Transcript Credential of Competency for Paraeducators

Credential of
Competency
Standard # 9:
Professional
and Ethical
Practice
Pennsylvania Training and Technical Assistance Network (PaTTAN)
March 10, 2009
Pennsylvania’s Commitment to
Least Restrictive Environment
(LRE)
Recognizing that the placement decision is an
Individualized Education Program (IEP) team
decision, our goal for each child is to ensure IEP
teams begin with the general education setting with
the use of Supplementary Aids and Services before
considering a more restrictive environment.
NEWS FLASH!!
• Effective April 1, 2009, PA Department of
Education, Bureau of Special Education will only
accept Competency Assessment Checklists with
original signatures from the supervisor or
designee.
• This means blue ink
• Previous signatures can be initialed in blue ink
by supervisor or designee
District, IU, Preschool, Agency Policy
Your local district’s policies regarding
paraeducator job descriptions, duties,
and responsibilities provide the final
word!
Agenda
• Professional and Ethical Practices
for Paraeducators
• Personal and Cultural Biases and
the Educational Setting
• Strategies for Building Positive
Relationships with Staff and
Students
Learner Outcomes
Participants will:
• List ethical practices required to
support both students and colleagues
in the work environment
• Describe types of biases that affect
one’s ability to work with others and
support students
• Explore the variety of strategies that
promote positive work relationships
Professional and Ethical
Practices
WWYD (What Would You Do?)
Your partner teacher asks that you
develop and teach a social studies
lesson to a student.
You ask the teacher for some
information and guidance, but she
says, “Oh, it doesn’t make a
difference how you do it, but I know
you’ll do a great job.”
What would you do?
Professional and Ethical Practices
• Professionalism is the conduct, aims
or qualities that characterize a
professional person
• Ethical behavior means that one
conforms to the accepted or
professional standards of conduct
Webster’s Dictionary
Professional Practices
• Present yourself in a professional
manner
– Appearance, attitude, work habits
• Understand the hierarchy of
authority in your work setting
– Interact appropriately with staff and
students
– Follow chain of command
• Ask questions
Adapted from Sprick, R., Garrison, M., Howard, L. Para Pro:
Supporting the Instructional Process Sopris West (2000)
Professional Practices
• Contribute to positive communityschool relationships
• Maintain confidentiality
• Be respectful to staff, students and
parents
Adapted from Sprick, R., Garrison, M., Howard, L. Para Pro:
Supporting the Instructional Process Sopris West (2000)
WWYD (What Would You Do?)
A parent of a student in your program
asks for your opinion about the
teaching skills of your partner
teacher. She isn’t happy with her
child’s progress and thinks the
teacher is incompetent.
What would you do?
Ethical Practices
Code of Ethics for Paraeducators
Adapted from Supervising Paraeducators in Educational
Settings,
Anna Lou Pickett & Kent Gerlach, Pro-Ed, 1997.
Code of Ethics for Paraeducators
• Practice the standards approved by
your district or agency
• Maintain Positive Relationships
with:
– Teachers
– The School
• Accept Responsibilities
Code of Ethics for Paraeducators
Relationship with the Teacher
• Recognize the teacher as the
classroom supervisor and team
leader
• Establish a positive relationship with
all teachers
• Discuss concerns about classroom
issues directly with teachers
Code of Ethics for Paraeducators
Relationship with the School
• Know school policies and procedures
• Represent the school district in a
positive manner
Code of Ethics for Paraeducators
Accept Responsibilities
• Engage only in activities for which
you are qualified or trained
• Accept responsibility for improving
skills
• Support fellow paraeducators
Code of Ethics for Paraeducators
• Maintain Confidentiality
• Follow chain of command
• Use “people first” language
• Refrain from engaging in discriminatory
practices
WWYD (What Would You Do?)
You have been assigned to work at a
new school as a 1:1 paraeducator
for a student who is included in
several general education classes in
the building.
• List some things you should do on
your first day of work.
Personal and Cultural Biases and
the Educational Setting
Cross-Cultural Competence
Cross-Cultural Competence:
The ability to feel and act in a
respectful, comfortable way with
others who come from different
backgrounds; be it different social,
linguistic or cultural backgrounds
Cross-Cultural Competence:
• Is on-going because culture is dynamic.
We meet different people everyday
• The process of cross-cultural competence
is a life-long voyage
CULTURE
• A way of perceiving, believing,
evaluating, and behaving
• A framework that guides life’s
practices
• Is learned, shared, and is always
changing
CULTURE
• Way of life of a group of people
• A shared world view
- Values and beliefs
- Roles and responsibilities
- Standard of behavior
- Preferences
CULTURE
• Unique characteristics
• Specialized needs
• Implications for
–academic
–social
–emotional
Interaction of Multiple Cultures
• Culture of the Family
• Culture of the Program or School
System
• Culture of the Disability
Interaction of Multiple Cultures
• Respect Family Cultures
• Learn from diversity
• Parents/siblings educate classmates
Individual Learning Differences
Teaching to all:
• Learning styles
• Motivational styles
• Strengths and challenges of each
student
Individual Learning Differences
Educators must:
• Develop relationships with
families.
• Have knowledge of individual
students.
• Possess understanding of various
disabilities.
