Recruiting Paraeducators Into Bilingual Teaching Roles: The Importance of Support, Supervision, and Self-Efficacy

Bilingual Research Journal, Spring 2006 by Sandoval-Lucero, Elena

Abstract

This mixed methods study examined the self-efficacy beliefs of paraeducators who became bilingual teachers and paraeducators who did not to explore the possibility that self-efficacy plays a role in paraeducators' career decisions. Data were collected through three sources: a survey, career goal statements, and interviews. Fourteen participants were included in the study. There were qualitative differences and significant quantitative differences between the two groups. Those who became bilingual teachers described work environments and duties that promoted the development of their teacher efficacy. Those who remained in the paraeducator roles described very different work environments. The study highlights the importance of clearly defining paraeducators' roles and responsibilities in ways that utilize their skills, abilities, and interests, and promote their career development.

Introduction

For the past decade, literature in the field of teacher recruitment and training has foretold of a teacher shortage for the beginning of the 21st century (Darling-Hammond, 2000) and suggests the need for as many as 2 million new teachers. Increasing enrollments, immigration, retirements, and attrition of current teachers are contributing factors to the need (Clewell & Villegas, 2001; Darling-Hammond, 2000). The field of bilingual education is in great need of highly qualified teachers (Darling-Hammond).

More recently, the literature on teacher supply and demand has shifted its focus from the shortage of new teachers to the retention of teachers. The National Commission on Teaching and America's Future (2003) noted that the teacher shortage is only a symptom of the real problem: teacher retention. They suggested that hiring unqualified and poorly prepared teachers who leave the profession quickly only exacerbates these high turnover rates. The shift to retention creates a stronger argument for focusing recruitment and training efforts on paraeducators. In an evaluation of the national Pathways to Teaching Careers program, Clewell and Villegas (2001) examined the retention rates of three groups of teacher recruits: paraeducators, returning Peace Corps volunteers, and unlicensed teachers. Of the three groups, paraeducators were the most likely to have chosen to work in urban or rural areas, more likely to remain in teaching more than 3 years, and were rated more highly by principals than other novice teachers (Clewell & Villegas). These findings, coupled with a renewed focus on retention of teachers to solve shortages, build a strong argument for investing in paraeducators as future bilingual teachers.

Background and Significance

Paraeducator roles have evolved from primarily clerical duties to primarily instructional roles (French, 1999; Rogan & Held, 1999). Recruiting paraeducators into teaching roles has many benefits for schools. Paraeducators who become teachers meet the needs of schools in many different ways. They are more diverse than the current teaching workforce and tend to be indigenous to the communities in which they work (Nittoli & Giloth, 1997; Smith, 2000). As a result, they add both linguistic and cultural diversity to the teaching workforce and understand the community served by the school (French & Pickett, 1997; Genzuk & Baca, 1998; Miramontes, 1990; Nittoli & Giloth, 1997; Rueda & DeNeve, 1999). In addition,, their work experience is mostly in fields with shortages such as bilingual and special education (Haselkora & Fideler, 1996). Finally, once they enter the teaching profession, they tend to remain in the field, reducing teacher attrition rates (Clewell & Villegas, 2001 ; Haselkorn & Fideler, 1996).

Paraeducators face many obstacles before they can enter teaching (Haselkorn & Fideler, 1996; Nittoli & Giloth, 1997). Many do not have education beyond high school, lack basic skills, and are unsure about their academic abilities (Aragon, 2003; Bernai & Aragon, 2004; Haselkorn & Fideler, 1996). The largest barrier is financial. Paraeducators cannot afford to give up a salary and benefits to attend school and they need help paying for tuition and books (Gordon, 1995; Haselkorn & Fideler, 1996). Many colleges do not offer flexible course scheduling or day care services that allow paraeducators to coordinate work, family, and school responsibilities (Gordon, 1995; Haselkorn & Fideler, 1996).

Yet, some paraeducators overcome financial, academic, and social obstacles to complete college and enter teaching. How are paraeducators who become bilingual teachers different from and similar to their peers who do not follow this career path? What influences their decision to become bilingual teachers? What goes into the decision making process? How do they come to believe that they can complete the necessary education and become teachers? This study examined the factors that influence paraeducators' transition to teaching by examining the differences and similarities between paraeducators who became bilingual teachers and those who remained in the paraeducator role.