K-8 Para Educator

Paraeducators play a very important role in the education for students with severe disabilities. In order for paraeducators to perform to their best it is essential that teachers train them properly. General education teachers ought to understand that paraeducators are looking to the teacher for leadership and management.

The authors went on to state that paraprofessionals “reported that they had some familiarity with the concept of self determined behavior for students with disabilities, with even lower levels of access to professional development opportunities pertaining to self-determined behaviors” (Lane, Carter, & Sisco, 2012, p. 246). Paraprofessionals are expected to play key roles in the education of students with severe disabilities, but they are not given the proper tools to complete this task successfully. Teachers, students and paraprofessionals would be greatly benefited if every person involved in the education of a child was properly trained.

Paraprofessionals and teachers play an important role in the success of children development. Typically, Paraprofessionals and teachers provide support and guidance in the classroom. When it was time for me to interview a Paraprofessional and teacher it was important to me to ask questions but also fully understand the answers that are given to me so that I can grow professionally when I became a paraprofessional or teacher. I asked both teachers the same questions and told them to elaborate on anything else they would like to discuss that goes on in the classroom. The role of the paraprofessional in the classroom environment is often imprecise and leaves too much room for clarification which can contribute to being frustrated in the role

I am very interested in the position of Learning Coach within USD 497. With experience in both K-12 and higher education, I have a very diverse skillset that reflects my passion to support students, teachers and administrators in the pursuit of improving teaching and learning. As an Instructional Coach (IC) for the Katy Independent School District (KISD) in Katy, Texas and a School Improvement Specialist (SIS) for the Spring Branch Independent School District (SBISD) in Houston, Texas, I experienced great success creating a positive and supportive work environment, guiding collaborative planning teams and refocusing instructional strategies that eventually led to improved test scores and learning outcomes. In both of these positions, I successfully

One-million-dollar question: Have you ever heard the saying that something is better than nothing? I heard that adage during the early 80’s and the motto still exists today. In fact, I applied those words to my career change when I had grown bored of plucking my keyboard every day.

After struggling with the department of education and guiding my son through the right path, I decided to become a paraprofessional for children with special needs. I absolutely love my job. Being able to help other children by accommodating their needs is a true blessing. Providing children with the tools necessary so they can accomplish given goals and expectations according to their specific needs makes me feel like a successful assistance. I have learned to be patient, understandable and resourceful for both children and families in my classroom.

There are a couple of different requirements that are necessary for those who work as paraprofessionals in varying capacities within formal school environments. Essentially, these qualifications mandate that such professionals have fulfilled one of the following three obligations. These educators must have either finished no less than two years of postsecondary study, earned an associate's degree (which typically requires two years of fulltime study) or a degree higher than an associate's degree, or have fulfilled a "formal state or local academic assessment" that demonstrates they have learned and are competent in the essential skills required to provide students instruction in the vital areas of writing, mathematics, and reading. This information is entailed in the Qualifications of Paraprofessionals section of the "No State Left Behind: The Challenges and Opportunities of ESEA 2001" website page.

Working as Paraeducator can have its ups and downs. It is great to see children grow, learn, and understand what is being taught, but there are always challenges that come along the way. In my life I found that are many stresses that occur on a daily basis at my job, and I have to combat them to stay sane. Throughout an ordinary day there are the typical stress related symptoms, reaction patterns, and coping techniques that I need to do to help me alleviate stress. In order to understand the different stresses in my workplace it is best to look at the various symptoms signs that may occur.

My name is Wendy Thrane and I would like to take this opportunity to express my interest in becoming a substitute teacher within the Lawndale Elementary School District. I graduated with honors from the California State University of Dominguez Hills, earning a Bachelor of Arts degree in Liberal Studies with an English Literature emphasis. Once I received my BA degree, I continued to attend California State University, Dominguez Hills and obtained my teaching credential.

After carefully reading the job’s announcement, I consider I meet all the requirements described. For instance, I have over three years of experience working with children with special needs as an adaptive physical educator (APE). As an APE, some of my responsibilities required to conduct assessments, educational interventions, and meet with parents or guardians to ensure students were acquiring the skills

At the end of this school year I will have worked in a public elementary school setting for 10 years. This is my seventh year working as a full-time Physical Education Paraprofessional at an elementary school for pre-k through fifth grade where I conduct my own classes; however, I switched over to teach Title One Reading and Math in December at the same school. Before my current placement, I worked as a full-time Office Paraprofessional at a different elementary school for three

Hello, my name is Maurita Washington, and I am a part-time student at Chicago State University. For the past six years, I have worked as a school bus driver for DLM Bus Company. I have always enjoyed interacting with children even though it was as a school bus driver. However, because I wanted to work with children and make a difference in their life, I decided to become a licensed paraprofessional.

I am a hardworking, confident and trustworthy person with a keen desire to become a primary school teacher. Having spent two full terms independently managing a class, I have gained excellent first-hand experience and an increased confidence in my own abilities. I consider myself to be a very well organized, reliable and enthusiastic individual who can not only work extremely well as part of a team but also remain professional under stressful circumstances.

We are in the process of placing paraprofessional educators, impacted by staff reductions in vacant positions for the upcoming school year. Your help is needed to make the best match based on the needs of our schools. There are some paraprofessional assignments that may require special skills. If you have experience and or a background in any of the following areas, please indicate and send your response to Kim.Bagley@pgcps.org by Tuesday, June

I am confident that my public school experience and communication preparation coupled with my intrepid work ethic would allow me to be a spirited asset to your team. Attached please find my resume for you to review. Thanking you in advance for your time and consideration. I look forward to speaking with you.