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Paraprofessionals in special education settings serve an important role in the education of students with disabilities, but they very often do not receive the same level of professional development given to other service providers. Ongoing professional development is a critical component in retaining paraprofessionals. An urban school district in Colorado implemented a paraprofessional development program that produced three significant outcomes. First, retention of special education paraprofessionals increased. Second, several special education paraprofessionals chose to enter a teacher education program to secure their teaching license in special education. Third, collaboration among IEP team members increased. Professional development topics included Individuals with Disabilities Education Improvement Act 2004, individual learner characteristics, instructional strategies, behavior management, Response to Intervention, and case law.
Motivation for a Paraprofessional Development Program
Why form a paraprofessional development program? An urban school district in Colorado provided professional development for special education teachers, speech and language clinicians, occupational therapists, physical therapists, and psychologists. However, there was little professional development for special education paraprofessionals. This lack of opportunity contributed to paraprofessional turnover, job dissatisfaction, and low morale. District goals for this program were to enhance the knowledge and skills of paraprofessionals, develop an understanding of research-based practices, provide a venue for collaboration and problem solving, and increase collaboration among IEP (Individual Education Program) team members.
Actions
The director of special education initiated discussions with district principals and paraprofessionals regarding the need for paraprofessional training. After obtaining support from both groups, the director designated funds to pay paraprofessionals for a 1-day training prior to the beginning of each school year. Additionally, the district allocated funds to pay paraprofessionals to attend monthly meetings. To determine areas of content focus, all paraprofessionals completed a needs assessment. Results of the needs assessment helped shape the trainings and monthly meetings.
Content Focus
At the beginning of each school year, all district special education paraprofessionals participate in a 1-day Welcome Back training. Newly hired paraprofessionals receive a paraprofessional handbook (see Figure), and returning paraprofessionals receive updates to their handbooks. After breakfast, attendees divide into two groups for the morning session: newly hired paraprofessionals and returning paraprofessionals. Training for newly hired paraprofessionals includes the classified personnel evaluation process and review of the code of conduct, professional ethics standards, confidentiality guidelines, and all...