Providing administrative support for classroom paraeducators: What's a building administrator to do?

Rural Special Education Quarterly, Summer 2002 by Riggs, Cathryn G

Abstract

A growing number of paraeducators are employed in America's schools. Paraeducators are valuable members of the education team, especially as some districts face a growing shortage of certified special education teachers and others struggle to address issues relating to inclusive education programs. This article focuses on describing what building administrators can do to support paraeducator staff, particularly those who are employed to facilitate inclusive instruction. A brief overview of the changing roles of paraeducators is followed by a definition of "administrative support" in terms of the importance of responsibilities, relationships and respect. A list often specific suggestions for providing administrative support for paraeducators at the school building level is supplied.

If I only knew what they wanted me to do!" Rob exclaimed, "Then I would try to take care of it before there gets to be an issue." "They" are the growing number of paraeducators who are assigned to his school, most of whom work in general education classrooms to facilitate inclusive programs for students with identified special education needs. Rob realizes that both paraeducators and teachers look to him for leadership concerning how to effectively utilize paraeducators in general education settings. Rob wants to provide the necessary administrative support, but he is at a loss to define what that support might entail.

In my work as a consultant to local school districts, I often encounter administrators who voice Rob's frustration. Building administrators are prepared to supervise and support the professional staff members who are assigned to them, but prior to the emphasis on inclusive programs, paraeducators generally worked with, and were supervised by, special education administrators. With increasing numbers of paraeducators assisting in general education classrooms and settings, building administrators find themselves with the additional responsibility of supervising and supporting these essential staff members.

With over fifty years of employment in public schools, paraeducators are not new members of the school community. Over time, as increasingly diverse students enrolled in public schools, the ranks of paraeducators swelled. Over 500,000 people are now employed in paraeducator positions in public schools (Hofmeister, Ashbacker, & Morgan, 1996: Pickett, 1996). The growing need for paraeducators to provide services for students is particularly evident in rural schools where there is a growing shortage of teachers and related services personnel (Hofmeister et al., 1996). In districts where itinerant teachers must travel great distances between schools paraeducators extend the services of the certified personnel (Palma, 1994)

The responsibilities assumed by paraeducators are changing, too. Initially, paraeducators assumed some of the non-teaching duties of the classroom to enable teachers to concentrate their efforts on instruction (Gartner, 1971; Pickett, 1996). Although paraeducators still report that they assist with routine duties (e.g., cafeteria, bus, and playground supervision), and providing clerical support for teachers and administrators (Miramontes, 1990; Mueller, 1997; Pickett, Vasa & Steckelberg, 1993; Riggs, 1997), currently, paraeducators spend the majority of their time engaged in instructional tasks with students (French & Pickett, 1997; Mueller, 1997; Passaro, Pickett, Latham & HongBo, 1994; Pickett, 1999). Rural schools may rely on paraeducator staff to assist with direct instruction even more heavily than urban areas due to shortages in certified personnel and the need to provide services to a low density, but sometimes highly needy population (Palma, 1994). Including more students with disabilities in general education classes is one of the main reasons for the expansion of paraeducator roles (Giangreco, Edelman, Luiselli & MacFarland, 1997; Hoover, 1999) as teachers report that one of the essential factors to consider in order for inclusive programs to be successful is additional assistance for them in the classroom (Wolery, Werts, Caldwell, Snyder, & Lisowski, 1995).

Paraeducators who facilitate the inclusion of students with disabilities in general education classrooms often find themselves on the "front line," assisting with a variety of direct services for students. Paraeducators work with special educators and related service providers, but they are also part of the "mainstream" of general education, spending the majority of their time in general education settings along side of general education teachers. They often support children with disabilities in special subject areas such as art, music, and physical education. The growing numbers of paraeducators, along with their increased role in general education, has forced building administrators to be more concerned with how to effectively integrate paraeducators into their school communities.

Administrators are critical to establishing effective educational programs and providing leadership in their schools (Vasa & Steckelberg, 1997) and the importance of administrative support in developing effective inclusion programs is clearly documented (Janney, Snell, Beers, & Raynes, 1995; Morgan, & Demchak, 1998; Villa & Thousand, 1990). Providing specific support for paraeducators is an important component of this administrative role. As the educational leaders for their buildings, administrators must determine what support they can and should provide. The challenge often lies in the fact that building administrators are unsure of their role in supporting paraeducators.