, including roles and responsibilities of paraeducators, developing instructional skills, observing and recording student performance, and effective communication with students, teachers, and other professionals. Communication via Internet is an integral part of the program. Two instructional video tapes for training paraeducators and supervisors are available for sale and may be ordered through the program contacts.

Program success: Approximately 80 percent of participants surveyed felt that the program was of moderate to great value to their careers. Project PARA is in the process of developing a similar program and Web site for professionals who supervise paraeducators.

Contacts:
Stanley F. Vasa, Director
3181 Barkley Center
University of Nebraska-Lincoln
Lincoln, Nebraska 68583-0738
Tel: 402-472-5494
E-mail: svasa1@unl.edu

Allen L. Steckelberg, Director
318G Barkley Center
Tel: 402-472-5491
E-mail: als@unl.edu

New Mexico

Teacher Assistance Program, Elementary and Secondary Levels
College of Santa Fe

Goals: To provide an opportunity for teachers on waivers or teaching assistants to obtain a BA in elementary education with or without an ESL or bilingual Spanish endorsement. A secondary licensure is also available in support of an academic major. Those already holding a BA degree qualify for an elementary or secondary standard license.

Description: The program meets New Mexico entry level competencies for elementary or secondary licensure. Classes offered at a reduced tuition take place in late afternoons, on weekends, and in summer, and students are supervised in their place of employment.

Program success: Graduation and employment rates are high.

Contact:
Sandra Rodriguez, Ph.D.
Education Department Chair
1600 St. Michael’s Drive
Santa Fe, New Mexico 87505
Tel: 1-8oo-456-2673, ext. 6398 or 505-473-6398
E-mail: srodriguez@csf.edu
Web: www.csf.edu

Rhode Island

Teacher Assistant Training Program
Rhode Island Department of Education

Goals: To enable paraeducators to satisfy standards for teacher assistants employed in Rhode Island school districts. This training is required for all teacher assistants who have not been employed previously in that position in the Rhode Island Schools; do not hold teacher assistant certification in another state; do not hold a BA or associate’s degree; and have not completed training consistent with the teacher assistant program standards. Ongoing professional development is a condition of continued employment for teacher assistants in Rhode Island.

Description: Specific training programs for teacher assistants offered by a school district or other agency must be approved by the state department of education and must provide documentation or equivalent evidence that individuals who complete the program meet specific standards and indicators set forth by the department. The standards include professionalism in communication and collaboration with colleagues, families, and related agencies; support of teachers; support of a positive learning environment; and knowledge of health, safety, and emergency procedures.

During 2002-03, the RI Department of Education will propose amendments to state standards relative to teacher assistant qualifications in light of the No Child Left Behind Act, requiring Teacher Assistant Training Programs to include training through which teacher assistants will be able to assist the teacher in providing instruction in reading, writing and mathematics or reading readiness, writing readiness, and mathematics readiness.

Contact:
Doris Anselmo
Rhode Island Department of Education
Office of Teacher Preparation, Certification and Professional Development
Shepard Building
255 Westminster Street
Providence, Rhode Island 02903
Tel: 401-222-4600 Ext. 2252
E-mail: ride1503@rid.ri.net
Web: www.Ridoe.net

Washington

Peer Assistance Program
Shoreline School District

This is an example of a paraeducator peer mentor training program worked out by agreement between an ESP bargaining unit, SESPA (Shoreline Educational Support Personnel Association), and its school district.

Goal: To provide training for paraeducators who wish to assist those peers struggling in their job performance.

Description: ESP employees who apply for membership in a peer mentor pool are given training focused on responsibilities of peer mentors, coaching techniques and strategies, confidentiality, communication and feedback skills, and appropriate roles of those employed in secretarial and paraeducator positions. A paraeducator or supervisor may request peer assistance, which is available according to need, and the employees performance is monitored as the peer mentoring progresses.

Contact:
Donna Lurie
UniServ Representative
WEA-Cascade
Washington Education Association
7104 N.E. 181st Street
Suite 106
Kenmore, Washington 98028-2733
Tel: 425-486-7101
E-mail: dlurie@netsplash.com

Wisconsin

ESP Certificate Program (Level I and Level II)
WEA Professional Development Academy, Inc. (a nonprofit corporation affiliated with the Wisconsin Education Association Council)

Goals: To provide educational support personnel staff with professional development that is high quality, structured, and relevant. Multiple levels provide a learning process that is rigorous and progressively focused.

Description: Level I consists of 40 hours in core curriculum areas and electives. Core areas include such topics as communications and legal and ethical issues and electives include such topics as professional roles and responsibilities and technology. Level II consists of an additional 80 hours and the completion of an individual learning plan, specialization in one or two areas of interest, and a final project. The academy administers the program and the instruction is provided by school districts, technical colleges, universities, cooperative educational service agencies, and professional associations. Enhancements are being made to ensure that the Certificate is compatible with the requirements for paraeducators under ESEA (Elementary and Secondary Education Act).

Program success: Nearly 5,000 support staff (mostly paraeducators) are taking part in this program. A growing number of school districts provide financial incentives for participation in the program. Other state affiliates are working with the academy to implement a similar program.

Contact:
Debra Berndt, Director
WEA Professional Development Academy, Inc.
P. O. Box 8003
Madison, Wisconsin 53708-8003
Tel: 1-800-362-8034
E-mail: BerndtD@weac.org

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