Supporting Our Own: A Manual for ESP Mentoring Programs

Why Should We Mentor ESP?

"True success comes only when every generation continues to develop the next generation, teaching them the value and the method of developing the next group of leaders."
—John C. Maxwell, Developing The Leader Within You

Education Support Professionals play a vital role in the school community, but often are accorded less than equal status in the staff hierarchy. A mentoring program can help make ESP feel more included in the school culture and bridge the gap between teachers and support professionals.

Education Support Professionals form 40 percent of the public school workforce and yet, except for certification or licenses required by law, receive little or no job training. A mentoring program can help ESP develop the skills necessary to do their jobs more effectively, which in turn can lead to more job satisfaction and less employee turnover.

Most importantly, a mentoring program can further the underlying single mission of the school district as a whole: closing student achievement gaps. A well-qualified ESP workforce can directly benefit all sectors of the school community.

How School Districts Benefit

The individuals involved in mentoring are not the only beneficiaries— the entire school community gains from the program. In addition to enhancing employees’ professional expertise, mentoring helps orient new or transferred employees to the school, the district, the Association, and the local community. This leads to higher employee job satisfaction and stability, and a higher rate of retention of skilled employees. Mentoring complements existing new employee training and provides opportunities for continuous improvement of jobrelated skills.

Additionally, mentoring enhances ESPs’ abilities to serve as role models for students. When students can see support professionals performing responsible, demanding jobs and receiving the respect they deserve for the work they do, they may gain a broader understanding of rewarding career possibilities.

How Mentors Benefit

While time-consuming and demanding, mentoring is not a one-way street. Mentors can come away from time spent with mentees with fresh insights, new information, and increased appreciation of their own jobs. They often can gain new perspectives on problem-solving, improve their listening and communication skills, and develop new roles and responsibilities in the school setting. Personal interactions with other ESP and an enhanced understanding of other employees’ jobs can foster a sense of teamwork and across-the-worksite solidarity.

How Mentees Benefit

Mentees are the clearest winners in the mentoring process. Mentoring increases their knowledge, both technical and organizational, which improves their job performance and may also hone skills that are not job-related. Working with a mentor can develop a mentee’s ability to work collaboratively and cooperatively. It can also help ESP adapt to the changes and evolution of their jobs. While it is not a tool for obtaining promotions, mentoring does provide feedback on a mentee’s abilities and potential, increasing job satisfaction and opening his or her mind to possible career alternatives. It can enhance other skills as well, such as leadership or conflict resolution. Mentoring broadens a mentee’s knowledge of the Association and what it can offer, and clarifies the roles and responsibilities of Education Support Professionals in the school district. Finally, it can improve a mentee’s ability to help children succeed—the primary purpose of public education.

Go to the next section: "Who Should be a Mentor?

Supporting Our Own: A Manual for ESP Mentoring Programs

Who Should Be A Mentor?

"All of the certificates of recognition we receive in life will fade. The monuments we build will crumble. The trophies will corrode. But what we do for others will make a lasting impact on our world."
—John C. Maxwell, Developing The Leader Within You

The fundamental requirement is that an ESP mentor must also be an ESP. However, this does not necessarily mean someone in the same job category, or even in the same school. A mentoring relationship between two ESP in different job families would be unusual, but it might be the best fit. The participants should be paired based on what they identified as their goals, areas of need, and areas of expertise.

Experience and Job Credentials

A typical mentor is a veteran professional who wants to take an active interest in the career development of another ESP. The mentor should have at least three years of experience with the school system, and have met all of the qualifications of his or her job category, such as required licenses or certification. Because part of the mentoring role is to familiarize the mentee with NEA, the mentor should be a dues-paying Association member active in the local and state affiliate, such as a building rep, local leader, or committee member. (Retirees form a valuable pool of potential mentors.) The mentor also should be familiar with the state and national laws regarding education as well as the collective bargaining agreement if in a statutory state, or school district policy if in a nonstatutory state.

Personal Characteristics

An effective mentor...

• Understands the role, purpose, and process of mentoring.
• Has a network of contacts who can help the mentee achieve his or her goals (mosaic).
• Is patient.
• Is a good listener and can also communicate clearly, without sending mixed messages.
• Is able to give and accept feedback in a constructive manner.
• Can freely praise.
• Is flexible and has a sense of humor.
• Is even-tempered and consistent.
• Has a positive outlook.
• Can think outside the box and make quick decisions if necessary.
• Is trustworthy and discreet.
• Is a model of professionalism, someone others look up to.
• Respects confidentiality (see box below).
• Works collectively and collaboratively.
• Is enthusiastic about his or her own job and the mentoring position.
• Can acknowledge when the mentoring relationship isn’t working and is willing seek help.

Go to the next section: "Who Should be a Mentee?

Supporting Our Own: A Manual for ESP Mentoring Programs

Who Should Be A Mentee?

A mentee is any education support professional who seeks support and guidance on the job. A mentee and mentor do not necessarily need to perform the same job function, although that is usually the case. The prospective mentee identifies his or her goals and objectives and the program identifies the most appropriate mentor to be the guide, tutor, or coach.

Experience and Job Credentials

The typical mentee is a new hire during a probationary period or the first year of employment. However, experienced ESP can benefit from a mentoring program as well. They may need help in their current position or there may be new things they want to learn. They may have been transferred to a new district or school within a district where the culture and procedures are different from those of their old job. There will be differences in mentoring programs for brand-new employees and for those who are only new to the location. These differences will be identified in the needs assessment and the identification of goals and objectives jointly by the mentor and mentee.

Personal Characteristics

The list of personal characteristics for mentees is much the same as the one for mentors. A successful mentee...

• Is motivated, reliable, and patient.
• Is an attentive listener and intelligent questioner.
• Is flexible and has a sense of humor.
• Realistically appraises his/her strengths and weaknesses.
• Can handle constructive feedback and accept honest praise.
• Is committed to the purpose and process of mentoring.
• Can work collectively and collaboratively.
• Is enthusiastic about his or her job and future possibilities.
• Can acknowledge when the mentoring relationship isn’t working, and is willing to ask for help or a change.

Go to the next section: "What are the responsibilities of Mentors and Mentees?"

Supporting Our Own: A Manual for ESP Mentoring Programs

What Is Mentoring?

