Building Professional Capacity among Paraeducators through Onboarding

Abstract

Many studies have investigated the inadequacy of training and support for special education paraeducators, but few have examined prehire activities or recommended a comprehensive plan to train and hire paraeducators. This quantitative action research study of 267 special education paraeducators and special education teachers was conducted in a large urban school district to address the concern over paraeducators’ lack of knowledge and training and the need to consider these factors when hiring staff in public school districts. Based on themes from the literature and the expertise of an insider, the purpose of the study was to increase the understanding of the relationship between and the perception of the importance of organizational factors, employee knowledge, and training. Results showed that paraeducators are not adequately trained, prefer specific training topics, and recognize that factors and knowledge affect job performance. The researchers then created a formal institutionalized onboarding program for new hire paraeducators based on a change management model. Immediate implementation recommendations, along with an onboarding plan and checklist, are included for school districts and their human resource departments.