The Evolving Roles and Education/Training Needs of Teacher and Paraprofessional Teams in New York City Public Schools: Results of Survey and Focus Group Research.

Autor/inn/en	Moshoyannis, Thalia; Pickett, Anna Lou; Granick, Len
Institution	City Univ. of New York, NY. Center for Advanced Study in Education.
Titel	The Evolving Roles and Education/Training Needs of Teacher and Paraprofessional Teams in New York City Public Schools: Results of Survey and Focus Group Research.
Quelle	(1999), (75 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Disabilities; Elementary Secondary Education; Knowledge Level; Paraprofessional School Personnel; Public Schools; Research Methodology; Staff Development; Staff Role; Supervision; Supervisory Training; Surveys; Teacher Education; Teacher Role; Teamwork; Urban Schools + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Wissensbasis; Public school; Öffentliche Schule; Research method; Forschungsmethode; Personnel development; Personalentwicklung; Survey; Umfrage; Befragung; Lehrerausbildung; Lehrerbildung; Lehrerrolle; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	This report discusses the outcomes of three surveys that investigated the role of paraeducators in New York City schools, the skills and knowledge needed by paraeducators, and the skills and knowledge required by teachers to supervise and work effectively with paraprofessionals. The surveys indicate the need to improve the ability of paraprofessionals to effectively contribute to the work of program implementation teams and the need to increase opportunities for career development/advancement for paraeducators. Recommendations include: (1) more clearly defined roles and responsibilities of paraprofessionals and teachers and greater professional development opportunities; (2) competency-based training for paraprofessionals to inform them of their roles and to better prepare them for working with students, teachers, and parents; (3) develop and infuse content into courses to prepare teachers to supervise and work more effectively with paraeducators; (4) develop different approaches for training that acknowledge that not every paraeducator wishes to obtain a college degree; (5) improve articulation agreements between community colleges and senior colleges to facilitate transfers for paraeducators interested in earning college degrees; and (6) develop methods to accelerate the ability of interested paraeducators to earn undergraduate education degrees. The report describes the methodology, research samples, and results of the three surveys. (Contains 52 tables.) (CR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC