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The programs described here were identified with the help of many practitioners and researchers. They represent a range of school situations (including schools carrying out site-based management), program areas (such as computer-based instruction, bilingual education, and prekindergarten), training opportunities, and supervisory techniques. Although the descriptions highlight the unique features of each program or site, each was screened on a broad array of variables. Each program is working to achieve high standards of educational quality within the spirit and the letter of relevant regulations. Several of these programs have been prevented from conducting formal evaluations by budgetary, personnel, and time constraints; however, most program staff point to informal evidence of success, including improved service to underserved populations, increased participation of students and their parents in educational programs, and improved working relationships between teachers and paraprofessionals.
Denver, Colorado; Title I Instruction: Title I paraprofessionals in Denver's middle and high schools provide intensive tutoring in reading for identified students. Elementary school paraprofessionals work in computer-assisted supplemental math programs. Planning jointly with Title I and regular education teachers, paraprofessionals receive frequent, ongoing professional development to increase their competence in this carefully structured role.
El Mirage, Arizona; Migrant Head Start Program: Migrant parents train to work as paraprofessionals in Head Start and elementary school classrooms. Paraprofessionals receive intensive preservice training, ongoing professional development, and support to pursue further education.
Frederick County, Maryland; Early Elementary Education Program: Paraprofessionals team with teachers to plan and implement a hands-on, developmentally appropriate program for four-year-olds who are at risk of academic failure. The district sponsors professional development for paraprofessionals and teachers, and at bimonthly meetings instructional staff address issues related to early childhood education and systemic reform.
Los Angeles County, California; Developing a Partnership: The Los Angeles County Office of Education provides teams of paraprofessionals and teachers with training that makes their collective work more productive. The training is broad and applies to several types of paraprofessionals, including those who work in compensatory, bilingual, and special education, and Head Start settings. The program is now being disseminated nationally.
Norfolk, Virginia; Parent Technicians: Since 1969, the Norfolk public school system has trained and hired "parent technicians" to serve as liaisons to the community and to the parents of at-risk students. The 40 technicians plan workshops for parents, organize projects, make home visits, arrange conferences with teachers, and perform other services that support the instructional program by involving parents. At several Norfolk schools, parent technicians run Parent Centers that house circulating collections of resource materials and offer workshops.
Spokane, Washington; Title I Kindergarten Parent Involvement Program: Since 1974, the Spokane School District has worked with the parents of Title I students to provide home-based instruction to kindergarten students. Because the program is based on the concept that early intervention will improve students' basic skills, the district hires and trains paraprofessionals who serve as liaisons between schools and families. These paraprofessionals conduct 40-minute home visits each week to show parents how to read to their children and how to play educational games with them.
Washington State; School Employee Effectiveness Training: School Employee Effectiveness (SEE) training focuses on improving the communication and problem-solving skills of paraprofessionals and other school support staff. Sponsored by a consortium of agencies that includes the Washington Education Association and the National Education Association, SEE offers 3- to 50-hour training modules, on contract with schools and school districts. The sessions are co-taught by a certified employee (a teacher or counselor) and a classified employee (a paraprofessional or other support staff), and they are tailored to meet the needs of the sponsoring districts. Typical SEE classes teach paraprofessionals how to reduce arguments among students, remain positive about student learning and behavior, solve problems with students and other staff members, use humor and nonverbal communication effectively, and initiate change leading to greater efficacy.
Wichita, Kansas; Title I Parent Involvement Workers: Title I-funded parent involvement specialists work in the Wichita Public Schools. They serve a variety of functions, linking families with schools and with social services. They receive ongoing professional development sponsored by the school system and social service agencies.
Wyoming, Michigan; Site-Based Management: To promote collegial relations among district employees, the school system implemented both districtwide and individual school site-based decisionmaking in 1990. Each school has its own governance council, which operates using a shared decision- making model. The district ensured that paraprofessionals and other support staff were included in governance from the beginning, and several types of education support personnel--including a teaching assistant--have assumed leadership roles in the school councils. In addition, recognizing that paraprofessionals and other support staff sacrifice their spare time to participate in the councils, the district offers a $200 stipend to any nonadministrative staff who participate.
Cleveland, Ohio; Career Ladder Program: The Career Ladder program's three components--job targets, tuition reimbursement, and training--lead to a bachelor's degree and teaching certification for paraprofessionals. Providing up to $1,000 to pay for courses at any college or university, the district also hires consultants to provide inservice training to the group. Participants develop and implement classroom projects--called job targets--related to their professional programs and school assignments. Paraprofessionals who become certified teachers are credited with a half year's experience for each year they have served in the classroom as assistants, moving them automatically up the district's salary scale when they join the faculty.
Connecticut Department of Education; Teaching Opportunities for Paraprofessionals (TOP): TOP aims to increase the pool of certified minority teachers in Connecticut's urban districts through a tuition-grant program that sends paraprofessionals to school full time while they continue to receive their district-paid salaries. The state also pays for a replacement paraprofessional. TOP participants receive ongoing support and professional development through their districts, universities, and the TOP program.
New York, New York; Bilingual Pupil Services Program: For more than 20 years, the Bilingual Pupil Services Program has enabled college students to intern as paraprofessionals in bilingual classrooms while they earn their teaching certification and college degrees. Interns work with a cooperating teacher in first- through sixth-grade classrooms in schools where a significant number of students speak Spanish, Haitian Creole, or Chinese. Besides helping with instruction four or five days each week, interns attend weekly and monthly workshops.
[Overview of Effective Programs]