Reflection On Working With Paraprofessionals

It’s common to observe teachers and parapeducators working together in an educational setting. Paparaeducators are tasked with numerous roles, which includes spending 47% of their time instructing (Carter, O’Rourke, Sisco, & Pelsue, D, 2009). However, paraeducators remain inadequately trained and supervised to perform many of these tasks, whereas teachers have not received any training on how to supervise paraeducators working in their classroom (Dettmer, Knackendoffel, Thurston, 2013). After several

As a teacher, we must see ourselves as a learner, continuously seeking opportunities to draw upon current education policy and search as sources of analysis and reflection to improve our teaching practice. I was able to more about the importance of reflecting upon feedback from a variety of individuals over the course of several classes. Although, the most recent is SEAC 6200-Internship. During my internship, I gained

Part 2: Special Education Law and Policies For the state of Indiana as an administrator I need to familiarize myself with the Special Education Rules Title 511 Article 7 Rules 32-49 (Indiana Dept. of Ed, 2014). Article 7 was brought to my attention by my special education coordinator at Laurel School Mrs. Christy Sheehan. This article will help me access the guidelines of Least Restrictive Environment (LRE) and the Individual Education Programs (IEP) along with the instruction from Mrs. Sheehan

Over the next several pages I will discuss many aspects of education. This will include the role that I am employed, the demographics of the area I work in and specific responsibilities I have as a paraprofessional. I will explore the classroom setting I am in, including the relationship to my students, supervisors, and other disciplines within the educational system. Context: The Westborough Public Schools provides an array of diverse supports and resources to ensure that students can access the

“Jane” is a 48 year-old special education teacher working primarily in the resource room. She has been working in special education for 25 years and stated that she has watched her role in special education change over the years. Specifically, Jane stated that the implementation of the No Child Left Behind Act has defined a specific change in how she interacts with other educators and with family members. Jane stated that when she began working in Special Education in the 1980s, parents rarely

other schools within the district, but were not guaranteed a position for the following school year. I had worked for the district for four years at the time, however, I had the fewest years in service of any other paraprofessional on campus. My

In a world where the rationale of our youth is quickly dismissed as meaningless clichés, it is easy for our heart’s true passion to drown in a sea of deceitful ambitions. Frequently, it takes many trials and lack of success as well as achievements, for one to truthfully discover him/herself. I instinctively progressed through the motions of life. The big encouragement came from none other than Nelson Mandela, whose famous saying, “it always seems impossible until it’s done” has always been a great

very diverse, that have a large population of multiple different races and economic statues. Al though the majority of their student qualify for free or reduced lunch. I do feel like the diversity rating and the School Report Card is an accurate reflection of my school. Rosa Parks received an “F” on their School Report Card from the Oklahoma Department of Education. They got an F on every subject area, the only area that they did somewhat well on was attendance. They received all 10 bonus points

Mostert Reflection – 10 points Answer each question fully. 1. What conditions were instrumental in facilitating the evolution of the German society’s acceptance of the murder of innocent people? Be specific. The first World War’s impact on economic conditions in Germany fueled attitudinal changes in German people on their perception of people with disabilities held in state institutions. The idea that people with disabilities, especially the “incurable” as they were deemed were unable to

Wood & Thompson (1980) presented some guidelines for improved staff development by identifying important factors pertinent to adult learning. They advocated moving away from the traditional evaluation models that identify weaknesses in personnel and using prescribed in-service sessions instead as the way to eliminate the weaknesses. Their alternative approach is one of job-related training that provides for choice and alternatives, training that results in practice of skills, and opportunities for