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Training and Supervision Para-Educators
Laurie Baughan, Kristin Easley, Sarah Hoshor, Special Services IRTs
September 23, 2014 AT&L Session
Working with Para-Educators in my
Classroom…
Where are we? What is going well in my classroom? What are the opportunities for improvement in
my classroom?
Strategies for Communication
Good Planning Orient staff on the classroom/program/student needs Set a schedule – so all members know the
expectation of the who/what/where Provide plans and direction for what needs to be
done (may change weekly, daily)
Strategies for Communication
Monitor and Coach Provide open communication that is consistent Give feedback and coaching to help them do their
work well Monitor your own classroom and set goals for
improvement Collect and provide input for para evaluation Hold a weekly team meeting • Review sample agenda
Strategies for Communication
Clear Expectations All staff are responsible for students The goal is for students to function as
independently as possible Clarify directions Provide consistent reinforcement
Effective Collaboration
Define Roles Develop a schedule Know instructional methods Be aware of student characteristics Share classroom experiences Share responsibility for students
Instruction
Teacher Role
Plan instruction including small group activities
Provide instruction
Para Educator Role
Work with small groups of students on specific tasks including review or re-teaching of content
Work with one student at a time to provide intensive instruction or remediation on a concept or skill
Communication – teachers provide content and guidance about curriculum, student needs, instructional materials – paraeducators note student progress and provide feedback to teachers.
Curriculum & Lesson Plan Development
Teacher Role
Developing all lesson plans and instructional materials
Ensuring alignment with standards, student needs, IEP goals
Paraeducator Role
Providing assistance in development of classroom activities
Creating/accessing materials
Coordinating of activities
Communication – mutual review of lesson plan components prior to lessons; teachers provide guidance about specific instructional methods
Classroom Management
Teacher Role
Develop and guide class-wide management plans for behavior and classroom structures
Develop and monitor individual behavior management plans
Paraeducator Role
Assist with the implementation of class-wide and individual behavior plans
Monitor other areas outside of normal classroom
Communication – teachers provide guidance about strategies, paraeducators collect data, note student response and communicate that information with teacher
Accommodations/Modifications
Teacher Role
Determine which
accommodations/ modifications are needed for each student
Incorporate accommodations into lesson plans
Ensure that accommodations are taking place
Paraeducator Role
Assist general education
teachers in providing accommodations/ modifications to content within the classroom
Report back to the SPED teacher the effectiveness of the accommodations and/or modifications
Communication – teachers clearly state and guide paraeducators in accommodations/modifications, paraeducators provide feedback about student progress and success of accommodations/modifications
Role Sort Activity
Sort out duties – assign on grid to SPED teacher, both, or Para – wherever you
think that statement belongs…
Role Sort Activity
*Each column must have the same # of duties Changing the expectations – are we all wrong?
Role Sort
Roles of the SPED teacher Ultimately responsible for all facets of classroom Delegating Responsibilities Accessing and entering information on netIEP Responsible for programming and lesson plans Developing, writing, implementing IEPs & sharing goals Administering assessments and interpreting results Sharing academic and behavior information with parents Selecting materials to be used for daily lessons. Developing daily schedule Encouraging and recognizing the contributions of team members Monitors the performance of others Provides constructive feedback
Role Sort
Roles of the ParaEducator Available to work with students during IEP meetings Preparing materials as directed Accompanying students to specials or therapies if needed Following daily schedule and routine Showing initiative in “getting the job done” Learning the students’ goals to better support them Familiarizing self with the lesson plans written for the day Clarifying expectations of requests made Observing to learn new strategies and teaching techniques Directing all parent inquiries to the appropriate staff
Role Sort
Both – SPED & ParaEducator Interacts with children Collects data Demonstrates skills in managing challenging behaviors &
implements behavior plans as developed Collecting data on student performance Collaborating to meet the needs of all students Maintaining student confidentiality Greeting students on arrival and dismissal from the classroom Providing feedback on how the classroom is functioning Respecting and listening to students Evaluating the classroom team relationship Supervising students on playground, in halls, restrooms, etc.
Inside a classroom…
http://youtu.be/lNnGHazHT60
What did you hear?
Let’s think about it...
What do you feel that you are already doing well? What are some things that you are excited to
implement as a result of today’s training?
Exit Slip
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References Working Together: Teacher-Paraeducator Collaboration." Access Center: Improving Outcomes for All Students K-8. Web. 2 Dec. 2011. <www.k8accesscenter.org>. American Speech-Language Hearing Association. (1999). Learning Disabilities: Use of Paraprofessionals [Relevant Paper]. Available from www.asha.org/policy.