The concept of mentoring and coaching is not new to school staff. It usually has been in the context of a one-on-one relationship between a novice teacher and an experienced teacher to develop the new teacher’s competencies and skills in the classroom.

Mentoring for ESP is based on the same principle: it is a partnership between two individuals focused on the common goal of developing an employee’s personal and professional growth and skills through a strong learning relationship. The mentoring process pairs an employee with a colleague (a mentor) who has the expertise and desire to help the mentee realize his or her work-related goals and objectives. The support offered by a mentor can extend beyond what an employee receives from a certification program, on-the-job training or supervision by a manager, such as help with interpersonal communications, work habits, or other professional issues.

The mentoring relationship is primarily one-on-one, but it also can be thought of as a mosaic of assistance, with the mentor calling upon other resources in his or her network of contacts to address specific needs of the mentee. For example, a mentoring partnership of two custodians might be able to consult with other individuals, not necessarily custodians, who can lend support in areas such as health and safety, effective communications, interactions with students, or time management.

While the mentee is the primary beneficiary of the mentoring process, the mentor also benefits by honing his or her skills and adapting them to different situations, becoming involved in the wider workplace community, and deriving satisfaction from helping a colleague. A mentoring program can also strengthen the Association or school district by fostering relationships across job categories.

For mentoring to be successful, both parties must be committed to the process. The mentee is responsible for identifying his or her objectives with the help of the mentor. The mentor is charged with guiding the mentee toward realizing those goals. While the length of the relationship is determined by the goals and objectives identified by the mentor and mentee in their first meetings (see page 21), both should be prepared to commit substantial time and energy to the process.

There is no set framework for a mentoring relationship; each relationship is different. The process can last for a few months or a few years. Meetings occur according to schedules determined by the pair: some may meet once a week, others once a month, and others possibly every few months. Some pairs meet in person, while in other situations mentors and mentees communicate by phone and e-mail. These specifics are agreed to by the mentor and mentee at the beginning of their relationship, and can be modified along the way.

What Mentoring Is NOT

Mentoring is not a means to a promotion. For a mentee, involvement in the mentoring process offers no promises beyond personal and professional development. It is not a part of a performance evaluation and has nothing to do with future compensation or advancement (unless specified in a collective bargaining agreement).

Mentoring is not therapy. If an employee is having difficulty at work, it is essential to identify why, and decide whether mentoring is the appropriate avenue to solve that difficulty. An employee may have a personality conflict with a supervisor, in which case a mentor might be able to suggest ways to keep that relationship on a professional rather than a personal level. If an employee is experiencing difficulties in his or her personal life that affect job performance, a mentor might be able to suggest counseling outside of school. But the mentoring relationship should not develop into a situation where the mentee expects the mentor to help solve his or her personal or emotional problems.

Mentoring is not a means to organize employees into the Association. While a mentoring program may be one of the benefits of Association membership, the surest way to discredit it in the eyes of a school district or administration is to use it as a way to recruit new members. The program should exist on its own merits—a way to help new employees. If the Association is seen in a positive light as a result, so much the better.

Mentoring is not simply a way to earn extra money. Your Association may have developed a mentoring program that compensates mentors for their time and effort. While you might be able to put those funds to good use, that should not be your primary reason for becoming a mentor. It’s not a "second job"; it’s an avocation—a source of personal satisfaction and sense of accomplishment.

Go to the next section: "Why Should We Mentor ESP?

Supporting Our Own: A Manual for ESP Mentoring Programs

Mentoring Program Tools

This section contains some sample forms (in PDF format) that an Association or school district can consider incorporating into its mentoring program. These forms are designed to be templates; each Advisory Committee should adapt and amend them to suit their particular program. The forms marked with an asterisk (*) are those that the mentoring program may decide to retain in its archives.

1. Sample Notice of Mentoring Program Start-Up
2. Application Process for Mentors, including questions that can be addressed in the mentor’s cover letter.
3. *Mentor Application Form
4. *Mentee Application Form (two pages)
5. Welcome ESP Mentees
6. Letter of Understanding, including pledge of confidentiality
7. Mentor’s Pledge (This may be adapted as a mentee’s pledge also.)
8. *Attendance Record (This can be used by the Advisory Committee to quantify results of the program, especially if it is part of the bargaining agreement, or if mentors are compensated.)
9. *Mentor Program Monthly Record (This can be used by the Advisory Committee to refine elements of the mentoring program and to develop the most useful website for mentors.)
10. Reflection Forms for Mentor and Mentee (These forms are not intended for viewing by anyone except the mentor and mentee—they can be kept as each partner’s personal record if desired. Each mentoring team can decide how best to use their notes—to share them at the beginning or at the end of each meeting, to fill them out together, or to keep them completely private.)
11. *Exit Forms for Mentor and Mentee (These forms can be used by the mentoring program administrators to evaluate the overall results of the program. Such an analysis might be necessary if the mentoring program is part of the contract.)
12. Sample Thank-You Letter to Mentor (This can be sent to each mentor by the Mentoring Committee at the conclusion of each program term.)
13. Sample Certificate of Completion for Mentee

-END-

Supporting Our Own: A Manual for ESP Mentoring Programs

Setting Up A Mentoring Program

There is no one-size-fits-all blueprint for mentoring programs. Each program will have its own identity, depending on a number of factors, including…

• The structure of the state and local Association
• The composition of the unit
• Whether the program is a negotiated contract provision, a legislative initiative, or the result of meet-and-confer sessions
• What kind of relationships ESP have with other school employees and the administration

The following points can jump-start a discussion about how to set up your own mentoring program. It is meant to be food for thought, not a prescribed diet.

