• Paraeducator Professional Learning Modules

    The modules listed below are for any Paraeducator/Instructional Assistant. This learning is designed to provide meaningful, job-embedded staff development. Each module will include multiple sessions on a particular area of learning. Each session in the module will cover a different topic.Please be aware that these sessions will take place at different locations as well as online. Please check carefully to see where each session takes place. Online sessions are listed in the Special Directions section for each session.

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  • Paraeducator: Curriculum, Instruction, and Assessment and Universal Design Module

    Comprehensive systems that examine all facets of teaching and learning must be regularly referred to and utilized throughout the instructional planning process. Such systems explicitly outline goals, curriculum, and assessments and further enhance inclusionary models. Furthermore, the instruction and environmental issues must be addressed to offer maximum accessibility of curriculum by all students.

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  • Paraeducator: Leadership Module

    Effective organizations support and develop leadership to build staff capacity at all levels. Regardless of current assignments, all individuals possess potential to act as a leader and support the goals and initiatives of the larger organization. Leadership skills are important at every level of education – managing classroom, providing effective consultation, developing and conducting IEP meetings, communicating effectively with parents, problem-solving to address student needs, and working effectively with colleagues with varied backgrounds and from multiple organizations.

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  • Paraeducator: Positive Behavior Supports Module

    Positive behavior supports require thoughtful planning, implementation, and evaluation procedures. Communication, common language, accountability, and realism are all important characteristics in understanding positive behavior support principles.

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  • Paraeducator: Service Delivery Module

    Collaboration is an important and necessary characteristic of inclusionary models. To design strategic and targeted work with students, special educations and general education must expand and enhance shared understandings and expectations. Delivery models, consultative services, and classroom practice are grounded in high expectations for all learners.

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