Utah

Department of Education

http://www.schools.utah.gov/main/

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Paraeducators and/or Paraprofessional

Compliance with NCLB

• Rule R277-524. Paraprofessional/Paraeducator Programs, Assignments, and Qualifications.
  • This document defines the role of all paraeducators, as well as reviews federal mandated expectations.

Standards to Measure Professional Growth of Paraeducators

• Utah Standards for Instructional Paraprofessionals
  • The following four standards with core competencies included are provided in this document:
    • Support instructional opportunities (competencies required to meet NCLB criteria,
    • Demonstrate professionalism and ethical practices,
    • Support a positive learning environment, and
    • Communicate effectively and participate in team process.
• Utah Paraeducator Handbook
  • This handbook was intended for use by paraeducators.
  • The Introduction (pg. 1-2) clearly defines the role of both paraeducators and their supervisors.
  • The standards (pg. 3-54) comprise the bulk of this document. Each standard and corresponding competencies are well explained and apply to several of the various specific roles paraeducators can function within.
  • The Appendices offer the following useful information that would support professional development for paraeducators whose specific role is limited to special education:
    • Defining terminology frequently used in education (pg. 60-61),
    • Qualifying students for special education (pg. 62-67),
    • Other disabilities (pg. 68-69),
    • People first language (pg. 70),
    • Responsibilities matrix for paraeducators and teacher teams (pg. 71),
    • Teacher's Self Evaluation Checklist (pg. 72),
    • Supervisor/Administrator's self-evaluation checklist (pg. 73),
    • Resources (support from national and state organizations) (pg. 74-75), and
    • 101 ways to praise a child (pg. 76).

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

• Utah Paraeducator Handbook
  • This handbook was intended for use by paraeducators, but the clarity used to illustrate each standard and corresponding competencies would provide helpful information to any supervisor.
  • The appendices would also provide supervisors with important information to support professional development for paraeducators whose specific role is limited to special education.

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

Not evident