Supporting Paras Through Mentoring
(Self-Paced MODULE)
This module is designed for any educator who may serve as a mentor to a paraeducator ( interventionists, general education teachers, pupil services directors – anyone in a position to supervise and/or coach paraeducators, and experienced/lead paraeducators).
It explores foundational principles of mentoring, informed by an understanding of adult learning and the many and varied roles of paraeducators.
Topics explored include relationship building, differentiated communication approaches, feedback, professionalism/professional growth, formative assessment, and observation as a tool for ongoing professional growth.
The module is organized sequentially, but individual units may be completed on their own. Each unit presents information and activities relating to a key element of effective mentoring. Effective mentoring is defined as a collaborative, protected relationship which supports mutual growth. Research has shown that effective instructional mentoring is the cornerstone of improving educator effectiveness, which in turn is the cornerstone of improving student achievement.
*Note: Some of the materials in the module refer to paraeducators as “paraprofessionals.” Many districts and school organizations use the terms interchangeably.
Supporting Paras Through Mentoring
(Self-Paced MODULE)
There are 6 units. Each includes a variety of learning activities:
Make real life connections… through scenarios and reflective exercises.
READ… an overview that summarizes the major ideas presented in the unit
WATCH… a slideshow that presents relevant information in a varied format.
ENGAGE… with specific content that supports and strengthens your understanding.
- REFLECT… on how you can put this knowledge to work in your role.
Get introduced to relevant online resources… many of the units also include documents providing links to relevant on-line resources.
The Core Competencies for Special Education Paraeducators from the Council of Exceptional Children (CEC) provide a structured framework for ensuring that paraeducators are adequately prepared to support students with disabilities in various educational settings. By focusing on the four key areas of collaboration, assessment, social/emotional/behavioral development, and instruction, these competencies align with the High Leverage Practices (HLPs) for special educators. These practices are critical for fostering effective, inclusive educational experiences for all students.
By completing the module, administrators and educators who support paraeducators will work towards helping paraeducators achieve the core competencies improving their skills and knowledge as they learn how to work closely with teachers, administrators, students, parents, and related services personnel to implement individualized instructional supports for students.
The following core competencies are used as the base of this module and a means for educators and administrators who support paraeducators to guide paraeducators growth.
| K 7.1 | Purpose of effective teamwork to improve student outcomes |
|---|---|
| K 7.2 | Communication styles and strategies for problem-solving and decision making |
| Establish and maintain professional, collegial, and appropriate relationships with school personnel, students, and their families | |
| S 7.2 | Communicate effectively with school personnel, students and their families as determined by the instructional team |
|---|---|
| S 7.3 | Attend meetings and participate with other team members |
We have also based this module on the following High Leverage Practices for those who support children with specific disabilities. Learn more HERE
HLP 1
Collaborate with professionals to increase student success.
HLP 2
Organize and facilitate effective meetings with professionals and families.
HLP 3
Collaborate with families to support student learning and secure needed services.
Time to Complete in Full: Approximately 6 hours
This Module has 7 units and 43 lessons on a variety of topics organized by subheadings that connect to what administrators and educators who support paraeducators need to know to when collaborating and mentoring them.
This module is designed for educators and administrators who mentor and support paraeducators. We suggest that it would be best inservice or novice educators to take this course as part of their entry into the field of inclusive education settings because as part of their role as a lead educator they will most likely work hand in hand with paraeducators, mentoring and guiding them.
Some OPEPP partnering districts create professional learning communities (PLCs) where educators and administrators who support paraeducators meet up regularly to share what they have learned from the OPEPP module. This is a productive practice that has increased engagement in their professional development.
Your team of educators can use the reflections after each unit to summarize their learning and ideas and come together to grow in understanding of best practices.