Department of Education


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Paraeducators and/or Paraprofessional

Compliance with NCLB

Standards to Measure Professional Growth of Paraeducators

  • Utah Standards for Instructional Paraprofessionals
    • Paraprofessional Standards
    • 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
    • http://www.updc.org/assets/files/resources_by_topic/paraeducators/Utah-Special%20Education-Paraeducator-Handbook.pdf
    • 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

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

Not evident