Paraprofessional Standards

1. Paraprofessional Standards (draft)

2. Considerations (to be discussed in the future by the consortium) The standards should be used as part of the assessment for existing paraeducators. Assessment tools (portfolio, paper and pencil tests, etc.) should correspond to the standards that are finally approved. Will these be considered entry level standards or an expression of the ideal standards? What can/should districts do to train to and/or support paraprofessionals so they can meet the standards? Important to define which paraprofessionals these standards will apply to (instructional versus bus aides or assistants) It is important to use the word �standards� as opposed to the word �guidelines.� It may be important to differentiate between essential and non-essential job functions. Questions arose about the need for detailed bullets under the general standards. They were very necessary if training that follows the standards is to be developed.

3. The paraprofessional will: Demonstrate professionalism and ethical practices. Paraprofessionals have a working knowledge of responsibilities and job expectations. Ethical practices are the foundation of all interactions. Support instructional opportunities. Paraprofessionals assist and participate in the planning, implementation, and monitoring of learning experiences. Support a positive learning environment. Paraprofessionals have a working knowledge of the learning environment � physical, social, emotional, and behavioral. Communicate effectively and participate in the team process. Paraprofessionals interact proactively with students, parents, community, and staff to enhance student outcomes.

4. Professionalism and ethical practices could include topics such as: Exhibiting sensitivity to cultural, individual differences and disabilities Having knowledge of health, safety, and emergency procedures Respecting confidentiality Demonstrating professional ethics (honesty, responsibility, personal integrity) Having a positive attitude and a cooperative approach Having reliable attendance, punctuality, and dependability Understanding and adhering one�s own job description and respecting job descriptions of all staff members Pursuing and participating in staff development and learning opportunities Acting in accordance with the human rights of youth, children and their families Carrying out responsibilities in a manner consistent with all pertinent laws, regulations, policies and procedures Serving as an advocate for all children Following the instructions, guidelines and educational strategies of the professional teacher or provider Contributing to a positive and constructive work environment

5. Supporting instructional opportunities could include topics such as: Assisting in delivering instruction Maintaining learning centers Implementing programs appropriate to learner�s needs Using basic educational technology Using basic interventions and adaptations necessary to adapt to learners needs, learning styles, ability. Providing objective documentation and using observations and functional assessments Assisting with informal and formal assessments Providing objective documentation using observations and functional assessments Understanding strategies and techniques for integrating individuals into various settings Organizing and preparing materials to support learning and the teaching process Assisting with formal and informal assessments

6. Support a positive learning environment could include topics such as: Supporting the teacher or provider in behavior management Demonstrating knowledge of learner characteristics and factors that influence behavior Maintaining an environment conducive to the learning process Encouraging children and youth to engage in learning Monitoring learners and making appropriate onsite decisions while coaching learners in different settings Assisting students in using self control and self management Teaching children and youth appropriate social skills Providing medical care and teaching self care needs

7. Communicating effectively and participating in the team process could include topics such as: Serving as a member of an implementation team Using effective communication skills (written, verbal, nonverbal) Participating in team meetings Providing feedback and making recommendations regarding student performance to supervising teacher or provider Sharing relevant information to facilitate problem solving, decision making, program planning and other team decisions Having knowledge of health, safety, and emergency procedures Participating in conferences with families or primary care givers when requested Following the instructions, guidelines, educational strategies of the professional teacher or provider Fostering beneficial relationships between agency/school, families, children/youth, and community Selecting and using appropriate channels for resolving concerns or conflicts

8. What is a �Paraprofessional�?* Works under the supervision of teachers or other licensed/certificated professionals who have the responsibility for Identifying learner needs, Developing and implementing programs to meet learner needs, Assessing learner performances, and Evaluating the effectiveness of educational programs and related services, and Assists with the delivery of instruction and other direct services as assigned and developed by licensed/certificated professional practioners.