Georgia

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Paraprofessional

Compliance with NCLB

  • The Georgia Implementation Guidelines, The Elementary and Secondary Education Act Title II, Part A, Criteria for “Highly Qualified” Teachers and Paraprofessionals
  • Hbook Section II
  • Revised August, 2012
    • 7.01 All paraprofessionals must have:
      • Completed at least 2 years of study at an institution of higher education or
      • Obtained an associate’s (or higher) degree; or
      • Met a rigorous standard of quality and can demonstrate, through the Georgia state- approved paraprofessional assessment:
        • a. Knowledge of, and the ability to assist in instructing, reading, writing, and mathematics; or
        • b. Knowledge of and the ability to assist in instructing, reading readiness, writing readiness, and mathematics readiness, as appropriate.
      • 7.02 All Georgia paraprofessionals must hold a valid state paraprofessional certificate issued by the Georgia Professional Standards Commission.
      • 7.03 Two years of study at an institution of higher education requires completion of a minimum of 60 semester hours or 90 quarter hours at a GaPSC approved, accepted institution of higher education.
      • 7.04 A paraprofessional is an individual with instructional duties. Individuals who work solely in non-instructional roles, such as aides, food service, cafeteria or playground supervision, personal care services, and non-instructional computer assistance are not considered to be paraprofessionals for Title I purposes. The requirements do not apply to individuals who work with special education students performing non-instructional duties, such as assisting with mobility and bodily functions. The requirements do not apply to individuals with: (a) primary duties to act as a translator or (b) duties consisting solely of conducting Parental Involvement Activities. (See Title I, Part A, Section 1119 c-g.)
      • 7.05 While federal requirements apply only to paraprofessionals employed in Title I-supported programs, all Georgia paraprofessionals must hold a valid state certificate issued by the GaPSC. To be eligible for the clear renewable paraprofessional certificate, the applicant must:
        • Be employed as a paraprofessional in a Georgia school system. The request for issuance of the certificate must be submitted electronically to the GAPSC from the employing school system using the Paraprofessional Automated Certification (PAC) system
        • Have an associates degree or higher in any subject OR have completed two years college coursework (60 semester hours) OR have passed a PSC-approved paraprofessional assessment. If eligibility is established through the assessment, the applicant must also hold a high school diploma or GED equivalent. All individuals holding a current paraprofessional certificate in Georgia must meet requirements for certificate renewal.

Standards to Measure Professional Growth of Paraeducators

Not evident

Policy that Distinguishes Paraeducators Working with Special Education

Not evident

Resource Guide for Supervisors: Assisting Local Agencies in Supervision of Paraeducators Beyond NCLB Mandated Expectations

  • The Georgia Implementation Guidelines, The Elementary and Secondary Education Act Title II, Part A, Criteria for “Highly Qualified” Teachers and Paraprofessionals (cited earlier in the NCLB section of this report)
    • This document establishes that all paraprofessionals must be certified, regardless of the monies allocation stipulations.
  • 505-2-.02 Classification - Category, Title, Type, Field, Level
  • 505-2-.11 Paraprofessionals
    • http://www.gapsc.com/Rules/Current/Certification/505-2-.011.pdf
      • This document outlines the Georgia Paraprofessional Certification
      • All paraprofessional applicants must hold:
        • an Associate’s Degree or higher in any subject; or
        • have completed two years of college coursework (60 semester hours); or
        • have passed a Professional Standards Commission (PSC) -approved paraprofessional assessment. If eligibility is established through the assessment, the applicant must also hold a minimum of a high school diploma or GED equivalent.
      • Completion of a PSC-approved Paraprofessional Preparation Program shall also meet certificate eligibility requirements and satisfy ESEA hiring requirements.
      • Employing school systems are responsible for ensuring that all applicable Federal ESEA hiring requirements are met.
  • 505-3-.87 Paraprofessional Preparation Program
    • http://www.gapsc.com/Rules/Current/EducatorPreparation/505-3-.87.pdf
      • This document establishes standards for the PSC-approved Paraprofessional Preparation Program studies at a PSC-approved accredited institution of higher education.
      • These standards are as follows:
        • Category 1 - Instruction
          • Instructional Support. The program shall prepare paraprofessionals who:
            • Develop or modify learning activities under direction of a teacher/provider.
            • Have a basic knowledge of how students learn and develop and are able to assist in providing opportunities that support students’ intellectual, social, and personal development.
            • Use a variety of communication techniques, including verbal, nonverbal, and media within and beyond the classroom.
            • Support the teacher/provider in evaluating the intellectual, social, and physical development of students.
          • Student Assessment. The program shall prepare paraprofessionals who:
            • Assist with student assessment, grade work and objective tests, and collect and maintain data on student progress.
            • Maintain confidential documents and student records.
            • Manage test sites, including distribution, collection, and tracking of test materials.
            • Administer and score teacher-prepared objective tests.
            • Assist with but not administer standardized tests.
          • Curriculum Development and Implementation. The program shall prepare paraprofessionals who
            • Know patterns of human development and milestones typically achieved at different ages.
            • Have a basic knowledge of the discipline(s) taught and support the teacher/provider in creating learning experiences that make the subject matter meaningful for students.
            • Know that students differ in their approaches to learning and assist in creating instructional opportunities that are adapted to students with diverse needs.
          • Technology. The program shall prepare paraprofessionals who:
            • Support the teacher/provider by sending and responding to e-mails.
            • Use technology to support teaching and learning.
        • Category 2 - Classroom Management
          • Classroom Planning and Administration. The program shall prepare paraprofessionals who:
            • Support the delivery of instruction by maintaining accurate records, preparing attendance and lunch reports, sorting and filing student papers, maintaining an inventory of classroom supplies and materials, and creating attractive and instructionally relevant classroom displays.
            • Coordinate the use of instructional technology by students.
            • Implement a variety of instructional strategies to assist the teacher/provider.
          • Management of Student Behavior. The program shall prepare paraprofessionals who:
            • Understand the impact of the educational environment on student learning, self-motivation, and positive social interaction, and assist in creating a positive learning environment.
            • Implement appropriate rules and procedural safeguards regarding the management of behaviors of individuals with exceptional learning needs.
        • Category 3 - Professionalism
          • Safe Learning Environment. The program shall prepare paraprofessionals who:
            • Provide positive behavioral support and management.
            • Know and apply ethical and professional standards of conduct, including the requirements of confidentiality.
            • Know and observe health, safety, and emergency procedures of the agency where employed, including those for documenting and reporting suspected abuse and neglect.
          • Parent/Community Responsibility. The program shall prepare paraprofessionals who:
            • Demonstrate awareness of the diversity among children, youth, families, and colleagues with who they work.
            • Interact in a professional, effective manner with colleagues, parents, and other members of the community to support students’ learning and well-being.
          • Professional Development. The program shall prepare paraprofessionals who:
            • Understand the roles and responsibilities of certificated/licensed staff and paraprofessionals.
            • Engage in continuous professional improvement towards identified goals.
            • Implement instructional and other direct services to all children and youth with disabilities in accordance with IEP requirements and IDEA and ESEA legislation.

Standards to Measure the Professional Growth of Teachers in a Position to Supervise Paraeducators

Not evident

Document Previewed by Naruis McPherson, Education Administrative Specialist, Georgia Department of Education, February 8, 2012