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This technical assistance manual contains guidelines for paraeducator roles, supervision, and skill and knowledge competency standards on which policymakers and implementers can build to improve the effectiveness of teacher/provider-paraeducator teams. The content includes:
- Models of scopes of responsibilities for teacher/providers and paraeducators in their roles as members of education and related service teams.
- Standards for a common core of skills and knowledge required by all paraeducators.
- Standards for a hierarchy of skills and knowledge for paraeducators working in positions with greater independence.
- Performance indicators.
- Components of effective professional and career development for paraeducators.
ERIC Abstract
This technical assistance manual contains guidelines for paraeducator roles, supervision, and skill and knowledge competency standards on which policymakers and implementers can build to improve the effectiveness of teacher/provider-paraeducator teams. The guidelines and standards were developed by a project of national significance funded by the Office of Special Education Programs of the U.S. Department of Education. Specific sections address: (1) guiding principles of paraeducator employment roles, preparation, and supervision; (2) the need for paraeducator utilization and preparation guidelines; (3) factors creating a critical need for the development and implementation of standards for paraeducator roles, responsibilities, skill and knowledge competencies, and supervision; (4) distinctions in teacher/provider and paraeducator team roles; (5) scope of teacher/provider responsibilities for paraeducator supervision; (6) standards for teacher/provider supervisory competencies; (7) paraeducator scope of responsibilities and skill standards; (8) scope of responsibilities for paraeducators in program implementation teams; (9) standards for paraeducator knowledge and skill competencies; (10) job descriptions for paraeducators; (11) assessing teacher/provider-paraeducator team performance; (12) teacher performance indicators; (13) paraeducator performance indicators; (14) developing the policies and infrastructures for strengthening teacher/provider-paraeducator teams; (15) credentialing procedures for paraeducators; and (16) the role of higher education in paraeducator preparation.