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.

Summary

Paraprofessionals are an integral part of the instructional process, which has student achievement as its primary goal. Paraprofessionals have a strong professional identity, and they advocate for their profession by maintaining positive, supportive, collaborative, and professional relationships with other members of the education team.

Their professionalism is exemplified in their dedication to their employment as a career in and of itself, and not merely a step on the way to becoming a teacher. Local associations support legislative efforts and inform their members about the requirements of IDEA '97. They should always make sure that paraprofessionals' interests are considered, and they should emphasize the professional identity of their paraprofessional members by informing them about standards, competencies, and professional development programs.

Information in this unit was gathered, in part, from the following resources:

Gerlach, K. (2001). Let's Team Up: A Checklist for Paraprofessionals, Teachers, and Principals. Washington, DC: National Education Association (permission pending).

The NEA Paraprofessional Handbook. (2000). Washington, DC: National Education Association. Retrieved September, 2000 from: http://www.nea.org

Wallace, T., Bernhardt, J., & Utermarck, J. (1999). Minnesota Paraprofessional Guide. Minneapolis: University of Minnesota, Institute on Community Integration.

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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