Establish a Supportive Environment

The biggest obstacle an Association might face in establishing a mentoring program is skepticism or outright resistance from the school system, administrators, teachers, or even ESP themselves. Gain support for the program by stressing the benefits to the district, the school, the mentors, the mentees, and ultimately, the students. Benefits include…

• Professional development and personal growth for ESP, leading to enhanced student learning, improved employee satisfaction, and increased retention of skilled ESP
• Enhanced cooperation and teamwork and increased communication within and across job families
• Progress toward Association goals, such as recruiting and maintaining members, achieving a living wage, and gaining respect for ESP
• Furthering the overall mission of the school community—closing student achievement gaps

It will be easier to gain support for and involvement in your mentoring program if you…

Develop a Clear Written Strategy

• Define the basics: What is a mentoring program for ESP? Why set one up? Who will benefit? How will it work?
• Develop materials that answer these questions, to be used in gaining support for the program as well as recruiting participants.
• Outline an operational plan that includes…
  Set-up: What will the planning and supervisory body for the program consist of (an advisory board, program coordinating committee, or program coordinator)?
  Ongoing management: Who will be responsible for regular program operations, such as reviewing applications, matching mentors and mentees, keeping records (staff, volunteers)?
  Budget: What sort of expenses should be anticipated (promotional materials, stipends)? Where will the money come from?
  Time Frame: When do you hope to have the program in place? How long will it last? What do you hope to accomplish in that period?
  Goals and outcomes: What would you consider to be a successful program and how will you measure success? Participation data? Analysis of participants’ comments?
  Outreach: Who will be responsible for producing materials that will tell others about the program, addressing the what, why, who and how (above) as well as telling people how the program has been successful and how they can become involved?

When you have answered these strategic questions, you can begin to focus on the specifics, such as…

Define a Recruitment Plan and Selection Process for Mentors and Mentees

• Make program known to potential participants (see Sample Notice of Mentoring Program in the Tools Section)
• Outline expectations and benefits for both mentors and mentees.
• Develop an application and screening process and describe it to potential participants (see sample Application Forms in the Tools Section).
• Decide whether to have face-to-face interviews, and if so, who should conduct them. Should the mentoring program committee interview mentors? Should a group of mentors interview potential mentees?
• Decide who should assess mentee’s needs and how to identify the best mentor partner to address those needs.

Plan a Training Program for Prospective Mentors that Includes…

• Advice on listening skills, team/relationship building, conflict resolution, and how to be a good mentor
• Discussions on fostering acceptance of differences—ethnic or cultural, language, gender, age, racial, etc.
• Ideas on how to develop a mosaic of assistance
• Explanation and training on confidentiality issues
• Establishing a mentor support group to discuss issues mentors may need help with and to identify sources of answers to mentors’ questions and concerns
• Reading material on relevant topics
• Support from school administrators if offered

Of course, each mentoring program will design its own mentor training program according to its own needs and situation. See the mentor training CD and the ESP Web site (www.nea.org/ESP) for sample mentor training materials.

Once you’ve laid the groundwork, the real process of setting up a mentor-mentee relationship can begin. Here are some possible next steps.

Match Mentors with Mentees, Taking Into Account…

• Mentors’ skills and knowledge and mentees’ developmental needs
• Logistics such as schedules, worksite locations, possible meeting venues, and so forth
• Relevance of job classification in pairing mentor and mentee— does the mentee need help with technical skills that only some- one in the same job family would be familiar with or are the needs more general, such as how to develop leadership skills?

After the mentors and mentees are paired, the program should continue to oversee and develop their relationship by offering further support. For instance:

Encourage Preliminary Agreements Between the Partners, Such As…

• Definition of responsibilities of each participant
• Outline of accountability to each other and to the program
• Pledges of confidentiality
• Logistics of future meetings
• How to keep track of the progress of the relationship and future steps, such as use of reflection logs or other records.

See the Tools Section for sample pledges, reflection logs, and progress assessments.

• Once the mentoring program has been in place for some measurable time period, supporters and participants must address the question of whether it’s a worthwhile expenditure of time and effort. To do that, you should...

Develop a Process to Track Each Mentoring Relationship and the Program as a Whole

This could include the following:

• A system for ongoing assessment
• Regular evaluation of program against established objectives
• A process for addressing obstacles and challenges (See box, page 13)
• Private and confidential exit interviews with each participant
• Clear guidelines for measuring success of the program

Finally, there are some public relations steps that should be considered, both before the program begins and after it completes each cycle, such as…

Plan for Support and Recognition for Mentors, Mentees, Mentoring Program Coordinator or Committee, and Support Staff

This could include the following:

• A kick-off event
• Regular updates about the program
• Articles in Association newsletter and school district publications
• Ongoing educational opportunities
• Special events (guest speakers from the Association, community groups)
• Annual recognition and appreciation event
• Certificate of completion for mentees
• Certificate of appreciation or thank-you letter for mentors

For more information on planning a mentoring program, see “What is Mentoring?” by the American Management Association, 1991.

Go to the next section: "The Mentoring Process"

Supporting Our Own: A Manual for ESP Mentoring Programs

What Are the Responsibilities of Mentors and Mentees?

Both parties in a mentoring partnership should sign a contract at the beginning of their relationship that identifies their acceptance of certain ground rules and assumptions about the process.

Mentors agree to...

• Take the mentoring commitment seriously.
• Have realistic expectations.
• Participate in needs assessment with mentee and establish a time frame for accomplishing the identified goals.
• Develop an action plan that includes:
  • contract (schedule and goals)
  • journal/reflection log
  • attendance record
  • exit analysis
• Recognize time commitment and be willing to follow through on it.
• Participate in all mutually agreed-upon meetings.
• Be available on an as-needed basis above and beyond agreement (within reason). This contact may be other than face-to-face, such as phone conversations in addition to regular meetings.
• Practice confidentiality (see box, page 9).
• Tailor feedback to provide encouragement.
• Keep a reflection log and review with mentee (see "Reflection Form for Mentor" in the Tools section).
• Model professionalism—what a good employee should be and do.
• Attend meetings with other mentors if appropriate.
• Refrain from reprimanding or recommending disciplinary actions.
• Recognize that his or her role is not to evaluate the mentee.
• Be prepared to change or end the mentoring relationship if it isn’t working.
  Celebrate success and recognize achievement.

Mentees agree to...

• Take the mentoring commitment seriously.
• Have realistic expectations.
• Participate in needs assessment with mentor and establish a time frame for accomplishing the identified goals.
• Recognize time commitment and be willing to follow through on it.
• Be willing to assume responsibility for personal development and success in the relationship.
• Participate in all mutually agreed-upon meetings.
• Ask for additional assistance if necessary.
• Practice confidentiality.
• Accept constructive feedback from the mentor and provide honest feedback to the mentor.
• Keep a reflection log and review with mentor (see Reflection Form for Mentee in the Tools Section).
• Be prepared to change or end the mentoring relationship if it isn’t working.
• Celebrate success and recognize achievement.

