Professional Learning for Paraprofessionals and Other Classified Staff
Educational aides provide an increasing amount of instructional support to middle grades students through tutoring and after-school enrichment centers. As a result, it is critical for these paraprofessionals to “stay in the loop” of team planning and to receive professional learning opportunities so that they know how to coordinate learning supports with classroom lessons and assignments.
According to the federal No Child Left Behind Act, a paraprofessional is defined as any employee who:
- Provides instructional support, even if it is only part time
- Is under the direct supervision of a teacher
- Is in a program supported with Title I, Part A funds1
Any paraprofessional serving in a Title I school must have a high school diploma or “recognized equivalent unless he or she is proficient in English and a language other than English, acts as a translator for parent/guardians, works in a non-instructional setting (such as food services), is an unpaid volunteer, or works in a program that does not receive Title I funds.2
Lesson planning support and articulation with classroom teachers is critical for people who run tutoring and after-school centers. Several strategies can help teachers and paraprofessionals collaborate even when scheduling joint meetings is difficult:
- Teachers can post daily lessons on the school’s Web portal so that personnel in the tutoring or after-school centers can access every student’s lessons and assignments.
- Copies of classroom books and computers will help the paraprofessionals keep students on task even if they forget to bring their classroom materials.
- A database showing students’ name and classroom schedules will help paraprofessionals check (either in person or on the Web) with teachers about student learning needs, behavior problems, or assignments.
- Adjust the learning center schedule to allow paraprofessionals to participate in team meetings.
Unlike paraprofessionals, most classified staff members such as office staff and custodians do not directly affect instruction. However, these school support personnel can have a powerful impact on the school climate and student connectedness. In addition, they often serve as informal ambassadors to the parent/guardians and community members who visit the school.3 In recognition of their importance to the school climate, effective middle grades faculty members make every effort to include classified staff members in schoolwide planning, especially at the beginning of each school year.
For example, classified staff members often have insights that will add to the effectiveness of the positive discipline or school safety plans. In addition, their awareness of and participation in schoolwide initiatives and celebrations contributes to students’ perceptions about the school as a caring community. This community “feeling” often helps students feel more connected and safe.
In addition to participation in schoolwide planning and goal-setting meetings, classified staff members often have access to district, county, or union professional learning opportunities.
Related Links
Previous
Professional Learning for Other Certificated Staff Members
Next
Conclusion
Footnotes
1 No Child Left Behind: Paraprofessional Quality—Action Guide for Parents and Communities (PDF; Outside Source). Washington, D.C.: Public Education Network, 2002, p. 2.
2 Ibid., 3.
3Vital Links—Classified employees are crucial piece of parent-school partnership, California School Employee Association online (April 2007).
Back to Top