Directing the work of Paraprofessionals in District 622

1. 1 Directing the work of Paraprofessionals in District 622

2. 2 Definition -

3. 3 Defining �Supervision� -

4. 4 Defining �Supervision� -

5. 5 Seven Competency Areas Communicating with Paraprofessionals Planning and Scheduling Instructional Support Modeling for Paraprofessionals Public Relations On-the-Job Training Management of Paraprofessionals - Wallace, Shin, Bartholomay, & Stahl (2001)

6. 6 Communicating with Paraprofessionals Communicates with paraprofessionals in a clear, receptive and responsive manner. Provides clear daily direction in coordinating plans, schedules and tasks. Informs and updates paraprofessionals regarding student information, such as assessment results, behavioral changes, medications and other factors that many influence the work of the paraprofessional. Provides regular opportunities for staff communication, group discussion, and collaboration Assists paraprofessionals in clarifying their roles and responsibilities to other staff, parents, or volunteers.

7. 7 Planning and Scheduling Establishes goals and detailed plans around which activities of paraprofessionals are coordinated. Organizes and manages schedules that allow for cooperation, planning and information sharing. Considers the strengths, interests and needs of paraprofessionals when managing schedules. Manages smooth transitions brought on by changes to the daily schedules of paraprofessionals. Organizes and provides materials and resources that are necessary to carry out the objectives of each paraprofessional�s activity.

8. 8 Instructional Support Provides regular, constructive feedback regarding each paraprofessional�s work performance. Encourages the involvement of paraprofessionals in setting goals and planning, implementing, and evaluating program and instructional activities. Coordinates collaboration among paraprofessionals and other staff, such as specialists. Efficiently manages resources related to student instruction, such as instructional materials, physical space, and personnel. Supports paraprofessionals in using modified instructional plans and materials to accommodate the exceptional learning needs of various students. Provides assistance and direction for paraprofessionals who work in independent capacities.

9. 9 Modeling for Paraprofessionals Models for paraprofessionals a caring and respectful manner when interacting with students. Models for paraprofessionals a behavior that is trustworthy, cooperative, and active in school-wide programs. Models for paraprofessionals respect, patience and persistence in carrying out educational objectives.

10. 10 Public Relations Informs administrators, teachers, and parents of the responsibilities and roles paraprofessionals have in the educational program. Advocates for the paraprofessional regarding training and leave time, modifications in responsibility, involvement in decision groups, and other issues of importance to paraprofessionals.

11. 11 Training Provides opportunities for on-the-job training for paraprofessional skill development. Educates paraprofessionals of their legal rights and responsibilities regarding their student interaction, services, and instructional programming. Advocates for school and district to provide inservice training opportunities that are directly related to the daily work of paraprofessionals. Advocates for school and district to offer paraprofessionals a basic training in current issues and strategies related to the teaching of students with disabilities.

12. 12 Management of Paraprofessionals Clearly describes, to each paraprofessional, their roles and responsibilities. Maintains regular positive and supportive interaction with paraprofessionals. Contributes to the evaluation of paraprofessional performance with the intent of assisting paraprofessional skill improvement. Maintains professionalism through respect, confidentiality, and honoring boundaries. Provides beginning and substitute paraprofessionals with an orientation that results in sufficient understanding of the setting, staff, students, and staff roles and responsibilities.

13. 13 District 622 Model for Paraprofessionals

14. 14 Dist 622 IEP specifications �Paraprofessional or Adult assistance will be in place to provide support and guidance in the classroom with the goal of building _____'s capacity for independence in the educational setting. Support will be provided in, but not limited to, the following areas: SPECIFY TWO OR THREE TASKS such as reviewing schedules, keeping on task, etc.�

15. 15 Performance Feedback Process New Paraprofessionals: Review SE Paraprofessional Performance Feedback 2 times during probationary period (3 month, per contract) Returning staff: complete the process annually

16. 16 A paraprofessional, under the supervision of qualified professional personnel, will assist, for ___ minutes weekly, in meeting ___�s needs in the area of: A. toileting, bowel and bladder care. B. range of motion and muscle strengthening exercises. C. transfers and ambulation. D. turning and positioning. E. application and maintenance of prosthetics and orthotics. F. dressing and undressing. G. assistance with food, nutrition and diet activities. H. assisting, monitoring or prompting the student to complete the above PCA services. I. redirection and intervention for behavior, including observation and monitoring.

