Effective Use of Teacher Assistants A Module for Policy

1
Effective Use of Teacher AssistantsA Module for
Policy Practice Development
2
Purpose

• Provide information on basic requirements
  effective practice for use of teacher
  assistants(TAs) in educational settings
• Provide a framework materials for training /or
  supporting district or school-based teams in
  development of policy practice for effective TA
  use
• Familiarize user with resources on TA website.

3
Module Sections

• How to Use this Module
• Research re Teacher Assistants (TAs)
• Legal Requirements re TAs Other Paras
• Instructional Team Model
• Job Descriptions For TAs
• Considerations For Assigning TAs
• Orientation Of TAs
• PD For Instructional Team Members
• Supervision Of TAs
• Performance Evaluation Of TAs
• Orientation Exercise
• Guided Discussion Format
• Bibliography

4
How to Use this Module

• Module related resources on TA website -
  www.ritap.org/ta
• Module Section Organization
• Applicable Legal Requirements Guidelines
• Implementation Strategies from Literature RI
  Districts/Agencies
• Resources on/through TA website
• Use as a whole or in sections
• Use as auto-instructional resource
• Use in training

5
Research Natl Study on Effective TA Use

• Role - Primarily instructional support
• 85 - 90 involved in instructional activities
• Tutoring students/groups
• Gathering data
• Preparing materials
• Meeting with teachers
• Implementing Behavior Management Plans

6
Research Natl Research on Effective TA Use

• TA Supports Integral to Quality Education
• Job Orientation
• Ongoing PD for TAs teachers working with them
• TA supervision
• Role alignment with TA skills
• Role clarification via meaningful job
  descriptions
• TA performance evaluation
• Adequate planning time/communication strategies
  for instructional teams
• TA assignment based on student need in way to
  promote achievement, independence inclusion

7
Research Rhode Island Study

• Respondents - TA Contacts
• 9 HR
• 9 Pupil Personnel/Special Education
• 6 Superintendent/Asst.
• 5 Finance/Business Manager
• 4 Collaborative Directors/Coordinators
• 2 Asst. Dir., NW Special Ed. Collaborative
• 1 Various
• TA Contacts Listing on Website - Networking
  Webpage

8
Research Rhode Island Study

• Data on TA Assignments
• 3031 Instructional TAs (89)
• 68 serve children with disabilities
• Rest in general education, Title I or other role
• 294 Non-Instructional TAs (9)
• 73 Other Paraprofessionals, e.g., job coach,
  therapy assistant, nursing assistant (2)
• ? 3398 Total TA/Paraprofessional FTE positions

9
Research Rhode Island Study

• Data on Instructional TA Qualifications
• 433 (14) 2 years (48 credit hours) or more
  college
• 461 (15) Associate degree or higher
• 827 (27) Passed ParaPro Assessment
• 1315 (43) Need to meet qualifications by 2006
• 782 (59) TAs in districts that offer ParaPro
  training Internet-Based ParaPro test.
• 533 (41) remaining TAs can access ParaPro
  training through another district or
  collaborative.

10
Research Rhode Island Study

• Policy Practice Supports for TAs
  Instructional Teams
• 67 - guidelines for deciding when TA needed for
  child or class
• 85 - TA job descriptions
• 38 - routine process for orientating TAs in new
  assignments
• 41 - training/strategies to help teachers work
  with TAs
• 44 - support instructional teams including
  planning time
• 59 - evaluate TAs in a way that supports
  professional growth
• 82 - PD for TAs
• 56 - requirements and/or incentives for TA PD
• 85 - TAs participate in PD with teachers
• 64 - support TAs preparing for ParaPro
• 51 - support TAs taking ParaPro
• 11 - some type of career ladder for TAs

11
Resources at www.ritap.org/ta

• Report of TA Practices in RI School Districts
  Related Agencies
• TA Contacts in School Districts Related
  Agencies

12
Legal Requirements Instructional TAs

• Definition Provide instructional support or
  other direct services re schools curriculum to
  students (/or their parents/legal guardians)
  under supervision direction of classroom
  teacher or other appropriately certified
  professional staff.
• Qualifications
• Good Character
• High School Diploma or General Equivalency
• TA Training Program (If hired after 1/1/99)
• 1 of 3 of following for new hires after 1/8/02
  by 1/8/06 if hired prior to 1/8/02
• 2 years higher education
• Associate degree or higher
• Assessment (ParaPro is state assessment local
  portfolio allowed if equivalent to associate
  degree knowledge/skills)

