Transcript Communicating with Paraprofessionals
Competency Area E:
Providing Instructional Support
Providing Instructional Support
Competencies:
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.
Time Spent on Instructional Tasks
More than eighty percent of the paraprofessionals in this survey reported spending at least half of their day on instructional tasks. And, seventy percent reported spending 75% or more of their day on instructional tasks.
Wallace, Stahl, & Johnson (2003)
Feedback Checklist -
Gerlach (2003)
Note specifically how the paraprofessional is doing on the following tasks: Follows lesson plans Establishes rapport with students Shows understanding and sensitivity to student needs Gives clear instructions to the student or group Uses appropriate questions Uses materials effectively
Feedback Checklist, cont. -
Gerlach (2003)
Note specifically how the paraprofessional is doing on the following tasks: Reinforces the teaching of the lesson objective Keeps lesson focused on goals and objectives Keeps students on task Gives appropriate feedback to students Uses reinforcement effectively Records students’ responses Stays on task and usse allotted time effectively
Performance Standards
Wallace & Bartholomay (2003) Paraprofessional Rating 1 – Unprepared
: you are unprepared to do the ta sks related to this compe tency and you need training in order to begin.
2 – Somewhat prepared
: you are doing the tasks related to this compe tency but need fu rther instruction to be compe tent.
3 – Prepared
: you are adequate ly prepared and skilled to do the tasks related to this competency.
Supervisor Rating 1 – Unprepared
: the paraprofessional is unprepared to do the tasks related to this competency and needs training in order to begin.
2 – Somewhat prepared
: the paraprofessional is doing the tasks related to this competency but needs further instruction to be competent.
3 – Prepared
: the paraprofessional is adequa tely prepared and skilled to do the tasks related to this compe tency.
4 – I do not know
the parapro fessiona l’s level of preparedness for this compe tency.
Performance Standards
French (2003)
Independent
- performs task, as taught, without guidance
Emerging
- performs parts of the task but requires substantial guidance
Developing
- performs task but relies on cues or prompts
Unable to perform
- does not know how to perform
100% 75-99% 50-74% 25-49% Less than 25% None
Total N
Percent of School Day Spent on Instructional Tasks
# of Responses (n) % of Total N
193 445 130 66 58 18
910
21% 49% 14% 7% 6% 2%
Wallace, Stahl, & Johnson (2003)
Fifty-three percent of the paraprofessionals indicating they had adequate planning time reported that the person directing their work provided “specific verbal instructional for strategies and materials to use with the students.” Wallace, Stahl, & Johnson (2003)
Adequacy with Amount of Planning Time Wallace, Stahl, & Johnson (2003) Year 2003 Year 2000 Year 1997 Percent of Paraprofessionals That Reported Having Adequate Planning Time
45% (N=893) 60% (N=3200) 77% (N=709)
The percent of paraprofessionals that reported the planning time they had with the teachers that direct their day-to-day work was adequate (45%) was far lower that that reported in 1997 (77%).
Planning Time - Frequency
Paraprofessionals who felt their planning time was adequate reported most often that they had daily (43%) and weekly (24%) planning time with the person who directed their day-to-day work.
Wallace, Stahl, & Johnson (2003)
Frequency of Planning Time as a Function of Adequacy of Planning Time Adequacy of Planning Time
Yes No Sometimes
Frequency of Planning Time with Person who Directs Day-to-Day Work
n Daily Weekly Monthly I do not meet.
Other (specify) 395 225 253 43% 5% 17% 24% 9% 15% 8% 6% 11% 7% 37% 15% 19% 42% 42%
Wallace, Stahl, & Johnson (2003)
Planning time is clearly important…
How do you create it?
What are some effective ways to provide instructional guidance and direction to paraprofessionals?
in writing?
- through lesson plans?
- during meetings?
- other ideas???
How about those paraprofessionals working in community based settings?
How can you involve paraprofessionals in goal setting, instructional planning, and other aspects of planning when they often only work when students are present?
Sample structure for daily schedule -
DAILY SCHEDULE For Week of _____________________ Time Paraprofessional Teacher Location/Activity Location/Activity
8:00-8:30 Work with Joe, Sam-Rm 435 Plan w/Mrs. Larson-Office 8:30-9:00 9:00-9:30 9:30-10:00 10:00-10:30 10:30-11:00 11:00-11:30 11:30-12:00 12:00-12:30 Walk with Joe to art room Work with Sam, Math-Rm 12 Work with Sam, Marth-Rm 12 Resource Room Support Resource Room Support Accompany Joe, Sam to Lunch Planning time in SPED office Library-computer lab Same as above Co-teach Math-Rm 12 Co-teach Math-Rm 12 Co-teach Social Studies-Rm 54 Co-teach Social Studies-Rm 54 Planning time in SPED office IEP Meeting for Taylor-IMC
Lesson plans should guide paraprofessionals’ work -
A Lesson Plan for Application of Modifications and Adaptations Might Include Student’s name, date and duration of plan IEP Objectives Tasks for General Class Topic Expectations for Joe Paraprofessional Tasks (French, 2003)
Valued Member of the Instructional Team
Yes No Unsure
Total N # of Responses (n) % of Total N
797 88% 54 56
907
6% 6%
Eighty-eight percent (88%) of the paraprofessionals reported that they feel like a valued member of the instructional team.