I. Create an orientation package that clearly provides pertinent information for new paraeducators.

 

II. Check with new staff to be sure they have gotten all the information indicated in the following outline.

 

III. Consider what you need to do to help the new staff feel a sense of acceptance (belonging) as a member of the team.

 

SAMPLE OUTLINE FOR PARAPROFESSIONAL ORIENTATION PACKAGE

District/Unit Information

1. Mission

 

2. Chain of Command – Personnel, Location and Contact

 

3. Policies and Procedures

 

4. Direct relationship to paraeducator's job

 

Jobsite Information (Building)

1. Mission

 

2. Staff – Chain of Command, Location, Contact and Introductions

 

3. Policies, Procedures and Rules

 

4. Site map

 

5. Schedule

 

6. Emergency Procedures

 

7. Where to find…(personal comfort-drink/food, restroom, staff prep)

 

8. How to report…(personal illness, emergency)

 

9. How to access…(copy machine, textbooks, supplies)

 

10. How to become one of the staff…(traditions, dress, group activities)

 

Workspace Information

1. Personal base of operation – desk, storage of personal & professional items

 

2. List of students – name, age, grade

 

3. Schedule – daily, weekly and periodically

 

4. In-depth exploration of individual student profiles – strengths, needs, interests, level and type of support(s)

 

5. Appropriate attire to accomplish targeted duties

 

6. Clear delineation of responsibilities

 

INFORMATION ON IMPLEMENTING A PROCESS TO GUIDE PROFESSIONAL DEVELOPMENT OPPORTUNITES

Check out some tools and action guides for designing professional development for Educational Support Personnel available on the National Education Association (NEA) website.

http://www.nea.org/esphome/profdev/checklist.html 

This is an Organizers Checklist with links to action tools.

http://www.nea.org/esphome/profdev/takecharge.html

This is the listing of 9 PDF files on Action Tools. The files require Adobe Acrobat Reader that has a quick link and can be downloaded for free at this site. These files can also be printed out and copied on standard size paper.

Carefully review the 10-step action planning process that can be used by school-based teams to assess their own status in terms of paraprofessional supports. The 10 steps address: assessment of current practices, identification of priorities for any improvements that are indicated, development of and implementation of an action plan.

This project was funded by OSEP. It was field-tested in 50 schools across 13 states under the direction of University of Vermont researcher, Dr. Michael Giangreco and his colleagues.

http://www.uvm.edu/~cdci/parasupport

This is the URL for A Guide to Schoolwide Planning for Paraeducator Supports

TASK

I. Become aware of how your personal style and the personal style of others on the team can influence how effectively you collaborate.

 

II. Define your style.

 

III. Analyze it.

 

IV. Explain it.

 

V. Explore how it can positively and negatively impact teamwork.

 

VI. Be aware of your style as well as the style of every other team member, especially when there is potential for team conflict.

 

One way to accomplish this is to complete a written analysis of style. An example of a worksheet can be located online or in print.

"WHAT IS MY STYLE AND WHAT IS YOUR STYLE?"

http://ftp.pattan.k12.pa.us/pattan/SpEd/ParaeducatorHO81303.pdf 

OR

See page 229 of Working Together: The Art of Consulting and Communicating a text written by Anita DeBoer and published by Sopris West, Longmont, CO in 1995.

TASK

I. Examine several examples of handbooks that can be used to orient and support paraeducators.

 

II. Decide whether a handbook would be helpful

 

Or

 

III. Decide whether the current handbook could benefit from some modifications and/or additions.

 

http://www.fhsec.org/paraeducators/documents/ParaHandbook.DOC 

 

View the above URL to examine a sample of a handbook.

http://www.ideapractices.org/resources/detail.php?id=21052

"A Paraprofessional's Guide to the Inclusive Classroom" written by Mary Beth Doyle in 1997 is a 146 p. handbook with introductory level information for paraprofessionals, regular classroom teachers and special educators. It is designed to help them understand their individual responsibilities, how to work as a team and utilize specific instructional strategies. The format of the chapters includes a brief overview of the topic, chapter objectives and reflections from paraprofessionals with worksheets.

For more information email: info@pbrookes.com  or visit the website:

http://www.brookespublishing.com  or order from

Paul H. Brookes Publishing Co.

PO Box 10624

Baltimore, MD 21285-8624

(800) 638-3775 or FAX to (410) 337-8539

TASK

Become more aware of the factors that are related to burnout in paraeducators. Consider whether the training of paraeducators and the support efforts provided address these factors.

http://www.nea.org/esp/resource/vtpra.htm#Factors 

The article entitled "Factors Associated with Paraeducator Burnout" discusses 14 factors identified based on research. It is important for teachers and administrators to consider these factors carefully when designing training. This should be done as a proactive and preventive measure for reducing burnout and high turnover rates in paraeducators.

TASK

Become more aware of important factors to consider when designing effective training aimed at promoting increased job satisfaction for paraeducators.

This article titled "Factors Associated with Paraeducator Job Satisfaction and Retention" identifies 10 factors that should be very carefully considered when designing effective training programs and support for paraeducators.

The factors identified are:

1. Training- orientation

 

2. Training- on-going

 

3. Support

 

4. Time to meet as a group with other paraeducators and with team

 

5. Clearly stated roles and responsibilities

 

6. Clear supervision and evaluation guidelines

 

7. Recognition of contributions- financial salary accelerations

 

8. Recognition of contributions- public celebrations

 

9. Increased salary base

 

10. Clearly defined career ladder options

 

TASK

All effective training programs should include:

1. a thorough explanation and

 

2. activities to examine issues of confidentiality.

 

 

Analyze the training that is being offered (or the training you are designing) with the following list as a guide:

CONFIDENTIALITY

1. Clear definition of confidentiality

 

2. Statements of legal basis for confidentiality

 

3. Differentiation of what is AND isn't covered under confidentiality

 

4. Description of strategies for practicing and maintaining confidentiality

 

5. Recognition of special situations involving confidentiality

 

Explore websites.

Check out the Minnesota Paraprofessional Consortium website section "Other Paraprofessional Websites" at: http://ici2.umn.edu/para/New/Resources/ParaSites.htm 

Find links to other Paraprofessional Websites from NCRP

http://www.nrcpara.org/general-resources/paraprofessional-resources

Check out resources for paraeducators and supervisors at
http://www.nprinc.com/parapro/index.htm