Go to the next section: "Setting Up a Mentoring Program"

Supporting Our Own: A Manual for ESP Mentoring Programs

NEA Representative Assembly Resolution D-10:
Mentor Programs

The National Education Association believes that mentor programs are a means of enhancing the professional expertise of employees and retaining quality educators. The Association also believes that the planning, implementation, and evaluation of such programs must be negotiated or cooperatively developed and maintained by the school district and the local affiliate.

The Association further believes that the duties and responsibilities of all parties must be clearly defined and uniformly administered. Mentors must be selected through a defined process with articulated criteria, be properly trained and compensated, and be provided with adequate time to fulfill their responsibilities. The state or local authority has the obligation to provide hold-harmless protection.

The Association further believes that any documentation that results from the mentoring process must be confidential and the sole property of the person mentored and must not be included in the participant’s personnel file. The Association also believes that any verbal conversations that result from the mentoring process must also remain confidential. (1988, 2004)

Return to Introduction

Supporting Our Own: A Manual for ESP Mentoring Programs

The Mentoring Process

At the beginning of their relationship, mentors and mentees should talk about how they want to structure their partnership. The following outline can help partners plan their future work together.

The First Meeting

• Get to know each other. Start with what you might have in common. Break the ice by talking about family, hobbies, interests, and personal histories.
• Review the mentee’s goals. Make sure the mentor is clear about what the mentee hopes to gain from the process.
• Review the mentor’s reasons for volunteering. Talk about how the mentor’s experience (identified in the mentor application) can help the mentee achieve his or her objectives.
• Agree on a schedule and ground rules.
  • When should you meet and for how long
  • What location is most convenient?
  • How can you contact each other?
  • Under what circumstances should meetings be cancelled?
  • Are informal sessions via e-mail or phone possible? Desirable?
• Decide whether and how to use reflection logs or notes from meetings. For example, should they be shared or kept as personal journals? If shared, should they be filled out together or separately? Should they be reviewed at the beginning or end of each get together? Or after some other time period? Use the sample reflection forms in this manual to tailor a log that works for both partners
• Discuss and sign a letter of understanding that lays out time commitments, goals, and pledges about general rules of behavior understood by both parties.
• Discuss the parameters of confidentiality and sign a confidentiality pledge. Each partner should be clear that their discussions are privileged and private information and will not be shared unless legally necessary.
• Discuss any reservations you might have about the mentoring process or the partnership. If either partner has any reservations about the other, now is the time to discuss them. Honesty and frankness are the foundation of healthy mentoring relationships.

Subsequent Meetings

• Be prepared. Mentees should review their reflection logs or notes from the previous meeting and think about what they would like to focus on at the next meeting. Mentors should set a meeting objective and assemble any supplementary materials in advance of the session. Both partners should evaluate the mentee’s progress toward the identified objectives and goals.
• Concentrate during the session. Try to identify what you want to accomplish at each meeting and orient the meeting toward the mentoring goals. Encourage a free and open exchange of ideas; don’t assume that you know what each other is thinking. Avoid interruptions.
• Summarize the meeting and prepare for the next one. Review the meeting’s effectiveness and share ideas for follow-up. Confirm and commit to the next session. Depending on what the partners have decided, fill out your reflection logs either at the conclusion of each meeting or shortly after you part. The logs or journals can help both partners assess progress and avoid problems.

Go to the next section: "Mendoring Program Tools "

Supporting Our Own: A Manual for ESP Mentoring Programs

Introduction

“Ultimately, the success of individuals depends upon the success of the community as a whole, and the success of the community depends on the growth and development of each member.”
—Robert J. Garmston and Bruce M. Wellman, The Adaptive School: A Sourcebook for Developing Collaborative Groups

Public education today is under increasing pressure to deliver more for less. Federal and state laws are mandating results from schools even as funding for public education is being ravaged by budget cutbacks.

Responsibility for these increased demands is falling on Education Support Professionals (ESP) as well as teachers. But, while ESP account for more than 40 percent of today’s K-12 public education workforce, they often have had to make do with inadequate or nonexistent training and professional development.

The National Education Association has been taking steps to recognize the vital role ESP play as equal and essential members of the team of educators in each school. To that end, it is seeking better training and professional development for ESP members, and mounting a deliberate effort to increase ESPs’ involvement in developing their own job definitions and work organization plans.

NEA also has begun a new initiative to assist in the development of mentoring programs for ESP, similar to the long-established mentoring relationships between new teachers and experienced teaching staff. (Here is the resolution outlining the Association’s position.)

This on-line manual is designed to assist local Associations and school districts to plan and implement mentoring programs specifically for and by ESP. The accompanying materials, downloadable as PDF files from the "Mentoring Program Tools" section, can help program administrators prepare mentors for their important roles.

"At the end of the day it’s not what I learned but what I taught, not what I got but what I gave, not what I did but what I helped another achieve that will make a difference in someone’s life...and mine."
—Sid L. Scruggs, Lions International Director, 2000-2002

This ESP Mentoring Manual is based on the NEA ESP Quality print publication, "Supporting Our Own: A Manual for ESP Mentoring Program." You can download the entire publication. (PDF, 1.9 Mb.)

Go to the next section: "What is Mentoring?

The ESProfessionals:
An Action Guide to Help in Your Professional Development

Wisconsin: Taking Learning on the Road

ESP members in Wisconsin are proving that geography is no barrier for support staff to learn, grow and advance in their professions.

Paraeducators Judy Emerson, Louann Pechacek and Brenda Olson recently spearheaded an effort to make sure their colleagues in Amery, a rural community in northwest Wisconsin, had access to quality professional development opportunities.

Today, paraeducators interested in earning an ESP Certificate -- or just in keeping up with the latest in their profession -- can do so without having to drive dozens of miles for classes. The classes now come to them.

At the trio's suggestion, the Amery School District created a committee of paraeducators to address inservice needs. The committee, which includes both Judy and Louann, then developed courses that fit into the statewide certification program and also arranged for trainings.

In some cases, instructors have been brought into the community from institutions such as the Wisconsin Indianhead Technical College, area Cooperative Educational Service Agencies, or Wisconsin Education Association (WEA). In other cases, Amery's staff conducts approved courses.

