Maine

Department of Education

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Educational Technicians and/or Paraprofessional

Compliance with NCLB

  • No Child Left Behind-NCLB Paraprofessional Requirements, Maine Implementation
    • http://www.maine.gov/education/nclb/paraprofessionals/home.html
    • All Educational Technicians who provide instruction in a Title IA position or in a Title IA schoolwide program must:
      • hold the appropriate level of authorization (Ed. Tech. I, II, or III); AND
      • meet the federal requirement to:
        • hold an Associate’s degree or higher; OR
        • have forty-eight semester hours from an accredited two-year and/or four-year college(s); OR
        • have a qualifying score on the ParaPro assessment
    • When one of the federal requirements is met, the Ed Tech must forward form EFC-308P for passing the ParaPro or form EFC-309P as a self-evaluation for college credits/degree to the LEA’s (Local Educational Agency) NCLBA Certification Contact Person in the district. The Contact Person will forward the documentation to the State Certification Office. Once accepted by the State, the Certification Office will issue a new authorization card with the NCLBA endorsement code.
  • No Child Left Behind – FAQs – Maine Paraprofessionals and NCLBA
  • Educational Technician Authorization
    • http://www.maine.gov/doe/cert/initial/edtech/
    • Directions for submitting an Educational Technician Authorization application
    • Three levels of Educational Technicians are available
      • Educational Technician I: requires high school diploma or GED.
      • Educational Technician II: requires 60 credits of approved study.
      • Educational Technician III: requires 90 credits of approved study.

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

Not evident

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

Not evident