Archived: Elements of Good Paraprofessional Practice

A r c h i v e d I n f o r m a t i o n

Roles for Education Paraprofessionals in Effective Schools - 1997

Elements of Good Paraprofessional Practice

Development of Effective Career Ladders

Career ladders, which most often support the transition from paraprofessional to teacher, are an increasingly popular strategy for recruiting qualified teachers and improving the diversity of the teacher labor force. Some programs, conducted by school or district staff, lead to salary increases and promotions within the role of teaching assistant. Others, often co-managed by districts and colleges or universities, lead to degrees and certification. Little evaluation has been conducted to determine which features contribute to program success; however, using their own experience as a guide, teacher educators recommend several strategies that support participating paraprofessionals' persistence and goal attainment:

Tuition reimbursement for any course required for certification
Stipends to cover school-related expenses (parking, books, and even childcare)
Workshops on such topics as college enrollment, professional roles, certification test preparation, and other areas of social and academic interest
Coursework and internships explicitly tied to job assignments
Structured meetings for participants to solve problems and plan programs
Occasional gatherings for the families of participants

For many paraprofessionals who are studying to become certified teachers, their college enrollment is a first in their families' history. Participants in these programs report that they need and want family support but that their families often do not understand the nature and extent of program demands. Programs that celebrate participants' small successes through periodic informal social events for families have discovered that these gatherings nurture family support. A few programs have even recruited additional family members through such activities.

In some districts, professional development for teachers and assistants is or can be connected to formal education, at the participant's request. Recognizing that paraprofessionals are often employed at hourly rates, many schools and districts offer compensation for time spent in training, either through the provision of staff development activities during regular hours or through hourly pay or stipends.

Established in 1986, the Paraprofessional Personnel Training Program (PPTP) is a collaboration among California State University, Chico (CSU Chico), several community colleges, and three county school offices. The program enables bilingual paraprofessionals serving students with limited English proficiency to earn their college degrees and teaching credentials through career ladders in their districts.
PPTP's academic program has several components, including community college and university classes, possible teacher certification at CSU Chico, and summer seminars to refine instructional skills. Program participants are placed in either community college or CSU Chico classes, depending on their educational backgrounds. Participants who need to satisfy general education requirements take these courses primarily at the community college level; PPTP staff advise students on plans of study so that all units transfer to CSU Chico.
Once community college coursework is complete, students are automatically accepted as juniors at CSU Chico through an agreement with the university. While attending, participants are advised and supported by program staff, who stress family involvement and understanding throughout the process. This support is a key resource for the paraprofessionals, most of whom work and have family responsibilities in addition to their coursework.
Once participants earn their undergraduate degrees, they enter the student teaching program, which is coordinated and overseen by PPTP. The program places participants with bilingual teachers in districts or schools other than their own to enable them to learn about new instructional settings. Participants pursue credentials at the elementary, middle, and high school levels, depending on their area of interest. The districts in which they worked as paraprofessionals hire the newly credentialed teachers.

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