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Research has shown conclusively the significant value of high quality instructional mentoring in improving classroom practice of educators, and therefore, of improving student learning and growth. In recent years paraeducators have been given increasing responsibility for instruction – both within and outside of the classroom. Yet expanded support for paraeducators has not always accompanied the expansion of this role. The article linked in the page title will give you further insight into this issue.
In this unit, we will examine the benefits of mentoring support for paraeducators, which extend not only to the paras themselves but also to the mentor, the district, and, of course, the students!
Outcomes for Why Mentoring Unit:
- define mentoring support,
- discuss why paraeducators need mentoring,
- explore mentoring benefits for both paraeducators and the educators mentoring them,
- discuss the multitude of roles paras play and for which they may need support, and
- discuss who can provide mentoring support for paras.