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8.2 (8S2B): Ability
to carry out responsibilities in a manner that demonstrates knowledge
of, and a positive respect for, the distinctions between the roles
and responsibilities of paraprofessionals, professionals, and other
support personnel.
8.3 (8S7B): Perform
duties within the context of written standards and policies of
the school, state, or agency where they are employed. |
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Facilitator Supplement
Worksheets in this Unit
All worksheets are Adobe pdf files. Adobe
Acrobat Reader is required to view and print the worksheets.
Lesson 1
Lesson 4
- Chain of Responsibility (from unit 1K3B, lesson
4)
Activities included in this section are only those activities that
will be led by the facilitator. Other activities can be found in the
lessons.
Clarifying Roles
It would be ideal for staff that work together to share all of the
traits discussed in this unit, and to start a job with a clear and concise
job description. However, reality is often quite different. In many
cases, the paraprofessional starts the job with only a vague understanding
of the rules, regulations, and the tasks he or she is responsible for,
and even less understanding of the unique needs of the client/student
population in the setting. Creating a job description is the first step
to more clearly identifying your role as a paraprofessional. For further
information about creating a personalized job description, see CC 1K3B.
Please note: This activity is intended to be completed with a supervisor
or training facilitator.
- Have students complete these questions outside of class (or in an
online class discussion) and be prepared to discuss. Depending on
the nature and size of the group, it may be better to discuss their
answers in small groups. Have students share their answers with the
class.
- What characteristics foster successful paraprofessionals?
- What behaviors do supervisors see as desirable for paraprofessionals?
- How would you go about redefining your job with your supervisor
if you felt you were doing more "supervisory" tasks than appropriate
based on your training and education?
- Facilitate completion of the Paraprofessional Skills Inventory,
the Meyers-Briggs Personality Type Quiz or an Interest Inventory.
Discuss the results and facilitate a discussion about future training
needs and goals.
- The review scenarios of this unit can be used for facilitated discussion
of the topics covered in this unit.
- Suggested competencies that address the topics in this unit include:
4:S1C, 5:K4B, 8:S1A, and 8:S2B.
Training of Paraprofessionals
Use the following ideas for discussions with your learning group.
If you are currently working as a paraprofessional:
- What training and/or experiences have prepared you for your current
role as a paraprofessional?
- What additional annual training opportunities does your current
work site offer?
- Who is available in your work setting to discuss your training needs?
If you are not currently working as a paraprofessional:
- What training and/or experiences have you had in the past or would
you like to obtain in the future that is related to your goals as
a paraprofessional?
- What type of training and/or experiences do you think are important
to the role of a paraprofessional?
Ethical Considerations
- Name and give examples of the various ethical considerations for
working with students with disabilities.
- What ethical standards does the school district expect of you?
- Who can you discuss ethical questions with at your work site?
- Why are ethical standards especially important in the special education
field?
- Consider using a tracking worksheet
for Paraprofessionals to monitor their progress through the units.
- For information on how to start an online discussion area, see the online
resources section.
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