ParaEducator Role Description
UTILIZATION OF PARAEDUCATORS
In order to use a paraeducator effectively, it is necessary that the supervising professional first have a clear vision of his/her own role as a professional. He/she needs to understand the hierarchy of the instructional tasks and then decide which ones best involve his/her time and which ones should be delegated to his/her paraeducator. The amount and quality of professional supervision given is crucial in deciding what duties paraeducators can and should perform. There is almost universal agreement that the diagnosis of educational needs and the planning and design of programs and procedures to meet those needs are professional functions. The role of the paraeducator is to provide support to the approval of the special and general education professionals in the instructional programs, management of students and assistance with non-instructional tasks.
Supervision of Students
Paraeducators may work and supervise exceptional students in the classroom, hall, restroom, therapy area, gymnasium, on the playground, and in other specified instructional areas on campus under the supervision of the professional to whom they are assigned.
A supervising professional may leave the class under the supervision of the paraeducator. The length of time the professional is out of the classroom should be kept to a minimum. If the supervising teacher must leave the campus, another professional on campus should be designated as the supervisor of the class and the paraeducator. The designated professional may be the principal or a certified special or general education professional staff member.
Off-campus activities, such as community based training, work-study placements and community programming, may be supervised by paraeducators. The paraeducator also may accompany small groups of students on shopping trips and other such instructional activities without the supervising professional being present. The supervising professional must work with the paraeducator and students at least twice a week progressing toward accomplishment of program goals.
The following guidelines for the roles and responsibilities can be used to help clarify the duties of the instructional paraeducator. This example compares and contrasts the duties of both the instructional paraeducator and the supervising professional. These duties may vary considerably depending upon the situation.
The responsibilities of paraeducators are generally supportive in nature. The supervising teacher assumes primary responsibility for the exceptional students and the instructional classroom.
ROLES AND RESPONSIBILITIES
Supervising
Professional
• Instructional Paraeducator
1. Diagnoses educational needs Paraeducator - Scores and compiles data associated with informal assessment.
2. Plans instructional programs Paraeducator- Assists with the planning process, provides supportive activities: copying, transcribing, typing, filing.
3. Grades student performance Paraeducator- Checks and scores student work.
4. Takes complete responsibility for new concepts, skills and each new classroom activity Paraeducator- Reinforces and reviews concepts and skills, assists students in performing activities initiated by the supervising professional.
5. Revises instructional programs Paraeducator- monitoring student progress in instructional programs and relates findings to supervising professional.
6. Designs instructional materials Paraeducator- Assists with designing and contraction of materials designed/approved by the supervising teacher.
7. Designs and implements behavior intervention plan Paraeducator- Monitors and reinforces student performance concerning behavioral interventions through observation; assumes data collection, compilation and other record keeping duties.
8. Communicates with parents. First line of communication with parents of students served. Paraeducator- should reinforce parent communications through the supervising professional always making the professional aware of any independent communication with parents. Paraeducators would not be expected to initiate communication with a parent.
9. Responsible for discipline Paraeducator- Disciplines students following behavior management techniques set up by the supervising professional. Paraeducators shall not discipline through corporal punishment.
10. Attends staff development opportunities provided by the USD/Cooperative as requested Paraeducator- Attends staff development opportunities provided by the USD/Cooperative as provided by the USD/Cooperative as requested. In addition, the paraeducator's duties are restricted by regulation. Listed below is a list of do's and don’ts for the instructional paraeducator.
Paraeducators may: (Notes clarify non-acceptable responsibilities)
1. Be left alone in the classroom (in a planned way) when the
supervising professional is called away.
• Note:
Paraeducators may not be used as a substitute.
Paraeducators should not be taken from their primary
responsibilities and used for substitute teachers.
2. Work without direct supervision with individuals or groups of
students on concepts introduced by the supervising
professional.
• Note: May not
teach new concepts and skills that have not been previously taught,
nor program or prescribe educational activities or materials
without the supervision and guidance of the professional.
3. Have specific instructional and management responsibilities
for exceptional students, functioning as part of the instructional
team, carrying out programs set up by support personnel.
