History of Paraeducation

Presenter Anna Lou Pickett (Emeritus)
HALPICKETT@AOL.COM
Anna Lou Pickett HALPICKETT@AOL.COM 1

 1950’s In Response to shortages in all
program areas administrators turned to
teachers aids
 1960’s New programs introduced to meet
the needs of children who lived in poverty
(Title 1 & Head Start) or came from diverse
language & cultural backgrounds
 1970’s Passage of PL 94-142 Required SEA’s
& LEA’s to provide services to leaners with
disabilities

 In 1961—approximately 5,000 teachers aides
across the country
 Late 60’s and early 70’s—surged to over
100,000 due toTitle 1, Head Start and other
compensatory programs
 2009-present—over 1,000,000 paraeducators
working in school system

 Who assist with the delivery of either
instructional or other direct services to
students and /or their parents
 Who work under the supervision of teachers
or other professional staff who are
responsible for designing, implementing, and
evaluating education and related services
programs and student progress

No attention paid to the need for
standards for
Job Description
Roles /Responsibilities
Supervision
Preparation of Paraprofessionals

Lack of preparation of teachers for their
supervisory responsibilities
In-service and Pre-service training
NEEDED but NOT established
Few articulated programs to facilitate
career advancement
Economy & cutbacks in funding

That was then
(1960-1990s)
…..this is now
(2000 to present)

 Court ordered, and federal and state
legislative mandates
 Changing demographics nationwide
 Expanding need for compensatory (remedial
education)
 Increased employment of one-to-one
paraeducators for students with severe
disabilities

WHAT ISTHE IMPACT OF
THE STATE/LOCAL
ECONOMY ON
EMPLOYMENT OF
PARAEDUCATORS INYOUR
AREA

 Part B—Section 300.156 (b) (I) (iii)
* Allows paraprofessionals and
assistants who are appropriately trained and
supervised in accordance with state law,
regulations or written policy to assist in the
provision of special education and related
services under this part to children with
disabilities

 IDEA Part D----Section 635
A state is required to ensure that all personel
(including both professionals and
paraprofessionals who provide special and
general education, related and early
intervention/childhood services) have the
skills and knowledge necessary to meet the
needs of children and youths with
disabilities

 Under the Law
ALLTitle I paraprofessionals employed after the
passage of the legislation will be
“highly qualified”
This means that paraprofessionals working in
classroom(s) or other educational agencies
receivingTitle 1 assistance are required to
demonstrate evidence that they have one of the
following

 Completed at least 2 years of study at an
institution of higher education: or
 Earned an Associate’s (or higher) Degree : or
 Meet a rigorous standard of quality and can
demonstrate through a formal state or local
academic assessment
Knowledge of, and ability to assist in the instructing,
reading, writing and mathematics or
Knowledge of, and ability to assist in the instructing,
reading, writing and mathematics readiness, as
approprriate

Under the Law
A secondary school diploma, or its
equivalent is necessary for all
paraprofessionals but not sufficient
to satisfy the requirements of the
legislation

 Paraprofessionals working in a program supported
withTitle 1 funds may be assigned to:
 Provide one-on-one tutoring
 Assist with classroom management
 Conduct parental involvement activites
 Act as a translator
 Assist in a computer laboratory,and
 Provide assistance in a libray or media center

 No Shared definition of
paraprofessional/paraeducator with NCLB
 Elimination of CSPD
 Refers to the “supervision of paraeducators”
but not defined
 NCLB is a Gatekeeper….no more no less
 Essentially just qualifying standards for hiring
paraeducators

No provision for continuing education &
career development
Does not encourage the development of
state or local systems & personnel
pratices
Uses the term “direct” supervisionbut
not defined

 Supervision of Paraprofessionals
Title 1 paraprofessionals may NOT provide any
instructional service to a student unless they work under
the direct supervision of a qualified teacher

 In the private sector the position of a para
professional is defined by that industry
(ie para legals ,paramedic,ots and pts and speech
lanuage also hsve Para aids and assistants.
 Why Not Recognize Para Educators and train
them for these positions

