A mixed‐method study of paraprofessional roles, professional development, and needs for training in elementary schools

Abstract

Paraprofessionals are critical school staff often responsible for students with or at risk for academic, behavioral, and social impairments. However, research on paraprofessional roles, professional development, and training needs is very limited. The present mixed‐method study seeks to fill this gap by examining the student populations served, paraprofessionals' reported work setting, available professional development, and training needs. In a sample of 215 paraprofessionals from 62 schools, results indicated that paraprofessionals deliver interventions and supports to individual and small groups of students, often serve students who exhibit disruptive classroom behavior, and students who are eligible for special education services. Work setting consists primarily of a single classroom (general or special education) with multiple students. Paraprofessionals reported receiving 1–2 h of workshop‐based professional development per year which is not job‐embedded in the classroom settings. Nearly all participants reported the need for additional training in one or more topic areas with behavior management strategies, the most frequently identified are of training need. Implications for practice are discussed.

Unpacking the social‐emotional health of education support professionals during the COVID‐19 pandemic

“…The inclusion of ESPs in SEL professional development and school‐wide assessments such as climate surveys will not happen unless intentional efforts are made to include these opportunities and engagement for ESPs. Varying contract and union parameters can minimize ESPs' access to professional development programming (Bisht et al, 2021 ; Wiggs et al, 2021 ), and offerings outside of the school day can come with additional wage requirements that disincentivizes districts to offer them (Deardorff et al, 2007 ; Kirk‐Martinez, 2011 ), conversely offerings outside of school work hours can disincentivize ESPs' involvement due to a high percentage who work a second job (37%; National Education Association, 2021 ) and other family commitments. Relatedly, school‐wide surveys are often administered during teacher preparation or development time/periods—time during the workday when ESPs are often covering students and/or not eligible or afforded the opportunity to participate.…”

Paraprofessionals' use of classroom management in a small‐group intervention

“…Paraprofessionals are often responsible for both small‐group instruction and classroom management (Gerber et al, 2001; Hauerwas & Goessling, 2008; Jones et al, 2021; Mowrey & Farran, 2021). The training and education level of paraprofessionals appears to vary (Friedman‐Krauss et al, 2019; U.S. Department of Health and Human Services, 2013), but evidence suggests they generally receive less training than teachers (Freeman et al, 2014; Sosinsky & Gilliam, 2011) and limited training on the use of classroom management strategies (Ratcliff et al, 2011; Stough & Montague, 2014; Wiggs et al, 2021). Although paraprofessionals play an important role in supporting children's development, previous research has not investigated the use of classroom management strategies by paraprofessionals.…”

“…Classroom management generally refers to any actions performed by an educator with the purpose of increasing students' engagement or learning, including encouraging positive student behaviors and correcting inappropriate student behaviors (Emmer & Stough, 2001; Sabornie & Espelage, 2023). Educators typically receive some training on the use of classroom management strategies (Floress, Beschta, et al, 2017; Freeman et al, 2014; Wiggs et al, 2021); however, educators indicate that this is an area of weakness (Shank & Santiague, 2022; Stough & Montague, 2014). The use of classroom management strategies is important because it socializes children to the behavior expectations of schooling.…”

Special Education Teacher-Delivered Training for Paraeducators: A Systematic and Quality Review

“…Although the law requires paraeducators to be trained and supervised by a licensed educator, no specifications are provided around the breadth, frequency, and rigor of such training and supervision (Individuals with Disabilities Education Improvement Act, 2004). In fact, previous studies with paraeducators, teachers, and administrators indicate the type and amount of training paraeducators receive to support students with disabilities is often inadequate, and in some cases nonexistent (Mason et al, 2021; Sobeck & Robertson, 2019; Wiggs et al, 2021; Zobell & Hwang, 2020). This creates a dubious legal and ethical situation where students with the highest need for evidence-based practices are paired with adults who are least equipped to implement them (Carter et al, 2009; Fisher & Pleasants, 2012; Riggs & Mueller, 2001).…”

“…Unfortunately, the most common form of professional development for personnel supporting students with disabilities in schools stops at didactic, lecture-style workshops (Brock et al, 2014; Douglas et al, 2019; Wiggs et al, 2021). Douglas and colleagues (2019) developed a rubric to evaluate extant paraeducator training packages and found that while topics covered in paraeducator training were primarily research-based, few packages included experiential training procedures such as modeling, direct observation, and coaching.…”