Analysis of state standards for paraprofessionals - Statistical Data Included

Journal of Instructional Psychology, Dec, 2001 by Elizabeth W. Beale

Standards specify the knowledge, skills, and abilities that are needed to successfully perform in the workplace (Washington State, 1995, June). According to the American Federation of Teachers (AFT), standards "define the role and responsibilities of instructional paraeducators, set criteria for basic skills required for entry into the profession, specify appropriate pre- and inservice training, and identify advanced skills for permanent certification" (http://www.aft.org/psrp/standards/foreword.html, p.1).

Various training initiatives (NJCLD, 1999; CEC, 1999; National Resource Center for Paraeducators, 1999) have developed competencies that are used to develop a core curriculum and instructional materials for paraeducators. Basic competencies identified by the AFT are divided into four areas: (a) Content Knowledge, (b) Thinking Skills, (c) Interpersonal Relations/Human Relations, and (d) Personal Qualities. A fifth competency addresses basic skills for Advanced Training.

Exceptional Children (CEC) Knowledge and Skill Statements provide states with guidelines to consider when adopting standards. These standards have also served as a basis for training of paraeducators in special education settings. The first set of national standards developed by CEC identified the knowledge and skills needed by paraeducators working with students with exceptionalities (cite http://www.cec.sped.org/ ps/parastds.htm). These competencies, many of which are based on the goals of inclusive practices, include training in skill areas and modification of curriculum and activities. The recommended competencies may serve as a basis for the development of state standards and guidelines.

Figure 2. States with Mandated Standards

California
Georgia  *
Iowa
Kansas
Kentucky
Maine *
Maryland
Michigan
New Hampshire *
New Mexico *
New York *
Ohio *
Oklahoma
Rhode Island
Texas *
Vermont *
Washington
West Virginia *
Wisconsin

*  States require license

(National Education Association, 2000)

Status of Certification

States that have recognized the importance of developing core competencies, as well as specialized competencies that are based on knowledge and skill standards, use these for establishing certification or licensure requirements. Requirements for certification not only establish standards for basic skills, but delineate those skills associated with various jobs and levels of responsibility.

Certification systems are in place in 13 states; standards and guidelines have been implemented or introduced into legislation in 12 states. (AFT, 2000; Hill, C. 1999). Still others have licensure requirements (figure 3). During the 1998-1999 legislative years, legislation for certification was either introduced or passed in seven states: California, Connecticut, Florida, Illinois, Maryland, Michigan, Virginia. These requirements recognize the need for guidelines to employ and train paraeducators.

Figure 3. States with Licensure Requirements

Alabama
Delaware
Florida
Illinois
Missouri
Wisconsin *

* Special education only

(National Education Association, 2000)