Critical Factors Affecting the Success of Paraprofessionals in the First Two Years of Career Ladder Projects in Colorado

Abstract

RESULTS Major ThemesThe three major social, academic, and financial program components discussed in this article provided support to paraprofessionals. The findings from focus group interviews revealed students' perspectives about how each component supported them in the community college.

Student-Initiated Study Groups for STEM Classes in Community College Settings

“…They have also proven a successful academic and social intervention strategy at non-residential community colleges (Goldberg, & Finkelstein, 2002). This is especially true for specific populations, such as English Language Learners who, at the community college level, often get stuck on the developmental education or ESL track never to transition to college level course work (Bernal & Aragon, 2004;Haselkorn & Fideler, 1996;Villegas & Davis, 2007;Rodriguez & Cruz, 2009). …”

Knowledge, Responsibilities, and Training Needs of Paraprofessionals in Elementary and Secondary Schools

“…Given the widespread and expanding use of paraprofessionals within special education, the need for effective training and supervision models is pressing. Promising approaches for equipping paraprofessionals may include onsite coaching and assistance (Clark, Cushing, & Kennedy, 2004), team-based trainings (Devlin, 2005), schoolwide planning efforts (Giangreco, Edelman, & Broer, 2003), summer institutes (Giangreco, Backus, CichoskiKelly, Sherman, & Mavropoulos, 2003), consultative models (Carter et al, 2007), and university partnerships (Bernal & Aragon, 2004). Such approaches may need to be combined into a multitiered staff development approach that combines strong orientation programs, clear and frequent direction from supervising staff, adequate time to meet and plan together, and ongoing professional development (Ghere & York-Barr, 2007;Wallace et al, 2001).…”

Growing Effective CLD Teachers for Today's Classrooms of CLD Children

“…As another example, the career ladder project in Colorado's successfulness for 34 paraprofessionals' first phase of the "ladder" was defined by a zero percent attrition rate in the program. These Coloradan candidates maintained a grade point average of 3.0 on general education coursework at the community college and completed their associate's degrees as part of the program (Bernal & Aragon, 2004). As with the Latino Teacher Project, the overarching goal of this second program was to produce and increase the number of qualified bilingual/English-as-a-Second-Language (ESL) teachers by establishing course pathways that led participants through community colleges, on to 4-year institutions, and ultimately to teacher licensure.…”

“…From the onset of the nontraditional, distance-delivered program, the Equity & Access Partnership leadership, faculty, and staff have remained constant. Bernal and Aragon (2004) asserted that such stability is crucial for supporting paraprofessionals' social, academic, and financial career ladder climbs in a teacher preparation program. Sustained leadership is additionally critical in maintaining and continually fostering the collaborative partnerships between the university and local school districts, as changes within administration require various transitions and time that may diminish the quality of the program (Heimbecker, Medina, Peterson, Redsteer, & Prater, 2002).…”

“…Direction from a mentor in terms of deliberate practice facilitates a novice's growth of effective teaching characteristics. Researchers, like Bernal and Aragon (2004), concluded that a strong mentoring program in which experienced teachers connect with paraprofessionals in authentic school settings to deliver content and pedagogy impacts the successfulness of the teacher preparation program. In this study, the grant leaders and project staff reflected upon lessons learned in earlier research (Lohfink, Morales, Shroyer, Yahnke, & Hernandez, 2011) and implemented timely on-site, explicit instructor support via small groupings.…”