13
Legal Requirements Non-Instructional TAs

• Definition Employed as translators, solely
  involved in parental involvement activities,
  solely in non-instructional roles or other
  non-instructional direct services to students
  (/or their parents/legal guardian) under the
  supervision direction of the classroom teacher
  or other appropriately certified professional
  staff.
• Qualifications
• Good Character
• High School Diploma or General Equivalency
• TA Training Program (If hired after 1/1/99)
• Proficiency in English language other than
  English if serving as translator for ESL students

14
Legal Requirements Other Paraprofessionals

• Definition Paraprofessionals other than TAs
• - Physical Therapists
• - Speech/Language Pathologists
• - Occupational Therapists
• - Job Coaches
• - Others
• Qualifications
• As recognized by RIDE, e.g., therapy assistants

15
Legal Requirements State Standards

• RIDE Approved TA Training Programs Address
  Competencies Associated with 4 Standards
• Professionalism in Communication Collaboration
• Instructional Opportunities
• Learning Environment re behavior
• Health, Safety Emergency Procedures

16

• Legal Requirements State Guidelines
• TAs Working with Students Who Have English as a
  Second Language
• TAs Working under the Supervision of a Classroom
  Teacher with Students with Speech/Language
  Impairments
• TAs Who Support Students with Behaviors that
  Interfere with Learning and/or Relationships
• Instructional Teams, Supervision Performance
  Evaluation Related to TAs

17

• Legal Requirements Implementation Strategies
• Form Job Qualifications Committee
• Offer RIDE Approved TA Training Program or link
  with one
• Provide ParaPro training, tutoring, training
  resources financial supports
• Offer Internet-Based ParaPro or link with
  district or collaborative that does
• Routine information resource sharing emails

18

• Legal Requirements Resources at www.ritap.org/ta
• Summary of legal requirements re TA
  qualifications
• State Standards Guidelines
• QA
• Linkage to federal regulations paraprofessional
  guidance
• Para Pro Resources
• RIDE Approved TA Training Programs Information
  (Pre-Employment Training)

19
Instructional Team Model Requirements/Guidelines

• A model of instructional collaboration
• Underscores perception of TAs as partners on
  Instructional Team
• Recognizes that ALL staff are valued professional
  colleagues
• Address day-to-day team operation

20
Guidelines Instructional Team

• Composition
• Team Roles Responsibilities
• Instructional Team Supports (including
  Professional Development PD)

21
Roles Responsibilities of Individual Team
Members

• Clear distinctions between teacher teacher
  assistant roles established
• General roles guided by job description - then
  further specified to address student needs
  maximize team preferences talents
• Right hand know what left hand is doing, why
  progress being made
• ESL issues

22
Differences in Roles and Responsibilities

• Teachers
• Design, implement,evaluate instruction
• Collaborate with families
• Consult with colleagues
• Plan programs
• Participate in meetings to develop IEPs
• Carry out classroom administrative tasks

• Coordinate TA work
• Set goals plans
• Schedule assign duties within classroom or
  team
• Direct monitor day-to-day performance
• Provide feedback
• Provide job-embedded/on-the-job training.

23
Differences in Roles and Responsibilities

• Teacher Assistants
• Perform informal assessment activities
• Observe/record information of student
  performance
• Assist with instruction
• Assist with behavior management
• Provide off-site community-based opportunities
  for students

• Facilitate inclusion of students with
  disabilities into general education Assist
  students achievement outside of classroom
• Practice standard health care precautions
• Monitor playgrounds, lunchrooms,etc.
• Assist with follow-through for related services
• Maintain student family confidentiality.

24
Instructional Team Planning

• Common Planning Time
• Scheduled routinely each week
• Specific agenda
• Task assignments
• Follow-up
• Outcomes
• Options for Finding Planning Time
• District building administrators play critical
  role

25
Instructional Team Implementation Strategies

• At beginning of school year, instructional teams
  (a) review TA job description clarify roles
  (b) develop goals PD plans re TA assignment 
• TAs attend IEP meetings
• Grade level TAs work with same teachers
• Regularly scheduled team meetings
• Train teachers TAs on effective teamwork
• Encourage teachers TAs to attend training

26
Instructional Team Resources at www.ritap.org/ta

• Standards Guidelines
• Worksheets for Needs Inventory, Job Descriptions,
  Skills/Confidence Inventory Work Style Analysis
  Comparison - Materials align with State
  Guidelines
• Portfolio Prototype
• Annotated Bibliography of Numerous Publications
  Training Modules - many available on loan in RI

