Paraprofessionals in Job Coach Roles

Abstract

The purpose of this article is to examine issues related to paraprofessionals in job coach roles for students with disabilities. Postschool outcomes of students with disabilities are partially dependent on the nature and quality of supports they receive during this critical time of transition in their lives. Although schools are increasingly relying on paraprofessionals to support students in school and community settings, including workplaces, there is growing concern about their lack of preparation and support. This article describes issues related to recruitment, retention, orientation, and training of paraprofessionals in job coach roles. In addition, roles and responsibilities, supervision, support, evaluation, and compensation issues are discussed in relation to school job coaches. Recommendations for improving practice are offered, which require an investment on the part of schools to ensure the provision of quality services and supports.

Considering Paraeducator Training, Roles, and Responsibilities

“…(French & Pickett, 1997). On-the-job training is still the norm in most states, leaving the responsibility of paraeducator training to the teacher or individual district (Rogan & Held, 1999). dents throughout the day.…”

“…Orientation before entering the classroom will help set the tone for the work environment (Ann G. Haggert Associates, Inc., 1993). Rogan and Held (1999) recommended an orientation process that includes philosophy, mission statement, culture and values, and clear roles and responsibilities, as well as expectations for performance. When a paraeducator begins working, provide a packet of practical information about the school, such as the following: • Start and end times.…”

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

“…With teacher supervision, paraeducators have become more involved in the instructional process, including small group instruction, assessment, and behavior management (Downing, Ryndak, & Clark, 2000;Marks, Schrader, & Levine, 1999;Rogan & Held, 1999). The participants in this study demonstrated that although paraeducators are increasingly involved in instruction, some are still fulfilling more traditional clerical roles, and this may not only impact their job satisfaction but also inhibit the development of their teacher efficacy and their potential for career advancement.…”

“…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.…”

TAPS: An Innovative Professional Development Program for Paraeducators Working in Early Childhood Special Education

“…Downing et al (2000) also report that paraeducators continue to be hired with no preparation with many paraeducators also indicating that they had no prior training or orientation to the job. On-the-job training for paraeducators is the norm in most states (Carroll, 2001;Rogan & Held, 1999). There are ample references in the literature citing a lack of training for paraeducators and that many paraeducators are not adequately trained to support children with disabilities (Carroll, 2001;Downing et al, 2000;Etscheidt, 2005;Fenner, 2005;Giangreco, Edelman & Broer, 2003;IDEA Partnerships, 2001;Pickett, Likins, & Wallace, 2002;Wallace, Shin, Bartholomay, & Stahl, 2001).…”