Department of Education

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Paraeducator is the current recommended term from the School Paraprofessional Advisory Council, but older documents may be filed under paraprofessional.

Compliance with NCLB

Standards to Measure Professional Growth of Paraeducators

Policy that Distinguishes Paraeducators Working with Special Education

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

  • Paraprofessional Information and Resource
      • This site serves as a resource for other documents that are available concerning paraprofessionals: Connecticut Regulations Section 10-145d-401, School Paraprofessionals: Legislative Program Review and Investigations Committee, Current Connecticut Paraprofessional Legislation, School Paraprofessional Advisory Council, Annual Report on Paraprofessionals – 2012, Professional Development Opportunities, Resources, Paraprofessional Overview Documents, and Newsletters (current and past). This page and the first three documents will be reviewed here.
      • The role of the paraprofessionals is defined here as:
        • A paraprofessional is an employee who assists teachers and/or other professional educators or therapists in the delivery of instructional and related services to students. The paraprofessional works under the direct supervision of the teacher or other certified or licensed professional. The ultimate responsibility for the design, implementation and evaluation of instructional programs, including assessment of student progress, is a collaborative effort of certified and licensed staff.
  • Connecticut Regulation Section 10-145d-401 further explains this definition of paraprofessionals. Only employees with an appropriate state certification may deliver instructional services without supervision.
      • Connecticut Regulations Section 10-145d-401 requires anyone employed by a local public school district that is not directly supervised in the delivery of instructional services to have appropriate state certification.
        • Appropriate certification is required for any person in the employ of a board of education who:
          1. Is not directly supervised in the delivery of instructional services by a certified professional employee in a position requiring certification; or,
          2. Is responsible for planning of the instructional program for a student; or,
          3. Evaluates student progress; or,
          4. Does not receive specific directions from their supervising teacher or administrator that constitutes a lesson plan for each lesson.
  • School Paraprofessional: Legislative Program Review and Investigations Committee, December 2006
      • This is a copy of a study completed by a committee of the Connecticut General Assembly. The role of this committee is to evaluate efficiency, effectiveness, and statutory compliance of selected state agencies and programs through investigations, performance reviews, and remedy recommendations. This model examination thoroughly evaluated the role of paraprofessionals within the state of Connecticut, and made changes in policy evident today based upon its scrutiny.
      • Recommendations of this committee’s review:
        • Creation of a set of state standards
        • To work with institutions of higher education in Connecticut to establish a network of programs that will provide career development opportunities through relevant, accessible, and affordable programs to paraprofessionals.
        • Periodically sample paraprofessionals, teachers, and administrators to identify the professional development needs and coordinate offerings to meet this need.
        • Encourage professional development to teachers, particularly new teachers, as to the role and effective use of paraprofessionals. Also to encourage an establishment of a method of communication between paraprofessionals, teachers, and administrators to maintain effective student instruction at the local level.
        • Periodic reminders of existing regulations concerning paraprofessionals combined with monitoring compliance occur.
        • The State Board of Education approve of the Guidelines for Training and Support of Paraprofessionals Working with Students Birth to 21: Working Draft document.
        • The State Department of Education summarizes and post annually data related to No Child Left Behind requirements compliance.
  • Current Connecticut Paraprofessional Legislation
  • Guidelines for Training & Support of Paraprofessionals: Working with Students Birth to 21
      • This all inclusive guide contains six sections:
        • Terminology and Job Titles, pages 2-3
          • Term Paraprofessional retained to describe position
            • Term defined, as stated in the Paraprofessional Information and Resource document.
            • Title deemed less important than definition of the roles, responsibilities, qualifications, and level of supervision required by the staff person.
          • Supervisor defined:
            • Teachers or other professional practitioners who are responsible for integrating paraprofessionals into the instructional team. This role has supervisory responsibilities that include planning, scheduling and assigning tasks for paraprofessionals based on their experience and training. It also requires directing and monitoring the day-to-day work of paraprofessionals, providing feedback, on-the-job coaching and sharing information with principals about paraprofessional strengths and training needs.
        • Federal and State legislation for Paraprofessionals, pages 4-10
          • Recaps IDEA 2004, NCLB 2001, Connecticut Legislation for Paraprofessionals Working with Students with Disabilities, and Current Connecticut Paraprofessional Legislation.
        • Paraprofessional data, pages 11-13
          • Reviews both national and state data related to paraprofessionals
        • Roles and Responsibilities of Paraprofessionals, pages 16-29
          • Connecticut has selected and modified as a framework The National Resource Center for Paraprofessionals Model to articulate the key competencies for paraprofessionals. These standards are located on pages 17-23 of this document.
          • Appropriate Roles for Paraprofessionals as indicated by NCLB 2001 are reviewed, page 24
        • Hiring and Orientation of Paraprofessionals, pages 31-35
          • In-depth look at creating job description and handbooks for paraprofessionals
        • Supporting Paraprofessionals, pages 36-69
          • Defines supervision and the process of evaluation of paraprofessionals
          • Addresses effective use of paraprofessionals
          • Emphasizes the need and importance of professional development for paraprofessionals and suggest topics for this training
          • The Resources section contains standards for supervisors, roles of Administrators, tips for Administrators, sample evaluation forms, sample teacher/paraprofessional planning tool, and other forms to assist supervision.

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

Document Previewed by Iris White, Education Consultant, Bureau of Accountability and Improvement, Connecticut State Department of Education, January 25, 2013