27
Job Description Requirements

• Identify job-specific duties/competencies needed
  for the assignment
• 2-tiered job description recommended in state
  guidelines
• Tier 1 Core job description(s) established at
  district level
• Tier 2 Defined roles responsibilities
  established by the instructional team that may be
  unique to that specific position

28
Job Description Typical Duties

• Perform informal assessment activities
• Observe and record information of student
  performance
• Assist with instruction
• Assist with behavior management
• Provide off-site community based opportunities
  for students, if appropriate to job assignment
• Facilitate inclusion of students with
  disabilities in gen. Ed.
• Assist students achievement outside of
  classroom, e.g., computer lab, library
• Knowledge practice standard health care
  precautions
• Monitor playgrounds, lunchrooms, etc.
• Assist with follow-through for related services,
  e.g., speech/language therapy, OT, PT
• Maintain student and family confidentiality.

29
Job Description Typical Areas

• ? Position/Title
• ? Reports to (Evaluator of Job Performance)
• ? Immediate Supervisor (for day-to-day work)
• ? Job Goal/Result/Purpose/Essential Function
• ? Qualifications
• ? Other Job Requirements
• ? Duties/Performance Responsibilities/Essential
  Functions
• Work Year/Terms Conditions of Employment
• Evaluation and Supervision Methods

30
Job Description Implementation Strategies

• Convene work group
• Use existing job descriptions related locally
  identified resources
• Use resources available on or through TA website.

31
Job Description Resources at www.ritap.org/ta

• State Standards Guidelines
• Examples of RI Job Descriptions
• Job Description Format
• Supports for Job Description Development
• Annotated Bibliography
• Worksheets
• National Skill Standards

32
Considerations for TA Assignment Requirements

• IEP Driven for Students with Disabilities
• RI AdultChild Ratios for Students with
  Disabilities re TA Use
• TA Knowledge Skills
• TAs Working with ESL Students
• TAs Who Support Students with Behavior that
  Interferes with Learning /or Relationships

33
Considerations for TA Assignment Implementation
Strategies

• Decision-Making Model for Natural Supports /or
  Supplementary Aides or Services
• Part of IEP Development
• For any student with special needs

34
Considerations for TA Assignment Implementation
Strategies

• Professional/Program/Student Needs Inventory
• Use for aligning TA assignment with TA strengths
  program student needs
• Use on group or individual basis
• Student Contract Form
• Use to promote student achievement, independence
  inclusion including decisions about TA when TA
  support is is not needed

35
Considerations for TA Assignment Implementation
Strategies

• TA Assignment Options include (not limited to)
• 11 for all or most activities
• Different TAs work with student in different
  classes, activities or skill areas
• TA works with groups of students
• Assignments
• Short or long term
• Adjusted as needed based on student progress/need
• Each with potential benefits drawbacks
• Bottom line - Assignment merits careful
  consideration related to student need

36
Considerations for TA Assignment Resources at
www.ritap.org/ta

• State Standards Guidelines
• Decision-Making Model for Natural Supports /or
  Supplementary Aides or Services
• Worksheet Professional/Program/ Student Needs
  Inventory
• Student Contract Form
• Annotated Bibliography

37
Orientation of TAs Requirements

• State Guidelines
• Overview of students strengths challenges
• Introduce staff
• Review school policies procedures
• Review roles responsibilities
• Identify work styles skills of teacher TA
  develop team approach
• Identify position-specific duties, building on
  job description

38
Orientation of TAs Implementation Strategies

• 2 Tiered Orientation Process
• Back to School In-Service
• District Handbook
• Exiting incoming TA meet/shadowing
• Buddy/TA Mentor
• Meeting with administrator

39
Orientation of TAs Resources at www.ritap.org/ta

• State Standards Guidelines
• Portfolio Prototype
• Annotated Bibliography
• Instructional Assistant Handbook by Baltimore
  County Instructional Assistants Clerical
  Employees, etc.
• Paraeducator Mentor Program by Washing Education
  Association

40
Professional Development Requirements

• Law - Ongoing PD for TAs.
• Law - Districts/employers must maintain records
  of TA training for the work assignment
  continuing education relevant coursework plus
  documentation of TAs meeting legally required
  qualifications
• Guidelines
• Instructional Team Supports
• On-the job training
• Individual professional development plan

