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Compliance with NCLB
- Highly Qualified Paraprofessionals
- Web page that reviews federal mandated expectations
- Establishes the ParaPro Assessment to those choosing this path to become qualified
- If a school district elects to use a local assessment, those paraprofessionals are limited to qualified status in that district only.
- Certifications are not issued by the state, school districts may issue a certificate document.
- State Qualifying Score for the ParaPro Assessment for Instructional
Paraprofessionals Supported by Title I, Part A, Funds
- Letter to division superintendents, dated 04/04/03, that restates federal mandated expectations
- Establishes a passing score of 455 on the ParaPro Assessment for those that choose this path to become highly qualified
- Highly Qualified Paraprofessionals
- Letter to division superintendents, dated 07/30/04, that reviews latest federal mandated expectations. No changes from former documents.
- Paraprofessionals: Instructional Team Members
- Fast Fact Paraprofessionals
- A brief to review federal mandated expectations, dated 04/10
- Establishes a high school diploma as a state requirement for all paraprofessionals employed
Standards to Measure Professional Growth of Paraeducators
Policy that Distinguishes Paraeducators Working with Special Education
- New Online Autism Training for School Paraprofessionals
- A training program developed by the Virginia Commonwealth University Autism Center of Excellence and the Department of Education is available online as of 04/10/12. This document reviews the learning modules provided and the need for such professional development for this specific paraprofessional role.
Resource Guide for Supervisors: Assisting Local Agencies in Supervision of Paraeducators Beyond NCLB Mandated Expectations
- The Virginia Paraprofessional Guide to Supervision and Collaboration with
Paraprofessionals: A Partnership
- An inclusive document that includes the following topics to assist with the
supervision of paraprofessionals:
- Defined framework for effective supervision with principles of supervision and the supervisory relationship discussed (pg. 7-9),
- Team building through defined roles and responsibilities of each team member (supervisor/paraprofessional). Useful forms to enhance role definitions available here (pg. 10-26),
- On-going communication necessity that includes productive feedback. Forms to enhance meetings and observations provided (pg. 27-36),
- Strategies for solving possible performance and interpersonal problems. Useful forms to enhance this process available (pg. 37-44),
- Competencies and issues relating to specific roles of paraprofessionals (pg. 45-50), and
- A framework for professional development offered to paraprofessionals based upon the standards for paraprofessionals established by the Council for Exceptional Children (pg. 51-67).
- Professional Development Toolkit for New and Beginning Teachers
- Delegating Tasks
- A research-based video streamed program with accompanying resource documents. The program is an outgrowth of a previous Commonwealth Educational Policy Institute (CEPI) online mentoring study at Virginia Commonwealth University. The findings of the online mentoring study revealed twelve topics new and beginning teachers felt additional university training would have led them to more effective.
- This program was funded by the Virginia Department of Education. The focus of this program is supervision of paraprofessionals.
Standards to Measure the Professional Growth of Teachers in a Position to Supervise Paraeducators
Document Previewed by Anne Wescott, Assistant Superintendent for Policy and Communications, Virginia Department of Education, March 27, 2013