17. 17 Special Education Paraprofessional Performance Evaluation Para & Teacher Rate several statements in each of the following areas: Instructional Duties Resource Duties Organizational Duties Behavior Management Duties Clerical Duties Team Building Duties

18. 18 Review process Paraprofessional completes the checklist Supervising staff completes the checklist Meet to clarify, discuss, modify & Plan future activies Share with SE Coordinator or Principal Copy to HR for personnel file

19. 19 Timesheets To be completed on the 5th and 20th of each month Teacher/Supervisor verifies time, gives to the principal for signature and then it is sent to SE accountants Coordinators must preapprove any additional hours beyond the usual contract time

20. 20

21. 21 Other support for teacher�s role in supervising paraprofessionals French, 2003 Pickett & Gerlach, 2003 Pickett and Safarik, 2003

22. 22 7 Executive Functions - Orienting the paraprofessional to the classroom, school and students Planning for paraprofessionals Scheduling for paraprofessionals Delegating tasks to paraprofessionals On-the-job training and coaching of paraprofessionals Monitoring and feedback regarding performance Managing the workplace (communication, problem solving, conflict management) - French (2003)

23. 23 Responsibilities for Teachers-

24. 24 Responsibilities for Teachers-

25. 25 Responsibilities for Teachers-

26. 26 Responsibilities for Teachers-

27. 27 Responsibilities for Teachers-

28. 28 Responsibilities for Teachers-

29. 29 Responsibilities of Teachers with Regard to Paraprofessional Supervision (Pickett and Safarik, 2003 in Pickett and Gerlach, 2003) Participate in supervision training prior to using a paraprofessional and upgrade supervision knowledge and skills on a regular basis. Participate significantly in the hiring of the paraprofessional for whom he or she will be responsible. Inform the family and student about the level (professional vs. paraprofessional), frequency, and duration of services, as well as the extent of supervision. Review each individual plan with the paraprofessional at least weekly. Delegate specific tasks to the paraprofessional while retaining legal and ethical responsibility for all services provided or omitted. Sign all formal documents (e.g., IEPs, reports). Review and sign all informal progress notes prepared by the paraprofessional.

30. 30 Responsibilities of Teachers with Regard to Paraprofessional Supervision (Pickett and Safarik, 2003 in Pickett and Gerlach, 2003) Provide ongoing on-the-job training for the paraprofessional. Provide and document appropriate supervision of the paraprofessional. Ensure that the paraprofessional performs only tasks within the scope of the paraprofessional�s responsibility. Participate in the performance appraisal of the paraprofessional for whom he or she is responsible. Adapted from �Learning Disabilities: Use of Paraprofessionals,� National Joint Committee on Learning Disabilities, 1999 (Winter), Learning Disabilities Quarterly, 22, pp. 23-28.

31. 31 Minnesota Data - Wallace, Stahl, & Johnson (2003) 

32. 32 Minnesota Data - Wallace, Stahl, & Johnson (2003) 

33. 33 Directing the day-to-day work of paraprofessionals? Focus groups (teachers, administrators, paraprofessionals) Administrators and Paraprofessionals asked, �What should teachers do to direct the work of paraprofessionals?� Teachers asked, �What do you do to direct the work of paraprofessionals?� Validation survey Sent to administrators, paraprofessionals and teachers and they were asked, �How important is it for teachers to know or be able to do_______?� 7 competency areas; 30 competencies All 30 competency statements were validated with more than 90% indicating each statement �important or very important�.

34. 34 Legislation -

35. 35 Legislation -

36. 36 Legislation -