Abstract
Teachers are leaving the classroom at greater rates while traditional teacher pathways are not yielding enough teacher candidates. These factors create a need for teachers that is especially evident in rural communities. Paraprofessionals (e.g., teaching assistants, instructional aides, paraeducators) who provide classroom support are uniquely positioned to fill these vacancies. In this paper, we examine the experiences of paraprofessionals prior to applying to a teacher residency program. Based upon the experiences shared by the participants, intrapersonal characteristics needed to become a teacher were highlighted, and policy requirements identified, surfacing challenges paraprofessionals encounter impacting their desire to become a teacher.
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