"These special people found a way to make it convenient for themselves and other support staff to take classes on an ongoing basis to help them continuously become better at what they do," says WEA's Professional Development Academy Director Debra Berndt, who oversees the ESP Certificate Program. "They serve as a model for others in similar situations throughout the state."

"The classes have been fun and the entire program has brought those of us interested in learning more information closer together," adds Louann.

Most important, says the trio, is the ultimate goal: improving the skills that help educators help children succeed.

"I have seen the paraeducators take ownership of this important training program," says Cheryl Wesle, Special Education Director for Amery. "The program has definitely benefited the district, the paraeducators, and the children of this community."

To next section: "A look at Michigan's certification program"

The ESProfessionals:
An Action Guide to Help in Your Professional Development

Taking Charge: Action Tools to Assist with Your Efforts

These Action tools are designed to be used in your local association professional development work. They are in PDF format (requires the free Adobe Acrobat Reader), and can be printed out and reproduced on standard-size paper.

• Tool #1: Where are we now?
• Tool #2: Sample professional needs survey
• Tool #3: Will this work?
• Tool #4: Association and other resources
• Tool #5: Sample activity planner
• Tool #6: Sample communications plan
• Tool #7: Characteristics of adult learners
• Tool #8: Model language and sample contracts
• Tool #9: Final checklist: the basics

 

 

The End

The ESProfessionals:
An Action Guide to Help in Your Professional Development

Local Association Success Stories

Here is a selection of stories of professional development successes that local ESP Associations have had:

• Dealing with the Elementary and Secondary Education Act (ESEA)
• "Certifying" Professional Development Efforts
• Liking Long-Distance Learning
• Sharing Training Money with Teachers
• Asking for Support
• Taking Over the Training
• Moving Out of the Cafeteria and into the Classroom
• Handling Problems In-House
• Promoting Whole School Health

To next section: "Dealing with the Elementary and Secondary Education Act (ESEA)"

The ESProfessionals:
An Action Guide to Help in Your Professional Development

Local Association Success Stories:
Taking Over the Training

Spokane Education Association
Spokane, Washington

"We have wall-to-wall ESP in our district, everyone but the bus drivers. We bargain as a whole and make the effort to work together and listen to everyone in order to best meet the needs of all of our members, no matter what they do during the day." -Debra Chandler, Attendant Secretary, Rogers High School, Spokane, Washington

That Was Then

It would seem a monumental task to offer quality and ongoing professional development to members of a local Association to which food service workers, custodians, secretaries, and paraeducators all belong. But ESP leaders in the Spokane Education Association (SEA) accomplished this task when they worked as a team to take professional development out of the hands of the district and put it into their own.

This is Now

Debra Chandler, an attendant secretary for Rogers High School in Spokane, as well as secretary for Washington Education Association's ESP Professional Development Committee, is proud to note that there is now $15,000 allocated for three training conferences per year for SEA members. Each conference is organized by those who really know what they're doing -- the education support professionals themselves. Furthermore, all of the participants receive credits for attending, which makes them eligible for district-paid stipends.

"We conducted a survey to find out what our members needed to learn. We wanted to be very job specific. What we got back were needs like boiler repair classes, truck driving instruction, and computer classes," recalls Debra. "It was predictable that secretaries secretaries would ask for computer classes, but our survey showed they also wanted classes on stress management, wellness, and training for how to handle bullying. These are skills we really need in our work environment."

This is How

The Spokane school district used to provide training on specific job-related issues for support educators in selected schools or work units. But trainings weren't always available, and only 100 or so of Spokane's 1,400 plus ESPs would get any in-service during a typical year.

In the summer of 1998, SEA proposed to district management that members be in charge of ESP training because they felt they weren't getting what they needed to grow their careers. Management agreed to an initial one-year trial.

During that first year, SEA had only enough money to offer three in-service training sessions. To their surprise, more than 200 support professionals participated, which paved the way for more money to host bigger conferences in the following years.

The group formed a committee of members -- at least one representative from every job category including custodians and secretaries -- to organize the annual events. The committee then surveyed members about what trainings they needed and wanted. Each year, the committee comes to agreement on the member needs and then goes about recruiting trainers from around the state.

It's a new -- and effective -- way of working, says Debra. "When I visited NEA in 2002 for a professional development committee meeting, they were so happy at what we have been able to achieve so far, and so are we!"

UniServ Director Sharon Bacon, says there is a change in attitude today that has built over the last several years because of the new system. Both support staff and administrators are realizing, she says, "that school support staff have demanding jobs and they need professional development options, just like teachers do."

Words of Wisdom

"All support professionals need to go to classes to better themselves -- just like teachers," argues Debra. "It was not hard at all to get the school district to go along with our ideas for professional development because the district truly values us. They also saw the excitement and response from ESP when we put together meaningful and valuable trainings."

Contact

Debra Chandler-WEA ESP Professional Development Committee Secretary
debracha@spokaneschools.org

To next section: "Moving Out of the Cafeteria and into the Classroom"

The ESProfessionals:
An Action Guide to Help in Your Professional Development

Local Association Success Stories:
Sharing Training Money With Teachers

Caesar Rodney Education Association
Camden, Delaware

"To have the best classroom we can have, teachers must work with paraprofessionals as a team. This means that we must receive the same training they do." -Diane Robinson, Special Education Records Paraprofessional, Caesar Rodney School District, Camden, Delaware

That was Then

Caesar Rodney Education Association (CREA) teachers used to ave access to a "travel fund" -- money set aside to attend conferences. But for their needs, paraprofessionals couldn't get near that money. Diane Robinson, currently a special education records paraprofessional and a former pre-K paraprofessional, didn't think that was fair.

She was tired of staying behind in the classroom or, when permitted to attend, being the "third wheel" at the teachers' workshops. When the wake-up call came with regard to the Elementary and Secondary Education Act (ESEA) and new Title I requirements, Diane joined the huge outcry with her fellow paraprofessionals. She explains, "We wanted the training. We wanted to know what was going on in special education. How else were we to find out about new laws and regulations, things we need to know for our jobs? Teachers would attend conferences, then walk back to the classroom to explain the concepts to us. This was very inefficient. Information would get lost in translation."

