The role of paraeducators in schools has been evolving over the last decades. The article: “Paraeducators: The Evolution in Their Roles, Responsibilities, Training, and Supervision” by Anna Lou Pickett describes the causes and effects of those changes.
Pickett highlights several factors contributing to the increasing complexity of paraeducators’ roles, including the inclusion of more students with learning challenges in general education classrooms and a growing teacher shortage. Decades of federal legislation aimed at ensuring all students have access to free and appropriate public education have expanded the responsibilities of paraeducators. These professionals work in diverse educational settings, such as early childhood, general and special education classrooms, and Title 1 programs, under various titles, including paraeducator, teacher aide, and transition trainer.
Their primary responsibilities involve assisting teachers or licensed professionals in delivering instructional services and supporting student needs. This role has evolved from routine tasks like supervising recess or duplicating materials to more complex duties directly linked to instruction and student support, as research over the past two decades has shown.
Pickett notes that while paraeducators still perform routine tasks, they are now actively involved in all aspects of instruction and related services. Research shows that most paraeducators, under teacher or specialist supervision, engage in activities such as:
- Supporting individual and small group instruction
- Implementing behavior management plans
- Assisting with assessments and documenting learner performance
- Helping maintain safe, organized learning environments
- Involving parents in education
- Aiding in services for students with disabilities
- Participating in meetings for developing educational plans (IEPs, IFSPs, ITPs).
Pickett concludes that despite the evolving roles of paraeducators, training and support have lagged behind. Paraeducator training is often unstructured, unstandardized, and not competency-based. Additionally, teachers are not adequately trained to supervise and support paraeducators in these expanding roles.