National Resource CentreNational Resource CentreParaprofessional Paraprofessional

ConferenceConference

“You think you know, but you have no idea!”

Presenter: Dr. Ashleigh MolloyDirector

Transformation Education Institutewww.transedinstitute.org

Copyright © 2009 Transformation Ed. Institute

Salt Lake City, Utah

Paraprofessionals and the Paraprofessionals and the PaparazziPaparazzi

A Transformation Education Institute PresentationA Transformation Education Institute Presentation

Session Objectives

• To separate fiction from fact regarding the role of a paraprofessional

• To examine the relevancy of paraprofessionals for students

• To affirm your service role as a paraprofessional

• To experience a healthy release of endorphins

To go undercover and film evidence to determine whether or

not PARAS are needed and respond to this burning question.

How are they relevant?

Sammy the Scoop Documentary Reporter

Assignment

But first I have to catch up with them…

Peter Para and Polly ParaHere are my subjects as they start their day.

From Utah Public School #7

From Utah Public School #11

Hooray for Hollywood!

This presentation is the premiere showing of my documentary that answers this question once and for all. You as the audience will judge for yourself the quality and validity of this production and then cast your vote for the Oscar choice with the Academy of Motion Picture Arts in the category of Best Documentary.

You have been invited as V.I.P’s to this Hollywood Event.

Your Personal Invitation

Surveying the sceneSo let’s see what they do

•Paras work with a wide spectrum of students with learning needs

•Emerging and remedial readers

•English Language Learners (ELL)

•Various special needs which include students with:

-Down syndrome (DS)

-Autism Spectrum Disorder (ASD)

-Learning Disabilities (LD)

-Tourette syndrome (T.S)

-Behavioural challenges (OCD/ODD)

-Physical exceptionalities (CP/Spinabifida)

What do they bring to the job? Questions to Ponder?

My Findings•A heartfelt desire to support student learning

•Anxious to be a contributing team member

•Their role experiences as mother, wife, husband friend, sister, brother, aunt, uncle.

•Life experiences which includes other employment experiences, hobbies, interests and community service (bring relevancy to students)

The lived experiential roles as mother, father, husband, wife, sister, brother, aunt,

uncle and friend.

•Confidante •Work partner

•Problem solver •Nurturer

Life experiences which include other employment experiences, hobbies, interests and community service (stories)

Fishing

Bird WatcherChurch Service

Cooking

ArtSnowmobiling

Playing an instrument Singing

Do they make a difference?

Reflections from:

• Parents

• Paras

• Teachers

• Research on students

Questions to Ponder?

Sammy the Scoop on the Job

Paraprofessionals do make a difference: A Parent’s Reflection

Kindergarten D. Day had arrived. Awaiting to receive her was the teacher and her educational assistant known as Elizabeth. Day by day we came to know that Elizabeth had formed a wonderful relationship with Lindsey. Lindsey supplied the enthusiasm while Elizabeth provided the support and the positive role modeling.

Paraprofessionals do make a difference: A Parent Reflection On

“Lady Elizabeth”In her role as educator she dutifully implemented the lessons provided

by the teacher. However, she taught Lindsey lessons that weren’t found in books. Lessons that taught her she belonged and was blessed with unique gifts to be shared. Elizabeth’s support mixed with her dedication, energy and professionalism enabled Lindsey to develop and grow in leaps and bounds. The definition of the word advocate speaks to Elizabeth’s propelling these words into her everyday action to ensure Lindsey was treated equitably in all aspects of her school life.

Does This Sound Familiar?

Sammy the Scoop on the Job

• Teachers need to outline the expected role of the paraprofessional, based on

respect.

•Demonstrating appreciation and respect for their work by treating them equitably;

•Orienting them to the school, classroom, and students;

•Clarifying their roles and assigning them tasks that align with their skills;

•Providing initial and ongoing training that matches their roles;

•Giving them professionally prepared plans to follow;

•Directing their work through ongoing, supportive supervision; and

•Providing opportunities for them to be contributing team members.

“I feel I make a difference every day I work. I use my personal strengths, knowledge, and abilities to help others succeed. The thought that I might inspire a student to succeed is my motivation.” – Laura H.

“I love to see my students make progress over the school year and see their confidence and self-esteem improve. I enjoy the variety and daily challenges of the work day. I also enjoy the teamwork and regular problem-solving that each day brings.” – Marie A.

“I enjoy my work and I care about my students. I try to reach out to them and make them feel important. My job is not only to educate my students but also to be patient and caring towards them.” – Nancy G.

“I enjoy my work because it brings new challenges every day. I enjoy watching students grow as individuals.”- Mary M.

