A Training Program To Prepare Teachers To Supervise and Work Effectively with Paraeducator Personnel. Fifth Edition.

Autor/in	Pickett, Anna Lou
Institution	City Univ. of New York, NY. Center for Advanced Study in Education.
Titel	A Training Program To Prepare Teachers To Supervise and Work Effectively with Paraeducator Personnel. Fifth Edition.
Quelle	(1997), (77 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Administrative Principles; Administrator Role; Classroom Techniques; Disabilities; Elementary Secondary Education; Inservice Teacher Education; Instructional Materials; Paraprofessional School Personnel; Personnel Management; Postsecondary Education; Staff Development; Staff Role; Supervision; Supervisory Training; Teacher Role; Teamwork + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Klassenführung; Handicap; Behinderung; Lehrerfortbildung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Personalmanagement; Post-secondary education; Tertiäre Bildung; Personnel development; Personalentwicklung; Lehrerrolle
Abstract	This project was designed to develop instructional materials to prepare teachers of students with disabling conditions and other professional personnel to assume responsibilities as classroom managers and supervisors. The first part of the manual contains information about the changing roles of teachers and paraprofessionals, responsibilities of administrators for supporting and preparing teachers to assume these responsibilities, and guidelines for using the materials to conduct trainings. The instructional modules cover the topics of: (1) the instructional team and the roles of the teachers and paraeducators; (2) management and supervision, the need for training in the process of management, and the teacher as classroom manager; (3) communication and team building, interactive skills, expressing feelings and providing feedback, non-assertive behavior, aggressive behavior, positive behavior, removing barriers to effective communication between teachers and paraeducators, and strategies for effective problem solving and decision making; (4) integrating the paraprofessional into the classroom through planning, setting goals and objectives, and directing and delegating; and (5) evaluating and coaching. The format for the instructional modules includes: instructional objectives, equipment and resources required, suggested training activities and exercises, background information for the trainer, and handouts and transparencies. (CR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01