This is Now

Gone are the days when paraprofessionals were merely told what to do by the classroom teacher. Says Diane, "Our Title I paraprofessionals are changing quickly. Now everyone is starting to see the real need for everyone to be trained. This is a trend that is not going to go away."

Diane remembers when professional development for each teacher was limited to a maximum of $400. "They had to pay for their substitutes out of that money. That didn't leave much for the workshops," she explains. Now, the school district picks up the tab for the substitutes. Says Cynthia Angermeir, a school psychologist for the Caesar Rodney School District, "It was especially difficult for our specialists, like the speech pathologists, who have to be licensed. You can't get too far with $400."

Per a new contract in 2002, CREA's travel fund for each school year is now approximately $10,000, and both teachers and paraprofessionals can submit an application for a share of the money. The application is then reviewed by a handful of Association members along with school board members and district office administrators.

This is How

For two years prior to the new contract, negotiations centered on language to strengthen CREA's contract. The bargaining team looked closely at teachers' rights, noticing that the rights of the paraprofessionals were largely ignored in the contract.

Professional development was one of the areas to which the school district was responsive. Says Diane, "It wasn't a major issue. They were quite agreeable to having language in the contract that guaranteed us opportunities for professional development." She adds, "Given this age of accountability, the district knew they just couldn't refuse."

Diane sums up her reasons why the paraprofessionals wanted to be able to use the travel fund. "For 10 years, we didn't get to use any of the money. We believe that we are as important as the teachers. In fact, we're working in the trenches right alongside the teachers -- that has to count for something."

Words of Wisdom

"For us, since teachers and paraprofessionals are in the same bargaining unit, our best allies in our battle for better professional development were teachers who knew the value of a trained paraprofessional. Once they worked with us in the classroom, they realized what an asset we were to them and to the students."

Contact

Diane Robinson-Special Education Records Paraprofessional
sonice315@aol.com

Cindy Angermeir-CREA President
cynthia.angermeir@cr.k12.de.us

   **See CPA's Contract Language in Action Tool #8 .

To next section: "Asking for Support"

The ESProfessionals:
An Action Guide to Help in Your Professional Development

Local Association Success Stories:
Promoting Whole School Health

Rockwood Association of Nurses
St. Louis County, Missouri

"Our administration has come to respect the job of the school nurse and realizes the importance of a health professional as part of the educational team. We are integral to the health of the entire school environment, and they know it." -Diana Elliott, RN, BS Lead Nurse, Rockwood School District, Rockwood, Missouri

That Was Then

In her 17 years as a school nurse for public schools in the Rockwood School District, Diana Elliott has witnessed a growing respect for school nurses. It's not just about putting band-aids on scraped knees or tending to the sniffles anymore. Communities are catching on to the fact that school nurses work for the health of not only the students but also the entire school.

To help achieve a healthy school environment, the Rockwood Association of Nurses implemented a school improvement plan -- and they believed that professional development for school nurses was essential in order for the plan to be a success.

This is Now

According to Diana, all of the nurses in the district worked together to achieve a requirement that each full-time nurse has seven "contact hours" (similar to continuing education units for teachers) and every half-time nurse has three contact hours. "We knew that it was important to police ourselves. The health field changes every day, and we wanted to be on top of any new innovations that related to our jobs. A continuing education requirement would help ensure this."

As a result of their commitment to professional development, nurses in the Rockwood school district are on the cutting edge of new techniques and technologies in nursing. For example, in early 2003, a neurologist talked with the nurses about Strattera, a new drug on the market being used to treat Attention-Deficit Disorder (ADD).

As part of a coordinated school health program, the nurses have also partnered with facilities such as Saint Luke's Hospital in St. Louis County. Together they created a wellness program, which includes a blood pressure monitoring program.

"We have actually found several staff members who had high blood pressure and didn't realize it," Diana explains. "This kind of program can save staff members' lives, and there's no question that this helps the schools that employ these workers." The growing respect for the Rockwood school nurses is apparent. They began with $125 per year negotiated for professional development, and that figure is now up to $300 per year.

This is How

In 1990, the Missouri State Board of Education adopted new accreditation standards for school districts to be implemented through the Missouri School Improvement Program (MSIP). Districts that adopted the Coordinated School Health Program model could choose to develop a plan for all eight of the components, which would serve as the School Health Services Plan for MSIP requirements. According to the Missouri School Improvement Program: Standards and Indicators Manual (July 1997), "The school nurse can play a key role in developing a plan which meets the needs of students and staff and also meets the Missouri School Improvement Program requirement."

The Rockwood school nurses then made the eight health components of the Missouri School Improvement Program the keystone of their school programs. They implemented programs addressing the areas of health education, school environment, counseling and guidance, community and parent involvement, staff health, health and nutritional services, and physical education.

Speakers for the health education programs are now obtained from a variety of areas, including the Suburban Nurses Association, Diana explains. "We have both state and national organizations that we can draw from. Many of these are available at no cost to the school district."

Words of Wisdom

"School nurses must realize what a difference they make. For example, the American Lung Association came to our school district at our request to demonstrate their 'Open Airways' program, which trains nurses to teach children to manage their asthma. They even put a nebulizer in every school at no charge. Suddenly, children with asthma were missing fewer days of school as well as going home to educate their parents about managing asthma. What administration isn't going to respect such accomplishments?"

Contact

Diana Elliott, Past President-Rockwood Association of Nurses
kenu1@rockwood.k12.mo.us

To next section: "Taking Charge: Action Tools to Assist You With Your Effort"

The ESProfessionals:
An Action Guide to Help in Your Professional Development

Local Association Success Stories:
Moving out of the Cafeteria and Into the Classroom

Tennessee School Food Services Association
Franklin, Tennessee

"My goal is to get the word out that food service workers are a collaborative group. We are just as interested in education as healthy meals." -Kathy Creasy, School Nutrition Manager, White House Middle School, Franklin, Tennessee

That Was Then

Kathy Creasy is not a certified teacher, nor is she an administrator. She is a school nutrition manager at White House Middle School in Sumner County, Tennessee, as well as a member of the Tennessee School Food Services Association (TSFSA) and NEA's affiliate, the Tennessee Education Association (TEA). She also teaches volumes about world hunger to students, teachers, and administrators. This teaching experience was not in her initial job description, but then Kathy picked up a copy of School Food Services Magazine, the official publication of the American School Food Service Association, and saw an enclosed curriculum kit, called "Going Global." With 3,000 children dying every six seconds from hunger, Kathy felt the calling to educate students and anyone else she could reach about this terrible problem.