Anxious to be a contributing team member

• You need a team of riders

to herd the cattle

Teamwork is Essential

Research: Paras with students

• - Teaching Exceptional Children Plus (Laura B. Hauerwas, Deborah P. Goessling). Providence College, Rhode Island.Paraprofessionals should be considered as valuable members of instructional teams. Their direct support of student learning often has significant impact on student success in the classroom.

- Giangreco, Edelman, & Broer, 2001.Implicit in much of the literature is the underlying assumption that the expanding use of special education paraprofessionals is a necessary, desirable, and seemingly inevitable movement, especially given the challenges associated with including increasing numbers of students with more complex needs in general education classes.

Sources:•Anna Lou Pickett (NRC: Founder/Author)•Terri Wallace (NRC: Co-Chair)•Marilyn Likins (NRC: Co-Chair)•Gary Bunch (York University)•Kent Gerbarch (Lutheran University, Washington)

There is research that supports that a properly trained and effectively used paraprofessional working within a team is an enabler of student success.

Sammy the Scoop on the Job

Not Thinking Outside the Box?

Creative Para Problem Solving

Challenging Days

Do they deserve their high compensation?

Questions to Ponder?

Service

• Definition

1.an act of helpful activity; help; aid: to do someone a

service.

The ripple from a single stone cast into the water Touches small islands, distant shores…

So, too, has your influence.

• Great gift of giving of themselves to others is priceless

Albert Einstein

“How wonderful it is that nobody need wait a single moment before starting to improve the world.”

Anne Frank

“Only a life lived for others is worthwhile.”

“Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has. “

Margaret Mead

“We must become the change we want to see in the world.”

Mahatma Gandhi

“The best and most beautiful things in lifecannot be seen, not touched, but are felt in the heart.”

Helen Keller

If I can stop one heart from breaking,I shall not live in vain;If I can ease one life the aching,Or cool one pain,Or help one fainting robinUnto his nest again,I shall not live in vain.

Emily Dickinson

And now, before voting on our documentary, we are pleased to announce our new academy award recipients in the category of educational

service. We salute our inductees...

Polly Para

Peter Para

Time to Vote

•And now it’s time to reflect on casting your ballot in response to the question

•Does this documentary pay tribute to the role of the Paraprofessional?

•I leave it to your Paraprofessional judgment.

Special guest performance by…

Snapper the Rapper,a.k.a 20 cent!!

Rap Song(To ‘We Will Rock You’)

Composed by Dr. “Ash” Molloy, a.k.a Snapper the Rapper.

1. Special needs kids want to learn Paras for this wish do yearn.

2. Kids are different, none the same If one’s left out, Shame! Shame! Shame!

We will, we will, rock youWe will, we will, rock you

3. You’ll inspire and nurture each Like grains of sand upon a beach.

4. Paras are we proud to beGifts in children we do see

We will, we will, rock youWe will, we will, rock you

5. In their eyes role models are we Loving them is the real key.

6.Your grace and presence you’ve shared with me On our learning journeyWe will, we will, rock you We will, we will, rock you

7. Wishing you now all my best Embrace your service with real zest.

8. Goodbye, good luck and good health Working with kids is your true wealth.

We will, we will, rock you We will, we will, rock you

“We do not want riches but we do want to train our children right.”

Red Cloud, 1870

Town Hall Meeting• Comments, questions?

PARENTPARA PROMOTER

Dr. Ash

Questions?

www.transedinstitute.orgCopyright © 2008 Transformation Ed. Institute

Resources• Doyle, M.B. (2002). The paraprofessional’s guide to the inclusive classroom: Working as a

team (2nd ed.). Baltimore: Paul H. Brookes. French, N.K. (2003). Managing para-educators in your school: How to hire, train, and supervise non-certified staff. Thousand Oaks, CA: Corwin Press.

• Gerlach, K. (2001). Let’s team up! A checklist for paraeducators, teachers, and principals. Washington, DC: National Education Association.

• Giangreco, M.F., & Doyle, M.B. (2002). Students with disabilities and paraprofessional supports: Benefits, balance and band-aids. Focus on Exceptional Children, 34(7), 1-12.

• Giangreco, M.F., Edelman, S.W., Broer, S.M., & Doyle, M.B. (2001). Paraprofessional support of students with disabilities: Literature from the past decade. Exceptional Children, 68, 45-64.

• Jones, K.H., & Bender, W.N. (1993). Utilization of paraprofessionals in special education: A review of the literature. Remedial and Special Education, 14, 7-14.

• Pickett, A.L., & Gerlach, K. (1997). Supervising paraeducators in school settings: A team approach. Austin, TX: Pro-Ed.

• Riggs, C.G., & Mueller, P.H. (2001). Employment and utilization of paraeducators in inclusive settings. Journal of Special Education, 35(1), 54-62.