8.6 (8S6A): Ability to demonstrate proficiency in academic skills (including oral and written communication) while knowing how to self-evaluate one’s own knowledge of the content being taught.
8.7 (8S5A): Ability to show a willingness to participate in on-going staff development, self-evaluation, and apply constructive feedback.

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

• Areas of Training

Lesson 2

• Paraprofessional Skills Inventory
• Professional Development Activity Plan
• Professional Development Plan

Lesson 3

• Tracking Tool
• Identifying Your Professional Position

Lesson 5

• Basic Skills

This competency includes knowledge and skills that a paraprofessional should possess prior to or immediately upon employment. The following suggestions are offered if you'd like to incorporate the information and activities found in this unit into the initial interview or job application process.

Facilitated Activities

1. Direct the participants in your learning group to complete the Paraprofessional Skills Inventory exercise. During this exercise, consider the resources and training that are available in your district. Facilitate a guided discussion and assist the paraprofessionals in planning out training goals and additional options for developing the knowledge and skills necessary for their present job assignment.
2. 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.
3. The review scenarios of this unit can be used for facilitated discussion of the topics covered in this unit.
4. Have each paraprofessional complete the skill self-evaluation in lesson ? on their own. Meet individually to develop a training plan based on this evaluation, and depending on the responsibilities of their position. The information in this unit is offered as a starting point for a training facilitator or newly hired paraprofessional to look at their skill level to see if this profession is an appropriate choice for them to pursue. The information here can be used as a framework for developing interview questions, gathering feedback, and examination of the individual's qualities and how they fit with the present job assignment. The unit offers suggestions for reflection and response opportunities for the paraprofessional to self-evaluate their skill level. The review section offers subjective questions that may be used during an interview or orientation to assess skill level.

Discussion Ideas

Use these discussion and review questions to promote a greater understanding of the topics covered in this unit. You may discuss these topics in a traditional classroom learning environment or in an online discussion forum. Participants in online learning have the same need for discussion and feedback from their peers as traditional learners. See the "Getting Started" section of Para eLink for directions on starting a discussion board.

• 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?
• If a teacher were to approach you and inquire about a particular student family history, whom the teacher did not have in class, how would you respond to the teacher?
• What is the chain of responsibility in your school and school district?
• What is the ethically responsible way to deal with a problem with another school staff?
• 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

Activity: Scenario Discussion

Use the following scenario idea to facilitate a discussion with your learning group.

Mrs. Matthews has been volunteering at the Sunset School District for seven years. Mrs. Matthews, a senior citizen, enjoys working with the children at the elementary school and takes particular interest in special education students. Mrs. Matthews enjoys socializing with the teachers and paraprofessionals alike at Sunset, but one in particular seems to peak her interest. Mrs. Matthews feels that Sandy, a new paraprofessional in the 2nd grade, could benefit from her wisdom, so she takes Sandy under her wing.

Mrs. Matthews says:
"It must be so hard to work with these students, being new and all. I know most of these children's parents and grandparents. In fact several of the special education student's grandmothers are in my knitting circle. I think it is important to share information with them. They are always so curious as to how their grandchildren are doing in school, and I am glad to share whatever I know. In return they let me know how the children's home life is going. I know if the parents are fighting, or if one of the students is going to get a new puppy. I feel this gives me an edge when working with the students in the classroom."

Sandy responds:
"I know Mrs. Matthews means well, but I would like to get to know the students on my own. She is always telling me things about the children's home life that I would rather not know. Sometimes she talks about certain children in front of the class, or she warns me to stay away from certain students who are having problems at home. Last Tuesday I saw her going through graded papers looking for Billy's paper. She asked me to help her find it because she was going to see Billy's grandmother that evening and she wanted to let her know how Billy did on his math test. I told her that I didn't think that was what we should do, but she said that she has been reporting student's progress to her friends for years and no one has stopped her. I don't want to make waves in the department but I don't think that Mrs. Matthews should share this information. What should I do?"

Should Sandy confront Mrs. Matthews about the issue of confidentiality? Should Sandy talk to the supervising teacher regarding her concerns about Mrs. Matthews? What would you say to Mrs. Matthews?

Information in this activity is used with permission from:

Project PARA (n.d.). Paraeducator Self Study Program. Retrieved on June 18, 2002, from Project PARA Web site: http://para.unl.edu/default.html

The Para eLink is sponsored by the Minnesota Paraprofessional Consortium, in collaboration with the Minnesota Department of Education, located at the Institute on Community Integration in the College of Education and Human Development at the University of Minnesota.

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