Education Week - July 13, 2022 - 18

it the dirty work, but it's kind of the dirty work:
the cleaning, the picking up after the kids, the
potty training. "
And some paraprofessionals say that while their
work is crucial to school operations, it often goes
unnoticed. Aracelis Hogan, a veteran elementary
paraprofessional in Ohio, said teachers are generally
respectful of paraprofessionals, since the
two groups work so closely together. But of her
school's administrators, she said: " If I had them
sitting in front of me and asked them to name 10
things I've done in the last few weeks, they could
not tell you. "
Paraprofessionals also lack dedicated
training
One way to show paraprofessionals they're
valued as professionals? Offer them professional
learning, New America's Garcia said. Yet the
EdWeek survey found that 42 percent of paraprofessionals
say they receive too little professional
development for their jobs. Thirteen percent said
they received no professional development in the
past year, and more than half said they received
10 hours or less of training.
Last fall, a team of researchers from Brown
*Results show responses from
paraprofessionals, classroom assistants,
and school teaching assistants.
SOURCE: EdWeek Research Center
survey, May 2022
University and the University of Washington
analyzed the collective bargaining agreements
and employment handbooks of the largest districts
in the 10 most populated states and found
that in that sample, paraeducators receive fewer
mentoring and leadership opportunities compared
to teachers. Paraprofessionals also tend
to receive formal observations less often and
get less support for an unsatisfactory evaluation
rating than teachers do. Instead of being put on
a remediation plan or receiving coaching, paraeducators
are more likely to receive punitive action,
such as probation or dismissal.
Min Sun, an associate professor in education
policy at the University of Washington and an author
of the report, said more districts are starting
to realize that supporting paraprofessionals can
be one pathway toward diversifying the teaching
profession. Paraprofessionals as a group are much
more likely to be racially diverse than teachers.
However, going through the teacher certification
process shouldn't be the only form of professional
growth for paraeducators, Sun said. Many
paraprofessionals are happy where they are.
" Teaching has too much paperwork for me, "
said Legg, the kindergarten instructional assistant.
" I love the fact that I get to be so hands on
and with the children, versus having to sit at a
desk and teach material. I don't see myself going
back and getting the degree. "
Even so, Legg said she would like more professional
development and support, so she can feel
more confident with classroom management.
After all, paraprofessionals often work with
students who have the most needs, said Jack
Busbee, the associate director of education pathways
and the paraeducator board at the Washington
State Professional Educator Standards
Board.
A few years ago, Washington became the first-
and, so far, only-state in the country to create a
paraeducator board that establishes requirements
and policies for paraeducator professional development
and advancement. School districts must
provide 28 hours of training on paraeducator standards
of practice and an additional 70 hours of
professional development so that paraeducators
can earn a general certificate. (If the state legislature
doesn't provide funds for this training, the
mandate goes away.)
And paraeducators can choose to earn cer|
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tificates in special education or working with
English-language learners. They can also work
toward an advanced paraeducator certificate
so they can support specialized instruction,
mentor other paraprofessionals, or, if they
choose, act as a short-term emergency substitute
teacher. (Pay bumps associated with these
certificates are worked out on the local level,
Busbee said.)
The goal is that these professional-development
offerings will improve paraeducator retention
in the state, Busbee said, adding that before
the pandemic, about 70 percent of new paraeducators
in the state persisted after one year-in
comparison, more than 80 percent of new teachers
continued to teach in the state after one year.
" For paraeducators to really be solidified in
their roles, they need that training in order for
them to assist the certified teacher in an effective
way-not just doing taskwork, but actually
doing cognitive work and being strategic in how
to assist students in different arenas, " said Pamella
Johnson, the chair of the paraeducator
board who is an academic and behavioral intervention
specialist in the Rochester, Wash.,
school district. " For me in my own personal
experience, it gives me more of a leg to stand
on when I go into the classroom. "
Why do paraprofessionals stay?
Despite the low pay and other challenges, 78
percent of paraprofessionals say they're satisfied
with their jobs, and most don't plan on leaving
any time soon. That's in stark contrast to teachers-an
EdWeek Research Center survey from
January and February found that just about half
of teachers are satisfied with their jobs.
Paraprofessionals say they like the flexible work
schedule of the jobs, and nearly two-thirds point
to the students as a reason for keeping them in
Tuesday, August 9, 2022 2-3 PM ET
https://www.edweek.org/events
18 | EDUCATION WEEK | July 13, 2022 | www.edweek.org
the profession.
" Other than the pay, this is probably the best job
I've ever had, " said Medina, the paraprofessional
at the Denver preschool. " It's just the love. "
https://www.edweek.org/events http://www.edweek.org

Education Week - July 13, 2022

Table of Contents for the Digital Edition of Education Week - July 13, 2022

Education Week - July 13, 2022
Briefly Stated
What Would Make Schools Safer? Here’s What Educators Say
What the Research Says
The World Feels Less Stable’: Educators’ Sense of School Safety Right Now
Thousands of Students Will Face Long COVID. Schools Need to Start Planning Now
The Supreme Court and Education: Key Rulings That Impact Schools
Proposed Title IX Overhaul: Key Questions on What’s Next
How School Staffing Shortages Are Hurting Students
Paraprofessionals: As the ‘Backbones’ of the Classroom, They Get Low Pay, Little Support
How Educators Can Respond to Dobbs
Returning to ‘Normal’ Will Not Be Enough This Fall
Letters to the Editor
EdWeek Top School Jobs
The Cognitive Toll of Gun Violence
Education Week - July 13, 2022 - Education Week - July 13, 2022
Education Week - July 13, 2022 - CW2
Education Week - July 13, 2022 - 1
Education Week - July 13, 2022 - Briefly Stated
Education Week - July 13, 2022 - 3
Education Week - July 13, 2022 - What Would Make Schools Safer? Here’s What Educators Say
Education Week - July 13, 2022 - What the Research Says
Education Week - July 13, 2022 - The World Feels Less Stable’: Educators’ Sense of School Safety Right Now
Education Week - July 13, 2022 - 7
Education Week - July 13, 2022 - Thousands of Students Will Face Long COVID. Schools Need to Start Planning Now
Education Week - July 13, 2022 - 9
Education Week - July 13, 2022 - The Supreme Court and Education: Key Rulings That Impact Schools
Education Week - July 13, 2022 - 11
Education Week - July 13, 2022 - Proposed Title IX Overhaul: Key Questions on What’s Next
Education Week - July 13, 2022 - 13
Education Week - July 13, 2022 - How School Staffing Shortages Are Hurting Students
Education Week - July 13, 2022 - 15
Education Week - July 13, 2022 - Paraprofessionals: As the ‘Backbones’ of the Classroom, They Get Low Pay, Little Support
Education Week - July 13, 2022 - 17
Education Week - July 13, 2022 - 18
Education Week - July 13, 2022 - How Educators Can Respond to Dobbs
Education Week - July 13, 2022 - Returning to ‘Normal’ Will Not Be Enough This Fall
Education Week - July 13, 2022 - Letters to the Editor
Education Week - July 13, 2022 - 22
Education Week - July 13, 2022 - EdWeek Top School Jobs
Education Week - July 13, 2022 - The Cognitive Toll of Gun Violence
Education Week - July 13, 2022 - CW3
Education Week - July 13, 2022 - CW4
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