States Take on the Training of Paraprofessionals

Abstract

AMONG its requirements concerning assessment and accountability, the No Child Left Behind (NCLB) Act attempts to improve the quality of educators, including All hired after 8 January 2002 must meet one of the following requirements: they must have 1) completed two years of study (48 semester hours) at an institution of higher education, 2) obtained an associate's degree (or higher), or 3) met a rigorous standard of quality and been able to demonstrate, though a formal state or local assessment, knowledge of and the ability to assist in instruction in reading, writing, and mathematics. Those who are already must meet one of these requirements no later than four years after the date of enactment (8 January 2002). Regardless of hiring date, all must have earned a high school diploma or its equivalent. The Need The need for attention in this area was demonstrated by a 1999 report prepared for the U.S. Department of Education, titled School Implementation of Standards-Based Reform: Follow-Up Public School Survey on Educational Reform. That report noted that in 1997-98 about two-thirds of all Title I schools used funded by Title I. Eighty-four percent of schools with the highest poverty levels used paraprofessionals, as contrasted with just 53% of schools with low poverty levels. Paraprofessionals were overwhelmingly used to provide yet, according to a separate study cited in this report, in schools with the highest poverty levels only 10% of held bachelor's degrees, while the comparable figure for all schools is 25%. Overall, made up about half of all Title I members and provided or assisted in providing instruction, despite their lack of qualifications to do so. Whether they are called teacher assistants, teacher aides, or paraprofessionals, under NCLB they are paraprofessionals, and their duties are: to provide one-on-one tutoring for eligible students, if the tutoring is scheduled at a time when a student would not otherwise receive instruction from a teacher; to assist with management, such as organizing and other materials; to provide assistance in a computer laboratory; to conduct parent involvement activities; to provide support in a library or media center; to act as a translator; or to provide services to students. A paraprofessional may not provide any service to a student unless he or she is working under the direct supervision of a teacher. School Implementation of Standards-Based Reform also reported that 38% of districts provided a career ladder for (teacher aides). Six percent provided released time for them to take coursework or to study for a high school diploma. Two percent gave funding for a high school diploma or GED (General Education Development) classes. Twenty-two percent gave released time for coursework or to study for higher education courses. Thirty-three percent contributed to funding higher education classes. One can probably anticipate that states will be investigating each of these avenues, along with many others. Setting Expectations A clear definition is a first step. For example, in Florida, instructional paraprofessionals are identified in the state's education law ([section]228.041) as staff members working under the oversight of a teacher and assisting in instruction. This classification includes classroom in regular instruction, exceptional education paraprofessionals, career education paraprofessionals, adult education paraprofessionals, library paraprofessionals, physical education and playground paraprofessionals, and other school-level paraprofessionals. According to section 231.15 of the law, the state board is required to establish competencies and requirements for all school-based personnel. …