TRANSITIONING FROM TEACHER'S
AIDE TO PARAEDUCATOR

The increased use of paraprofessional staff in education across the United States has been well documented, as has the change in their role from largely clerical to instructional duties. Their role requires considerable skill in areas which traditionally have been the domain only of professional staff. Simply put, they are no longer just support personnel.

This has led to the gradual adoption of a new title, "paraeducator" - equating them with paralegals and paramedics and distinguishing them from other paraprofessional staff who work in related services rather than direct instructional settings.

Although paraprofessional staff have been employed in education for several decades, it is this role change which has led to not only a title change, but also a reconsideration of the conditions and responsibilities associated with their employment. What exactly should their role be? What training should they receive for that role? To whom are they responsible? What standards should they be required to meet? Recently, additional questions have emerged: What training do the teachers who supervise their work need? And what of the need for training in teamwork and collaboration for both teachers and paraeducators?

These are common concerns across the nation - and in California. The name change from "teacher's aide" to "paraeducator" is a small step in recognizing the increase in higher level instructional duties. The California Paraeducator Conference, and how it addresses related issues and concerns, is another step in changing the perception of paraeducators and their work.

What training should they receive for that role? Will online degree programs, such as taking business classes online, suffice as training?

Source: California School Employees Association