This is Now

Now Kathy is often seen out from behind the school's kitchen counters. She has made presentations not only to students but to many other groups. In summer 2002, Kathy made a presentation to teachers and principals at the Tennessee Educational Leadership Conference. Then in October, she appeared at the "World School" at Lincoln Memorial University in Harrogate, Tennessee, to talk to college students from all over the world who were studying to become teachers.

Kathy is pleased at the reception she has been given by her audiences. "The kids don't care if I get up in front of them and maybe stutter a little. They are just so receptive to the subject matter," she explains. "And it doesn't hurt that at the same time they are learning that cafeteria workers can make a difference, that the old school cook stereotype is just that, a stereotype."

This is How

Kathy initially shared "Going Global" with Susan Dalton, TEA's coordinator for Instruction and Professional Development, who was then working as a social studies teacher. Susan was interested in the project from a social studies perspective. Kathy just wanted to get the word out on world hunger. Together they made a great team.

Their first step was to make a presentation to the seventh grade students at White House Middle School. Says Kathy, "The students were very receptive. We pointed out to them the problem of world hunger worldwide. Because it was right after Sept. 11, 2001, we focused on how females especially have suffered under the Taliban regime in Afghanistan. The food was going to the boys while the girls were starving. This really hit home with the students."

Kathy and Susan did not limit their focus to social studies. They expanded to the subject of science, making a presentation on world hunger to sixth grade science students. "Our emphasis was on different land 'biomes,'" explains Kathy. "We wanted to inform students that the problem of world hunger is not just social or cultural. Much of it can be attributed to scientific factors, such as typhoons wiping out crops, no access to fresh water, and droughts."

For a teen wellness class, Kathy baked bread and made rice not to feed the hungry students but to illustrate an important point about malnutrition. "Although food always talks in any classroom, my point was that there are people all over the world who eat just these foods for breakfast, lunch, and dinner every day for their entire lives. Even if they have food to eat, it may not be what their bodies need to sustain them." Although the students joked that eating french fries every day wouldn't be so bad, they also agreed that it wouldn't be a nutritionally sound option.

So far, the campaign to get the word out on world hunger has not been a financial burden on the school district. The curriculum kit that Kathy found in School Food Services Magazine was offered for free, except for a small shipping fee. TEA has been instrumental in funding the few travel expenses that Kathy has incurred, and Kathy's supervisor, Linda Becker, has been cooperative in allowing her the flexibility she needs in her job to accomplish her goals.

Words of Wisdom

"Food service workers, especially managers, might try getting out of their comfort zone once in a while to see what they can achieve. With a problem as big as world hunger, someone has to step up. That person can be a teacher, a principal, or a cafeteria worker."

Contact

Kathy Creasy-School Nutrition Manager,
creasy1964@juno.com

To next section: "Handling Problems In-House"

The ESProfessionals:
An Action Guide to Help in Your Professional Development

Local Association Success Stories:
Liking Long-Distance Learning

Colonial Paraprofessional Association
New Castle, Delaware

"No matter what job you do, you are a professional. School districts need to realize that it is to their advantage to provide meaningful and direct professional development for all its staff." -Barbara Morris, Paraeducator, Colonial Paraprofessional Association Delaware

That was Then

Even though Delaware paraeducators in the Colonial school district formerly worked the same number of days as teachers, 185 days per year, they received inferior professional development. As a middle school paraeducator, Barbara Morris felt slighted.

"Paraeducators either tagged along with the teachers during professional development days or stayed in the classroom to straighten up," explains Morris. "Even though we're the teachers' right hands in the classroom, we felt like we were being told our professional development needs weren't as important as theirs."

So the then 120-member Colonial Paraprofessional Association (CPA) took professional development matters into their own hands -- eventually looking to Wisconsin and Utah for help.

This is Now

Though it sounds like an odd place to begin for a small Delaware local, Wisconsin is where Barbara attended her first National Resource Center for Paraprofessionals (NRCP) conference. It's also where she first heard of a professor from Utah State University who was developing a distance-learning program in conjunction with NRCP.

Today, Colonial paraprofessionals no longer have to "tag along with the teachers" during professional development days, Barbara says. Instead, they attend courses online through a distance learning program sponsored by Utah State University. They benefit from such courses as "Enhancing the Skills of Paraeducators" and "Effective Behavior Management Practices for Paraprofessionals." They can also attend "Colleagues in the Classroom: Building Effective Teams" -- a course designed for both teachers and paraeducators.

"The distance learning course that we are now taking is three hours one night a week for nine weeks and all new employees are required to take this course," explains Barbara. "For the first 18 hours of courses, participants receive a salary increase. After that, they receive a $13 per hour one-time stipend for the remaining hours."

A host professor from Utah "beams in" via computer to an auditorium where Barbara and her colleagues sit to present topics for discussion and explain the lessons. With the help of a facilitator -- a Delaware State Education Association UniServ Director -- participants then engage in activities and discussions about the topics presented. Any "homework" is done on personal computers at home.

One of the first homework assignments was to review a list of roles and responsibilities for paraeducators and decide if the items were the responsibility of the teacher or paraeducator -- an assignment that was "refreshingly relevant to our jobs," says Barbara. The online course has also taught the paraeducators how to write an Individual Education Performance (IEP) document for students, a task that is usually not in a paraeducator's job description but is helpful to know, Barbara adds.

This is How

Barbara says that getting the Colonial district to approve an instructional paraprofessional training via long-distance learning wasn't as hard as she had imagined. With a supportive assistant superintendent behind them, the Association was quickly able to bargain professional development stipulations into the contract -- which actually spells out an after-school provision. The Association also bargained in a salary increase for those who participate in the program. In 2003, Level 1 participants earned an annual $750 salary increase and Level 2 paraprofessionals earned an additional annual $1,000 salary increase.

Barbara believes it's a win for the paraprofessionals, the district, and the students. "We're saving the district a whole lot of money because they don't incur any bills for special equipment or other costs," she says. "Most important is that we're utilizing a relevant training opportunity and becoming better at what we do because of that opportunity."

