Today's paraeducators face dramatic changes and challenges in their roles and responsibilities with the addition of new acts such as "No Child Left Behind" and "Individuals with Disabilities Education." Among paraprofessionals' many requirements are to be "highly qualified."
Based on a philosophy that recognizes the value of a highly skilled teaching assistant, this book is intended for trainers of paraeducators. Included in this resource guide are training goals, instructional objectives, definitions of key terms, competency-based instructional content, discussion questions, case studies, and other learning activities.
These training goals provide students, teachers, staff development personnel, college instructors, and paraeducators, with the skills and knowledge to:
? Demonstrate an awareness of federal laws, state policies, and local regulations
? Describe the roles of district administrators, program directors, and principals for developing standards, systems, and personnel practices
? Describe the roles of principals in the management of paraeducators
? Describe the roles of teachers as leaders of paraeducators
? Describe those teacher responsibilities that must not be delegated to, or may be shared with paraeduators
? Describe the roles of paraeduators as team members to learners or their families
? Demonstrate an ability to follow lesson, individualized education, and behavior intervention plans
? Demonstrate an ability to use differentiated instructional strategies
? Practice ethical standards of conduct that respect diversity and human and legal rights
? Demonstrate an ability to communicate and share information effectively
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