A Blueprint for Action: Paraprofessionals

V: Paraprofessionals

Preamble: Recognizing that highly skilled, knowledgeable, and actively engaged paraprofessionals can be an integral part in ensuring that Black children attain the necessary academic and social skills to achieve the goals set forth in this blueprint, we commit to:

ACTION ITEMS IMPLEMENTATION ACTIVITIES

A. Encourage school districts to plan and provide professional development and career opportunities for paraprofessionals. 1. Seek "career ladders" that will provide a system of career options which afford paraprofessionals opportunities for professional growth in order to improve learning opportunities for students.

2. Participate in ongoing inservice training and opportunities for paraprofessionals to enhance their skills, knowledge and abilities.

3. Accept additional responsibilities and duties to acquire additional skills.

4. Participate in the development of incentives and support so that paraprofessionals will be encouraged to choose upward mobility and may choose to enter the teaching profession or other education-related fields.

5. Encourage policy makers at the federal, state, and local levels to set policies that support the development of standards for certification and licensing for paraprofessionals.

B. Seek opportunities to collaborate as viable team members with school staff (I e., classroom teachers, consultants, guidance counselors, other school related personnel, administrators). 1. Understand the essential roles of paraprofessionals in the classroom and in the school.

2. Request time on a weekly basis to discuss and plan reaming strategies for students with the appropriate members of the staff.

3. Collaborate, plan and implement appropriate individual and/ or small group tutoring activities/lessons for students in need of assistance.

C. Utilize, talents, and skills to support student learning and social integration into the schooling process. 1. Identify your special interests, skills, and training.

2. Confer on a daily/weekly basis regarding the scheduling of activities that support student academic achievement.

3. Set goals that are specific, achievable, and measurable.

D. Recognize and understand that paraprofessionals are viable resource links to the community. 1. Assist parents in building community support and resources.

2. Identity and utilize the relationships with community groups (i.e., Girl Scouts, Youth Groups, Community Action Programs, etc.).

3. Focus on the role as a liaison connecting the culture of me community and the culture of the school.

E. Ensure that the school and the district optimize paraprofessional relationships with students. 1. Become neighborhood mentors and role models for students.

2. Encourage school policies (I.e., discipline codes) that give full recognition and support of paraprofessionals when they are assigned to supervise students.

3. Serve as tutors for individual students and small groups when planning instructional activities for the classroom.

4. Participate in prescribed reinforcement activities for students.

5. Participate in planning activities for identified students.

6. Collaborate, confer and report regularly to appropriate staff members on student progress so successes are measured and areas of needs are addressed in order students to achieve success.

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NCEBC: National Council on Educating Black Children
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ACTION ITEMS	IMPLEMENTATION ACTIVITIES
A. Encourage school districts to plan and provide professional development and career opportunities for paraprofessionals.	1. Seek "career ladders" that will provide a system of career options which afford paraprofessionals opportunities for professional growth in order to improve learning opportunities for students. 2. Participate in ongoing inservice training and opportunities for paraprofessionals to enhance their skills, knowledge and abilities. 3. Accept additional responsibilities and duties to acquire additional skills. 4. Participate in the development of incentives and support so that paraprofessionals will be encouraged to choose upward mobility and may choose to enter the teaching profession or other education-related fields. 5. Encourage policy makers at the federal, state, and local levels to set policies that support the development of standards for certification and licensing for paraprofessionals.
B. Seek opportunities to collaborate as viable team members with school staff (I e., classroom teachers, consultants, guidance counselors, other school related personnel, administrators).	1. Understand the essential roles of paraprofessionals in the classroom and in the school. 2. Request time on a weekly basis to discuss and plan reaming strategies for students with the appropriate members of the staff. 3. Collaborate, plan and implement appropriate individual and/ or small group tutoring activities/lessons for students in need of assistance.
C. Utilize, talents, and skills to support student learning and social integration into the schooling process.	1. Identify your special interests, skills, and training. 2. Confer on a daily/weekly basis regarding the scheduling of activities that support student academic achievement. 3. Set goals that are specific, achievable, and measurable.
D. Recognize and understand that paraprofessionals are viable resource links to the community.	1. Assist parents in building community support and resources. 2. Identity and utilize the relationships with community groups (i.e., Girl Scouts, Youth Groups, Community Action Programs, etc.). 3. Focus on the role as a liaison connecting the culture of me community and the culture of the school.
E. Ensure that the school and the district optimize paraprofessional relationships with students.	1. Become neighborhood mentors and role models for students. 2. Encourage school policies (I.e., discipline codes) that give full recognition and support of paraprofessionals when they are assigned to supervise students. 3. Serve as tutors for individual students and small groups when planning instructional activities for the classroom. 4. Participate in prescribed reinforcement activities for students. 5. Participate in planning activities for identified students. 6. Collaborate, confer and report regularly to appropriate staff members on student progress so successes are measured and areas of needs are addressed in order students to achieve success.