• Note: May not be
given sole responsibility for working with individual students,
(i.e. working without any instructional supervision) or to be
assigned to work with one or more of the most "difficult" students
the majority of the school day merely for the convenience of the
professional.
4. Be involved in student staffings/parent conferences when the
team deems that the paraeducator input is necessary for the
development/modification of the individual program.
• Note: The
paraeducator would not be needed at most staffing meetings, but on
some occasions their specific input would be beneficial. May not be
assigned to attend student staffings in lieu of the supervising
teacher.
5. Be used to support the integration of exceptional students in
general education classes by providing direct instruction in the
general education classroom.
• Note: May not be
given primary responsibility for the integration effort of one or
more students or used to teach general education curriculum content
to non-exceptional students if it is not related to the acceptance
and education of exceptional learners into the particular
classroom.
6. Be assigned record-keeping tasks relevant to classroom
assignments.
• Note:
Non-instructional tasks, such as grading, sorting,
cleaning, bulletin boards and other clerical responsibilities
should be kept to a minimum. Research recommends less than 15% of
the instructional day of an instructional paraeducator should be
clerical duties(for most positions).
7. Assist the professional in supervising exceptional learners
at assemblies and group field trips. Take individual students on
school related errands, job interviews, recreation,shopping,
etc.
• Note:
Should not take full responsibility for supervising field trips,
assemblies, nor take other non-teaching duties usually assigned to
general or special education professionals, (i.e., extra duty,
rotation duty, school related errands, and school clubs). A
district may employ a paraeducator outside their duty assignment to
do some of these duties.
8. Assist in development of instructional lesson plans for
exceptional learners.
• Note: May not be
solely responsible for preparing lesson plans or initiating
original concepts instruction.
9. May provide prescription medication or medical procedures, if
licensed or when trained and approved by appropriate medical
personnel for a specific student's medication or medical
procedures.
• Note: Medication
should be in the original container and dispensed as per district
policies and procedures.
10. May assist in giving teacher made tests, classroom based
tests that measure students' progress on IEP goals.
• Note: Are not to
select diagnostic or psychological instruments or interpret the
results of those instruments. The professional should grade
classroom tests that are subjective or essay tests.
SCKSEC General Instructional Paraeducator Position Guide
Position
Title:Instructional
Paraeducator
Position Scope: Assists a special
education professional in the instruction of exceptional
learners and helps provide a wider range of educational
opportunities within the instructional setting. An instructional
paraeducator is a member of an instructional team and is directly
involved with teaching exceptional learners in multiple educational
environments.
Reports To Locally: Supervising special education
professional(s), assigned general education professional within the
integrated classroom, and building administration.
Evaluated By:
Supervising special education professional(s) with
input from general education professional(s), and
administration.
Supervises:
Identified exceptional students in assigned educational
activities.
Minimum
Qualifications:
1. High School Diploma (copy of highest degree achieved
transcript)
2. Good Communication Skills
3. Computer experience helpful, but not required
4. Demonstrate ability to work with others
5. Able to follow directions and work independently (not all
inclusive)
Position
Responsibilities:
1. Assist or directly carry out educational activities
designed by the supervising professional.
2. Work with individual or small groups of students.
3. Reinforce completion of classroom assignments.
4. Develop supportive instructional materials under the direction
of the supervising
professional(s).
5. Assist in carrying out programs set up by support personnel.
6. Read to children and listen to them read.
7. Supervise self-help skill training.
8. Assist in educational demonstrations for the class or small
groups.
9. Assist in setting up instructional learning centers.
10. Provide assistance with individualized programmed materials
11. Assist students in performing activities that have been
initiated by the professional.
12. Escort children on educational trips outside the classroom with
professional staff and
other appropriate adult support persons.
13. Work with or supervise students on campus (for short periods of
time) in the absence of the professional.
14. Perform various clerical duties that are supportive of
students' programs.
15. Supervise students in community based setting without direct
supervision by a professional(s).
16. Maintain documentation of student achievement, behavior plans,
etc. as prescribed by
professional staff.
17. Maintain confidentiality of information related to student
programs.(not all inclusive)