41
PD Implementation Strategies

• Team PD on content effective teamwork/TA use
• Various state federal funds can be used
• Tuition reimbursement
• Cross program visitation
• Mentor teams for beginning teams
• District or school network/study teams
• Professional organization, state local
  training, including training for teachers when
  appropriate
• Attending training as teams
• Paid release time for TAs to attend training
• Minimum requirements for TA PD (x hours per year)
• Using email to keep TAs up-to-date

42
PD Resources

• RIDE Affiliated PD
• Regional Teacher Assistant Networks
• Specialized Training Opportunities
• Working with Students Who Have Speech/language
  Impairments
• Supporting Students with Behaviors that Interfere
  with Learning and/or Relationships
• Other
• Free Low Cost Training Opportunities in RI
• Paraeducator Learning Network (PLN) by Master
  Teacher

43
Career Ladder

• District Strategies
• TAs encouraged to continue education
• Provide reimbursement for training
• Chance to interview for open positions/promote
  from within
• May take leave of absence for training or to
  accept another position (promotion) in district
  on trial basis.
• Move up a step each year.
• CCRI Supports
• Field Placements for Persons Who are Working in
  Field
• Portfolio Assessment for Credit for Prior
  Learning
• Credit for RIDE Affiliated Training
• Flexible Course Offerings
• Career Advancement Supports at RIC for TAs Who
  Want to Become Special Education Teachers

44
PD Resources at www.ritap.org/ta

• State Standards Guidelines
• Worksheets
• Paraeducator Skills/Confidence Inventory
• Paraeducator Growth Development Plan
• Annotated Bibliography - Numerous training
  modules related materials available on loan
• Training Opportunities Information

45
Supervision Requirements

• Law - TA performs duties under the supervision
  direction of the classroom teacher or other
  appropriately certified/ licensed staff
• RI Guidelines Definition - Supervisor is the
  instructional team leader/person(s) from whom TA
  takes instructional program direction - in most
  instances the teacher

46
Guidelines for Supervision

• Orientation for TA Role on Instructional Team
• Management of Schedule/Delegation
• On-the-Job Training
• Management of the Work Environment
• Encouragement of Professional Behavior

47
Supervision Implementation Strategies

• Regularly scheduled common planning time
• Common use of teachers plan book
• Message center
• Data/charts of student progress
• Communication long/notebook
• Train teachers on how to work with TAs
• Periodic meetings, e.g., special education
  directors, grade level, etc.
• Team develops strategies with administrative
  support

48
Supervision Resources at www.ritap.org/ta

• State Standards Guidelines
• Various Worksheets
• Annotated Bibliography - Numerous books to borrow
  or purchase

49
Performance Evaluation of TAs Requirements

• RI Guidelines distinguish from supervision
• Typically conducted by building principal or
  other administrator
• Include input of supervisor TA

50
Guidelines for Performance Evaluation

• Standards for Evaluation - linked to state
  standards /or job description
• Styles of Evaluation - Choose from various format
  options
• Individual PD Plan - Link evaluation to PD

51
Performance Evaluation Implementation Strategies

• Guidelines Evaluation Format Options
• Self-evaluation
• 360 Degree Feedback
• Checklists
• Paired Interviews/Surveys
• Conferencing
• Observation
• Portfolios

52
Performance Evaluation Implementation Strategies

• Annual evaluation
• Performance-based
• Identify expectations at beginning of year based
  on
• job description
• team meeting /or
• goal setting

53
Performance Evaluation Resources at
www.ritap.org/ta

• State Standards Guidelines
• Worksheet Paraeducator Performance Rating
• Annotated Bibliography - Numerous books to borrow
  or purchase

54
Effective Use of Teacher Assistants Module
Orientation Exercise

• Pre- post module test
• Open book assignment used in conjunction with
  access to Teacher Assistant website followed by
  discussion of learnings

55
Guided Discussion

• Generic set of questions to use/adapt
• For each module section
• For module as a whole

56
Bibliography

• Many of these resources
• appear on Annotated Bibliography
• available on loan

57
?About the Authors

• Developers
• Peggy Hayden (peggy_hayden_at_ids.net)
• Ann Marie Dubuque (adubuque_at_providence.edu)
• Funded by the RI Department of Education
• Support from
• RI Technical Assistant Project (RITAP) at RI
  College
• RI State Improvement Grant (RISIG) at Paul V.
  Sherlock Center on Disabilities at RI College