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Assisting Students with Disabilities: A Training Program

Assisting Students with Disabilities: A Training Program. Module 2: Effective Supervision of Paraeducators. Overview of this Training Module. Module 2 : Effective Supervision of Paraeducators Unit 1 – Teacher Supervision of Paraeducators

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Assisting Students with Disabilities: A Training Program

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  1. Assisting Students with Disabilities:A Training Program Module 2: Effective Supervision of Paraeducators Module 2, Transparency #1

  2. Overview of this Training Module • Module 2: Effective Supervision of Paraeducators • Unit 1 – Teacher Supervision of Paraeducators • Unit 2 – Administrator Supervision of Paraeducators Module 2, Transparency #2

  3. Module 2, Unit 1:Teacher Supervision of Paraeducators • Instructional Objectives: • To understand the roles of teachers & administrators in supporting paraeducators • To learn how to welcome & incorporate a new paraeducator into the classroom • To learn skills for assigning tasks & monitoring paraeducator performance • To gain additional team leadership skills Module 2, Unit 1, Transparency #3

  4. Unit Overview • Overview of the instructional team • Providing paraeducators with an appropriate orientation • Appropriate planning, delegation, & evaluation • Providing effective team leadership Module 2, Unit 1, Transparency #4

  5. Overview of the Instructional Team • Characteristics of paraeducators • Gender • Income • Home life • Education & past work experience • Training for the paraeducator job Module 2, Unit 1, Transparency #5

  6. Overview of the Instructional Team • Paraeducators are technicians who provide direct services to youth, under the guidance & supervision of certified teachers • “Paraeducator” is the preferred term for this role. It mean “works alongside an educator”. Module 2, Unit 1, Transparency #6

  7. Roles & Responsibilities of the Instructional Team • Administrators • Ensure school policies/practices comply with federal, state, & local district policies & laws • Involved in hiring, supervising, & evaluating school staff • Assist with crisis-management & problem-solving • Help decide what activities & programs the school will host Module 2, Transparency #1

  8. Roles & Responsibilities of the Instructional Team • Teachers • Design & implement instructional programs for students • Assess student performance & evaluate effectiveness of instructional programs • Involve parents in students’ education • Develop accommodations & modifications for students with disabilities • Participate in an instructional team (e.g., supervise paraeducators) Module 2, Unit 1, Transparency #8

  9. Roles & Responsibilities of the Instructional Team • Paraeducators • Provide instruction 1:1 or in small groups, according to teacher lesson plans • Assistant in implementing teacher-designed accommodations & modifications • Assist with assessment activities • Assist with behavior management Module 2, Unit 1, Transparency #9

  10. Roles & Responsibilities of the Instructional Team • Key difference between the roles of teacher & paraeducator: • The teacher decides WHAT will be taught & HOW it will be taught; the teacher is the instructional designer • The paraeducator helps DO what the teacher has designed; the para helps implement the teacher’s instructional designs Module 2, Unit 1, Transparency #10

  11. Providing an Appropriate Orientation for Paraeducators • Basic information • Introductions to all school staff • Written policies & procedures for school staff, for example… • Emergency & safety procedures • School rules & routines • Protocol for reporting absences • Students’ rights to confidentiality Module 2, Unit 1, Transparency #11

  12. Providing an Appropriate Orientation for Paraeducators • Getting to Know One Another • Ask good questions of each other • See how well your work style preferences “fit” • Think ahead to how you can prevent differences from becoming problems in your working relationship Module 2, Unit 1, Transparency #12

  13. Providing an Appropriate Orientation for Paraeducators • Determine exactly what the paraeducator’s role will be • Do a Needs Assessment • Assess the paraeducator’s current level of skills • Compare these two, to determine current tasks and future training needs of the paraeducator Module 2, Unit 1, Transparency #13

  14. Providing an Appropriate Orientation for Paraeducators • Para should be given a copy of the district’s general job description • Teacher & para should work together to supplement that with a personalized job description Module 2, Unit 1, Transparency #14

  15. Providing an Appropriate Orientation for Paraeducators • Provide the para with a Growth & Development Plan • Serves as a reminder to the teacher that training is needed • Helps to establish continual learning & development as a part of the school culture • Once training has occurred, it serves as a convenient way to document the training Module 2, Unit 1, Transparency #15

  16. Planning, Delegating & Evaluating • Planning for Paraeducators • A legal & ethical responsibility of teachers • Includes specific duties & a specific schedule • May be shared among a team of teachers • Must be written; may be most efficient to use a form Module 2, Unit 1, Transparency #16

  17. Planning, Delegating & Evaluating • Delegating Skills • Know which tasks can appropriately be delegated • Remember paraeducator roles & responsibilities • Only tasks the paraeducator has been trained for • Consider paraeducator strengths & preferences • Consider desirability of the task • Consider urgency of the task Module 2, Unit 1, Transparency #17

  18. Planning, Delegating & Evaluating • Delegating tasks to paraeducators • Include: • Why • What • When/where • How • Authority • Monitoring/evaluation Module 2, Unit 1, Transparency #18

  19. Planning, Delegating & Evaluating • Evaluating • Tell the para in advance • Factors to consider when deciding how to evaluate • How long has the para been working with you? • Para’s skill level • District/school policies • Student support needs Module 2, Unit 1, Transparency #19

  20. Providing Effective Team Leadership • Holding Meetings • Be creative in “finding time” for regular, sit-down meetings between you & the para • Will you need a meeting facilitator? • Who will record meeting notes & decisions? • How will decisions be made? • Set (and stick to) agendas Module 2, Unit 1, Transparency #20

  21. Providing Effective Team Leadership • Effective Communication Techniques • Express yourself clearly & with tact • Aim for an Assertive style • Use “I statements” • Choose the setting carefully Module 2, Unit 1, Transparency #21

  22. Providing Effective Team Leadership • Effective Communication Techniques (cont.) • Listening & Responding to others • Concentrate • Wait to respond • Check for understanding • Show empathy • Offer input, if appropriate Module 2, Unit 1, Transparency #22

  23. Providing Effective Team Leadership • Managing conflicts & problem-solving • Important part of a teacher’s job is dealing with problems • This can be stressful, but it is manage-able • What can you do about problems? Module 2, Unit 1, Transparency #23

  24. Providing Effective Team Leadership • 6-step problem-solving process: • Define the problem • Determine the causes of the problem • Set a goal • Brainstorm solutions, then evaluate them • Select the best solution(s), then try it/them • Evaluate the solution(s) Module 2, Unit 1, Transparency #24

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