Individual Learning Differences
Educators adapt and build:
• Intellectual
• Physical
• Sensory
• Communication/emotional abilities
CULTURE
People First Language
• Language is power.
• Choose to use people first
language.
• Why use people first language?
Non-examples of People First
Language
•
•
•
•
•
•
Invalid
Mongoloid
Wheel-chair bound
Deaf and Dumb
Defective
Afflicted
•
•
•
•
•
•
Mute
Victim
Crippled
Special Person
Suffers from
Stricken with
Positive Examples of People First
Language
• Person with a
disability
• People who have
disabilities
• He/she uses a
wheelchair
• He/she has a
congenital
disability
• Accessible
• He/she has a
cognitive disability
General Guidelines for Talking
about Disabilities
• Do not refer to
disability unless
relevant
• Use disability
rather than
handicapped
• People First
Language
• Avoid the terms:
disabled, the blind,
the epileptics, the
retarded
General Guidelines for Talking
about Disabilities
• Avoid: suffers
from, a victim of,
or afflicted with.
• Avoid: normal or
able-bodied when
describing people
without disabilities.
Strategies for Building Positive
Relationships with Staff and
Students
What’s Your Learning Style?
Visual
Auditory
Kinesthetic
Let’s find out!
What’s Your Learning Style?
• Complete the self assessment
labeled Handout #7
What’s Your Learning Style?
Visual Learners—mostly letter A
• Take detailed notes
• Tend to sit in the front
• Often close their eyes to visualize and
remember
• Like to see what they are learning
• Benefit from illustrations
How can I work with students who are
visual learners?
What’s Your Learning Style?
Auditory Learners—mostly letter B
• Sit where they can hear but needn’t pay
attention to what is happening in front
• Hum or talk to themselves or others when
bored
• Acquire knowledge by reading aloud
• Remember by verbalizing lessons to
themselves
How can I work with students who are
auditory learners?
What’s Your Learning Style?
Kinesthetic—mostly letter C
• Need to be active and take frequent breaks
• Speak with their hands and gestures
• Difficulty recalling what was seen or heard
• Find reasons to tinker or move when bored
• Enjoy manipulating materials
• Sit where they can move around
How can I work with students who are
kinesthetic learners?
What is the Learning Style of your
Students?
• Write the name of a student in your
classroom.
• Guess their learning style and write
it.
• Tell your neighbor how you know
this.
• Share one way you can teach to their
learning style.
What’s Your Interpersonal Style?
What’s Your Interpersonal Style?
• Read each item of the survey titled
“What is my style and what is your
style?”
• Place a check next to your best
choice for each item.
• Tally the number for each column at
the bottom.
• We will discuss the results.
What’s Your Interpersonal Style?
• Achiever
• Persuader
• Supporter
• Analyst
What’s Your Interpersonal Style?
Achiever
• High risk-taker, less
people-oriented
• Like to be in control of
situations and
sometimes people
• Generally forceful and
direct when working
with colleagues
Working with
Achievers
• Be business like and
direct
• Ask factual questions
• Propose logical and
efficient plans, but let
achievers have/share
control over final
solutions
• Anticipate objections
and prepare to
address them
What’s Your Interpersonal Style?
Persuader
• High risk-taking, more
people oriented
• High spirited and
social
• Love to inspire and be
inspired
• Articulate and intense
when working with
colleagues
Working with
Persuaders
• Acknowledge their
strengths, competence,
humor and friendliness
• Present ideas in an
enthusiastic, optimistic,
persuasive manner
• Encourage ideas that
are innovative
• Get plans in writing, it
helps them stay
focused
What’s Your Interpersonal Style?
Supporter
• Lower risk-taking,
more people oriented
• High ideals and
standards
• Love calm
environments and hate
conflict
• Need security and
appreciation for your
efforts
Working with
Supporters
• Be calm, casual,
friendly
• Actively listen, reflect
their feelings and
concerns
• Appreciate their efforts
• Present ideas that are
consistent with their
values and high
standards
What’s Your Interpersonal Style?
Analyst
• Lower risk taking, less
people oriented
• Highly disciplined and
persistent
• Love to reason and
need time to think
things through before
moving into projects
• Accuracy and order
are your trademarks
Working with
Analysts
• Present information in
a logical step by step
manner
• Pay close attention to
details
• Appeal to logic,
reason, order, and
systematic approach
to problem solving
• Do your homework;
expect to be
challenged on your
assumptions, ideas,
procedures
What’s Your Interpersonal Style?
• Choose a staff member you work
with
• Write their name
• Given what you just heard, choose a
strategy you can use when you work
with them.
Teamwork
Consider:
• The learning styles of both
colleagues and students
• The working style of both colleagues
and students
ADD VIDEO TO SUM UP
PRESENTATION
Learner Outcomes
Participants will:
• List ethical practices required to
support both students and colleagues
in the work environment
• Describe types of biases that affect
one’s ability to work with others and
support students
• Explore and variety of strategies that
promote positive work relationships
Bureau of Special Education
Pennsylvania Training and Technical Assistance Network
Edward G. Rendell
Governor
Gerald L. Zahorchak, D.Ed.
Secretary
Diane Castelbuono, Deputy Secretary
Office of Elementary and Secondary Education
John J. Tommasini, Director
Bureau of Special Education
Contact Information: Name of Consultant, Email address
www.pattan.net