Paraeducator Support:

SUMMARY

Citation:

Lasater, M. W., Johnson, M. M., & Fitzgerald, M. (2000). Completing the education mosaic: Paraeducator professional development options. Teaching Exceptional Children, 33(1), 46-51.

Summary Statement:

This article discusses current staff development practices for paraeducators. It provides a framework for planning and conducting teacher/paraeducator professional partner development. The authors begin the article by providing a summary of IDEA provisions and what paraeducators should know about them. This summary includes a) paraeducators roles and responsibilities, b) learner characteristics, c) cultural diversity, d) data collection, e) behavioral and instructional strategies, and f) health related issues and procedures.
The authors assert that not only should schools hire and train paraeducators, they must also develop effective, ongoing professional development for them. A needs assessment is a critical part of this process in order to respond effectively to the paraeducator and the school district. A chart entitled, "Sample Paraeducator Professional Development Needs Assessment" is included in the article.

The authors offer ten recommendations for planning and delivering paraeducator professional development:

  1. Communicate that paraeducators are valued and important to the instructional process.
  2. Incorporate the results of needs assessment.
  3. Provide ongoing, responsive support.
  4. Include numerous opportunities for sharing, interacting and problem solving.
  5. Allow for venting while ensuring refocusing and action.
  6. Build a solid knowledge base that reflects students’ needs and goals.
  7. Offer concrete tools to take back to the classroom.
  8. Offer practical alternatives for responding to implementation changes.
  9. Provide opportunities for partner teachers and paraeducators to experience development together.
  10. Celebrate their success.

Each of these ten steps is discussed in the article. A chart entitled, "A Framework for Planning Ongoing Paraeducator Professional Development" addresses the why, who, what, when, where and how of the recommendations.

The authors suggest that by planning and implementing this type of professional development for paraeducators school districts will be in compliance with IDEA and enhance the quality of services to all its students.

Summarized by: Stephen Doll - November 2000