Words of Wisdom

"Research NRCP online at www.nrcp.org and present a plan to take to your administrators. You can get a full description of all courses at www.trisped.org," Barbara says. "Districts need to realize the value of our professional development and the impact it can have on students."

Technology has made our world a "wired one," Barbara adds, and professional development online is just one of the revolutions to come from that. "Computers are everywhere, long-distance learning is everywhere," she says. "There's just no reason it can't be in schools, too."

Contact

Barbara Morris, President-Colonial Paraprofessional Association
colpara@prodigy.net
   *See CPA's Contract Language in Action Tool #8 .

To next section: "Sharing Training Money with Teachers"

The ESProfessionals:
An Action Guide to Help in Your Professional Development

Local Association Success Stories:
Handling Problems In-House

Colonial Transportation Association
New Castle, Delaware

"I've been in this school district for 50 years as a student, a mom, a grandmother, and a bus driver. Don't try to tell me that bus drivers are not professionals. We have a vitally important job to do. We are practically the first people the kids see in the morning and the last they see at night." -Kay Klinger, Bus driver, Colonial School District, New Castle, Delaware

That Was Then

The Colonial Transportation Association (CTA) -- which includes transportation employees and bus aides -- had a disturbing history of personality clashes between members and supervisors, admits Kay Klinger, a veteran bus driver for handicapped children.

And even when a good relationship did exist between an employee and a supervisor, too much time was wasted tracking down the supervisor, filling him in on the details of a challenge, and scheduling time to meet and iron out the problem. According to CTA's contract, grievances are required to be handled within five working days.

"I knew there had to be a better way to work out our problems," Kay says.

This is Now

With the help of the Delaware State Education Association, Kay and other members in CTA found peer mediation -- and a new mentoring program -- to be the answer they were looking for.

Established in the 2002-2003 school year, this pilot program helps CTA members solve challenges at the peer level rather than the management level, saving time and streamlining a sometimes tedious process. A UniServ director who has experience with peer mediation guides the process, which includes role playing. "Now when a problem arises, we listen to each other rather than making immediate decisions," Kay adds. "We have learned to talk a situation out rather than have it handled for us."

The program is also having a positive effect on morale. "We feel more professional by taking control of the situation ourselves, which is helping improve morale and our attitude toward the entire school."

This is How

As a first step, Kay went to the Executive Board and Leadership Team to see if there was any interest in a peer mediation program. Once she saw that there was interest at the leadership level, Kay wondered whether or not there would be enough interest to get the bus drivers themselves to go through a training session. She did not have to wait long to find out. At a general meeting of CTA members, she received a positive reaction to the idea. The consensus was, according to Kay, "We would rather talk to a co-worker than a supervisor about our problems."

Kay did not find it too difficult to set up the initial training session, as the Association, being relatively small, could take advantage of its central location. Initially, 10 members attended the first training session -- under the watchful eye of the school district.

"Management was interested to see how the program was progressing, and they ended up thinking that it would spread throughout the entire district," Kay says. "Three people from management were even invited to one of the training sessions, and district leaders have expressed interest in having some training themselves."

Kay adds that the training series has also helped members deal with student conflicts on the bus. "We have new skills to use with children on the bus, and even our own kids at home," she says. "I've definitely been practicing what I've learned."

Words of Wisdom

"When considering peer mediation as a way to handle difficulties, don't make a decision right off the bat just because it's not the way you've always done things. At least try one training session and see if you can adapt that to your group."

Contact

Kay Klinger, President- Colonial Transportation Association
kfk127@cs.com

To next section: "Promoting Whole School Health"

The ESProfessionals:
An Action Guide to Help in Your Professional Development

Local Association Success Stories:
Dealing with ESEA

The federal Elementary and Secondary Education Act (ESEA) may be on the books, but that doesn't mean support professionals are on their own as they work to meet the federal law's new requirements.

ESEA, also known as the No Child Left Behind Act, outlines specific qualifications for paraprofessionals who work in Title I-funded programs. These paras must have a high school diploma and either an associate's degree, two years of college, or a passing score on a state or local assessment that demonstrates their ability to assist with instruction in reading, writing, and math. Newly hired paraprofessionals must meet the requirements immediately, while those hired before Jan. 8, 2002, have until 2006.

Among NEA members, 66 percent of paraprofessionals have less than a two-year degree, according to a 2002 NEA ESP Membership Study.

How are local associations helping their paraprofessional members meet the federal requirements? Here's a look:

New Jersey: In New Jersey's Trenton Paraprofessional Association (TPA), where about 75 percent of the local's 300 members currently do not meet the education requirements of ESEA, association leaders arranged for several two- and four-year colleges to provide classes at a local high school.

TPA also bargained tuition reimbursement into its contract. The district pays tuition expenses up front, so the paraprofessionals never pay anything out of pocket. The local also organized a workshop to help those paraprofessionals who return to college.

New Mexico: The Classified School Employees Council of Las Cruces, New Mexico, secured additional education for its paraprofessionals. The local worked with the Las Cruces Public Schools, Dona Ana Branch Community College, and New Mexico State University to create a "career ladder" for paraprofessionals, says Irma Valdespino, president of the local. The school district pays tuition for paras who pursue an associate's degree at the community college. Paras then can apply those credits toward a bachelor's degree at New Mexico State University, where the school district also covers the cost of tuition and books.

Paraprofessionals who complete 60 credit hours advance on the salary schedule as well, says Milas McLeod, a middle school paraprofessional and vice president of the local Association. And in 2003, the local will bargain for additional compensation to reflect the new standards paraprofessionals must meet.

"To retain these people the district will have to restructure the salary scale," McLeod says. "As people get better educated, school officials are going to have to pay better."

North Carolina: Members of the North Carolina Association of Educators (NCAE) turned their state paraprofessional assessment into an organizing tool.

Through its Center for Teaching and Learning, NCAE offers local and regional workshops to prepare paraprofessionals for WorkKeys, the assessment selected by the state department of education for ESEA.

The Association offers the workshops only to NCAE members, so UniServ directors and local presidents publicize them during membership recruitment drives, says Angela Farthing, manager of the Center for Teaching and Learning. ESP membersh