 PLANAND SCHEDULE PARAEDUCATOR
ASSIGNMENTS
 DECIDEWHATTASKS MAY BE DELEGATED
APPROPRIATELYTO PARAEDUCATORS
 PROVIDE ON-THE-JOB
COACHING/FEEDBACK
 SHARE RELEVENT INFORMATIONABOUT
PARAEDUCATOR PERFORMANCEWITH
PRINCIPLES

 Congress is going to return to the original
title that covered all areas of education
 The Senate has issued a draft copy of the
ESEA and it is now under discussion, the
house has its own ideas about how to
improve education

 Administrative personnel in SEA’s & LEAs
have operational responsibility for
establishing and carrying out personnel
practices connected with:
Paraeducator employment
Preparation
Evaluation
Supervision, and
Retention

 Develop paraeducator job descriptions and
performance criteria
 Determine placement
 Assess overall performance
 Ensure that teachers are aware of and
prepared for their roles as supervisors of
paraeducators
 Provide opportunities for paraeducator
professional development

 Develop standards for paraeducator roles,
preparation & supervision
 Provide opportunities for paraeducator
professional development
 Ensure teachers are prepared for their roles
as supervisors of paraeducators
 Build articulated degree programs
 Develop credentialing systems or other
methods that ensure paraeducators have met
competencies

Preparation of highly qualified
paraeducators
Preparation of highly qualified teachers
Preparation of teachers to effectively
supervise paraeducators

 Level 1 Paraeducators:
 Are directed by one or more teachers and do not
act independently
 Responsiblities are similar to Level 1 but with
greater emphasis on instruction
 Work in transition & inclusive settings,may modify
learning activites in consultation with their
supervising teacher(s)

 Are directed by one or more teachers and do
not act independently. They……
Prepare materials
Monitor learners in different settings
Assist teachers to provide supportive,safe and healthy learning
environments
Maintain learning centers
Reinforce learning experiences planned & introduced by
teachers/providers

 Responsibilities are similar to Level 1 but with
greater emphasis on instruction.They assist
with
 Monitoring student performance
 Conducting individual or small group instruction
 Assisting with informal assessment
 Preparing instructional materials
 Implementing classroom management strategies &
behavior plans
 Participating in team meetings

 Work in transition & inclusionary
settings,they may modify learning activities
in consultation with their supervising
teacher(s). Paraeducators may:
 Document data using functional assessments
 Implement programs appropriate to learner’s needs
 Make onsite decisions while coaching learners in the
community or on the job
 Provide feedback & make recommendations regarding
kearner performance to supervisor

* Mandated ? * Offered ?

Systematic On-the-Job Coaching
Structured On-the-Job Inservice
Opportunities for Advancement to
Professional ranks based on Career
Preference

---OR HAVE BEEN AT ONETIME
George Seides

 Experimental and Educational requirments for
Entry Level positions
 Distinctions in Roles and Duties for Different
Levels of Paraeducator positions
 Skills/kmowledge Required for Advancement
 Opportunities for Advancement to Professional
Ranks Based on career Preference
 Standards for Staff Development Including
Systematic on-the-Job Coaching
Structured On-going In Service

 Learners will be better served and the quality
of education and related services will improve
with availability of a better prepared
paraeducator workforce
 Certification will ensure that paraeducators
have skills that are required to support
teacher programs and administrative
functions

Certification established
Clear distinctions in the roles and responsibilities
associated with different paraeducator positions
Realistic opportunities for upward mobility through
career pathways
 KEY QUESTION :
IS CERTIFICATION WORTHTHE PAIN

Certification recognizes the
contributions that
paraeducators make to
education and related
services

How DoWe GetThere ?
COLLABORATE…COLLABORATE……
.
COLLABORATE

1. A comprehensive, large scale study
addressing the effectiveness of
paraeducators must be conducted
2. Systematic opportunities for career
development for paraeducators needs to be
developed
3. Address the need to train teachers as
supervisors both at a preservice and in
service level

 ITSTIMETO GET INVOLVED
GET INVOLVED

 Various StateWeb Pages
Washington
http://www.k12.wa.us/paraeducators/
Utah
http://utahparas.org/
Check your local StatesWeb Site to Find out
new information about paraeducators
Union Reps areValuable Resources
AFT / NEA

History of Paraeducation

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History of Paraeducation