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Training Site: Preparing Teachers to Direct the Work of Paraprofessionals

• Computer Needs of each individual - self evaluation of necessary skills / offer beginning computer skills
• Para eLink website, use to direct to staff
• Para Skills Inventory (from website) to use as self assessment of skills and knowledge
• Making school computer labs available
• Screen reader…tape content
• All Paras will have e-mail
• 1 set of worksheets/reviews in every building to copy
• Everyone have a tracking sheet
• Stressing adult learning styles / Ann M. at sessions?

• Para eLink - Requirements and Options
• Use of Self/Facilitator Documentation (lavender and yellow) Very vital that all have this
• Use of Database for tracking progress of each para
• Competency 7 & 8 good starting point, not competency 1...too boring
• Determine self directed competencies and face to face competencies that could be done in an in-service
• Importance of the glossary on Para eLink
• Disability specific group discussion / face to face

• Amount of time each competency would take
• January '06 deadline
• Deadline to do competency, then have them come in for a face to face to talk about content, using tracking chart
• Self directed work on competency is averaging out to approx. 2 ½ hrs. to 5 hrs.

• AA degree (with Instructional Component)
• 2 years of Higher Education
• Get transcript and put in portfolio
• Be supported by Personnel Dept. /   college transcripts
• Determine who will be reviewing transcripts

• Job description aligned to competencies
• Teacher documentation of demonstration of skills
• District wide Para Evaluation which aligns to the competencies
• Requirements of local district process
• Personnel Dept. role in reviewing college credits
• Begin work on Paraprofessional Development Plan, which will work into the evaluation piece
• Look at "rating" words align with teacher- Danielson
• Paras being a part of staff development in buildings
• District committee to review portfolio
• General / Special Ed. teacher training on Para meeting requirements
• Changing views of Para role in classroom, they are there for the sped student first, but may work with all students who need help.

• Assessment of reading, writing, and math
• Sharon- part of assessment validation process w/ state to determine a cut score (Parapro assessment)
• Preparation for the test. Would it be better to do direct instruction thru sessions with Becky????
• Provide support through Competency 9 which may include bringing in "math" teacher
• General Education teacher to help plan carrying out the "demonstration" of the "ability to assist in the instruction of...."

Good Points / Concerns brought up by Pilot in discussion: Sharon/Marilyn/Barbara

• At times para maybe knowledgeable but may not have the skills to put it into practice.
• When doing the Skills Inventory, how each para individually rates themselves may vary para to para.
• When a teacher is observing, demonstration of a skill, be clear of the rating system that all do it the same.
• In fulfilling a competency is it a number determined by self, supervisor...where is the balance?
• Some people are more for "doing" then writing and the other way around....

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