| |
| |
Preface | |
| |
| |
| |
Background and Context | |
| |
| |
| |
What Is a Paraprofessional? | |
| |
| |
Paraprofessional Titles: A Rose by Any Other Name | |
| |
| |
What Is a Paraprofessional? | |
| |
| |
Facts about Paraprofessionals | |
| |
| |
Chapter Summary | |
| |
| |
Extending Your Learning: Paraprofessionals in Other Countries | |
| |
| |
Answers | |
| |
| |
| |
The U.S. Educational System | |
| |
| |
Education at the National Level | |
| |
| |
Education at the State Level | |
| |
| |
Education at the School-District Level | |
| |
| |
Chapter Summary | |
| |
| |
Extending Your Learning: Self-Evaluation Exercise | |
| |
| |
CEC Standards | |
| |
| |
Answers | |
| |
| |
| |
How Are Paraprofessional Duties Assigned and Defined? | |
| |
| |
Role Definitions and Restrictions at Federal Levels | |
| |
| |
Individual State Requirements | |
| |
| |
School-District and School Guidelines | |
| |
| |
Classroom Level | |
| |
| |
Chapter Summary | |
| |
| |
Extending Your Learning: A Case Study | |
| |
| |
Author's Comments | |
| |
| |
Websites | |
| |
| |
| |
Standards for the Paraprofessional Roles | |
| |
| |
Entry-Level Job Requirements | |
| |
| |
Option C: A Paraprofessional Assessment | |
| |
| |
Skills Necessary to Be Effective on the Job | |
| |
| |
Chapter Summary | |
| |
| |
Extending Your Learning | |
| |
| |
ParaPro and WorkKeys | |
| |
| |
Paraprofessional Portfolios | |
| |
| |
| |
The Learning Environment | |
| |
| |
| |
Organization and Management of the Learning Environment | |
| |
| |
The Teacher's Role as Classroom Manager | |
| |
| |
How Curriculum Requirements Impact Classroom Organization | |
| |
| |
The Teacher's Role in Selecting Curriculum | |
| |
| |
How Achievement Standards and Testing Impact Classroom Organization | |
| |
| |
Chapter Summary | |
| |
| |
Extending Your Learning: Identifying Your Responsibilities for the Learning Environment | |
| |
| |
| |
Learner Characteristics | |
| |
| |
Learner Characteristics: Cognition | |
| |
| |
Metacognition and Learning Styles | |
| |
| |
Degrees of Intelligence or Exceptionalities | |
| |
| |
Culture, Ethnicity, and Diversity | |
| |
| |
Social Influences | |
| |
| |
Chapter Summary | |
| |
| |
Extending Your Learning: Case Study 1: Fun, Discipline, or Misunderstanding? | |
| |
| |
Case Study 2: First Impressions | |
| |
| |
Sample Seating Charts for Data Collection | |
| |
| |
| |
Instructional Supervision | |
| |
| |
The Importance of Instructional Supervision | |
| |
| |
Who Is Your Supervisor? | |
| |
| |
Actively Seeking Supervision | |
| |
| |
Chapter Summary | |
| |
| |
Extending your Learning | |
| |
| |
| |
Old Enough to Be Her Mother | |
| |
| |
| |
William's Story | |
| |
| |
| |
Instruction | |
| |
| |
| |
Effective Instruction | |
| |
| |
Effective Instruction, Curriculum, and Student Abilities | |
| |
| |
How Do I Know If My Students Are Learning? | |
| |
| |
The Effective Instructional Cycle | |
| |
| |
Chapter Summary | |
| |
| |
Extending Your Learning: Monitoring Student Understanding | |
| |
| |
Peer Tutoring | |
| |
| |
Group Responding | |
| |
| |
Timings | |
| |
| |
Teacher-Directed Instruction | |
| |
| |
| |
Monitoring Instructional Effectiveness | |
| |
| |
The Relationship Between Teacher Behavior and Student Outcomes | |
| |
| |
Monitoring Learning? Or Monitoring Teaching? | |
| |
| |
Monitoring Progress Toward Student Goals | |
| |
| |
Providing Appropriate Feedback to Students | |
| |
| |
Chapter Summary | |
| |
| |
Extending Your Learning: Questions I Ask | |
| |
| |
Evaluating Questions and Student Responses | |
| |
| |
| |
Time Management | |
| |
| |
Increasing Academic Learning Time | |
| |
| |
Transition Time | |
| |
| |
Monitoring Student Use of Time | |
| |
| |
Methods for Observation and Recording | |
| |
| |
Educator Use of Time | |
| |
| |
Chapter Summary | |
| |
| |
Extending Your Learning: Ideas for Facilitating Transitions | |
| |
| |
| |
Student Behavior and Classroom Management | |
| |
| |
Managing Behavior | |
| |
| |
Setting, Teaching, and Adhering to Classroom Rules | |
| |
| |
Classroom Routines and Procedures | |
| |
| |
Student Self-Management | |
| |
| |
Rewarding/Recognizing Appropriate Behaviors | |
| |
| |
Chapter Summary | |
| |
| |
Extending Your Learning: Applied Behavior Analysis | |
| |
| |
Proactive Planning | |
| |
| |
Proactive Planning for Effective Management of Student Behavior | |
| |
| |
Application Activity | |
| |
| |
Dealing with Inappropriate Behaviors | |
| |
| |
| |
Professionalism | |
| |
| |
| |
Professional and Ethical Behavior | |
| |
| |
Who Decides What Constitutes Professional Behavior? | |
| |
| |
Ethics | |
| |
| |
Situations Requiring Professionalism | |
| |
| |
Chapter Summary | |
| |
| |
Extending Your Learning: Confidentiality and the ADA | |
| |
| |
FERPA | |
| |
| |
| |
Reflection and Self-Evaluation | |
| |
| |
Evaluation of Students and Evaluation of Adults | |
| |
| |
The Reflective Practitioner | |
| |
| |
Making Improvements | |
| |
| |
Monitoring Through Observation Data | |
| |
| |
Setting Your Own Goals for Improvement | |
| |
| |
Chapter Summary | |
| |
| |
Extending Your Learning: Questions for Self-Evaluation | |
| |
| |
CEC Standards | |
| |
| |
Extending Your Learning: Items for Inclusion in a Paraprofessional Portfolio | |
| |
| |
| |
Appendix | |
| |
| |
Bibliography | |
| |
| |
Glossary: Terms Used in Education | |
| |
| |
Useful Websites | |
| |
| |
Acronyms Often Used in Special Education | |
| |
| |
IDEIA '04: Terms from Special Education Law | |
| |
| |
Index | |