Maximizing Paraprofessionals in the Inclusive Classroom
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Maximizing Paraprofessionals in the Inclusive Classroom
EDNU 9667
2 Semester Credits/Units
Instructor – Dr. Shawn DiNarda Watters swatters@edsonline.com
Course Overview
Learn how to maximize the use of Paraprofessionals in the inclusive classroom. Create opportunities for them
to be a true asset to teachers, students, and their families. Designed for paraprofessionals, general education
teachers, art, music , physical education teachers and intervention specialists, participants will learn the
guidelines for paraprofessionals; supportive teaching and behavior strategies, instructional methods; the
various roles and responsibilities of paraprofessionals in the P-12 public school environment. Gain strategies
to support the wide range of academic and behavioral needs of students with exceptional learning needs.
Required readings: All readings will be provided to participants by the instructor.
Course Objectives: Course participants will have opportunity to:
● Understand the purposes and value of programs for individuals with exceptional learning needs
and the role of the paraprofessional in providing services to all children with exceptional
learning needs.
● Gain knowledge of and apply effective instructional and assessment strategies to assist
teaching and learning in a variety of settings.
● Understand the value of collaborating and communicating with students, parents, other
educators, administrators, and the community to support student learning according to IEP
goals and objectives.
● Gain knowledge of the continuum of placement options and service delivery models for
students with exceptionalities, especially in relation to general education.
● Construct an environment that values and knows consumer and professional organizations,
publications, and journals relevant to individuals with exceptional learning needs
Course Relation to CCS or other Professional Standards:
Global Framework of Professional Teaching Standards (2019):
Domain 2, Standard 5: An appropriate range of teaching activities that reflect and align with both
the nature of the subject content being taught, and the learning, support, and development
needs of the students
Domain 2, Standard 7: Assessment and analysis of student learning that informs the further
preparation for, and implementation of required teaching and learning activity.
Council for Exceptional Children Standards for Initial Teacher Preparation (2015)
CEC: 2. Learning Environment: Beginning special education professionals create safe, inclusive,
culturally responsive learning environments so that individuals with exceptionalities become
active and effective learners and develop emotional well-being, positive social interactions, and
self-determination.
EDS Maximizing Paraprofessionals in the Inclusive Classroom 09.30.2020 Page 1CEC 6. Professional and Ethical Practice: Beginning special education professionals use
foundational knowledge of the field and their professional ethical principles and practice
standards to inform special education practice, to engage in lifelong learning, and to advance the
profession.
CEC 7. Collaboration: Beginning special education professionals collaborate with families, other educators,
related service providers, individuals with exceptionalities, and personnel from community agencies in
culturally responsive ways to address the needs of individuals with exceptionalities across a range of learning
experiences.
How to Submit Coursework
Each completed assignment in this course is submitted to the instructor for review. All assignments will be
submitted to the Corresponding LMS, send an email to Dr. Watters indicating the assignment has been
submitted. Name each file submitted with your last name and assignment number (i.e. WattersAssignment3).
Make sure you place your full name, course number and assignment number at the top of each document page.
You will receive feedback from your instructor within 5 days indicating successful completion of the
assignment or the need for revision. Assignment grades will be averaged for the final course grade.
Course Assignments
Assignment #1 – Micro-Annotated Research Article Bibliography. Participants will select 3 of the
articles provided and complete a Micro-Annotated Bibliography. (Format: Submit formal annotated
bibliography according to the LMS.)
Objective(s):
1) Apply of a variety of intellectual skills: concise exposition, succinct analysis
2) Write a concise annotation that summarizes the central theme and scope of each article. Include
one or more sentences that (a) evaluate the authority or background of the author, (b) comment
on the intended audience, (c) compare or contrast this work with another article you have cited, or
(d) explain how this work illuminates the Paraprofessional topic.
3) Summarize the professional impact of the 3 chosen articles on one’s practice through the
responding to the following questions:
a. How does the information gained from the articles connect to my own experience?
b. How does this new information expand my thinking?
c. How does this information impact my future students?
WHAT IS AN ANNOTATED BIBLIOGRAPHY?
An annotated bibliography is a list of citations to books, articles, and documents. Each citation is followed by a
brief (usually about 150 words) descriptive and evaluative paragraph, the annotation. The purpose of the
annotation is to inform the reader of the relevance, accuracy, and quality of the sources cited.
ANNOTATIONS VS. ABSTRACTS
Abstracts are the purely descriptive summaries often found at the beginning of scholarly journal articles or in
periodical indexes. Annotations are descriptive and critical; they may describe the author's point of view,
authority, or clarity and appropriateness of expression.
EDS Maximizing Paraprofessionals in the Inclusive Classroom 09.30.2020 Page 1THE PROCESS
Creating an annotated bibliography calls for the application of a variety of intellectual skills: concise exposition,
succinct analysis, and informed library research.
First, locate and record citations to professional articles that may contain useful information and ideas on your
topic. Briefly examine and review the actual items. Then choose those works that provide a variety of
perspectives on your topic.
Cite the article using the appropriate style.
Write a concise annotation that summarizes the central theme and scope of the article. Include one or more
sentences that (a) evaluate the authority or background of the author, (b) comment on the intended audience, (c)
compare or contrast this work with another you have cited, or (d) explain how this work illuminates your
bibliography topic.
American Psychological Association (APA) CITATIONS – How to
REFERENCE LIST ARTICLES IN PERIODICALS https://owl.english.purdue.edu/owl/resource/560/07/
REFERENCE LIST WEB PUBLICATIONS https://owl.english.purdue.edu/owl/resource/560/10/
SAMPLE ANNOTATED BIBLIOGRAPHY ENTRY FOR A JOURNAL ARTICLE
The following example uses APA style (Publication Manual of the American Psychological Association, 6th
edition, 2010) for the journal citation:
Waite, L. J., Goldschneider, F. K., & Witsberger, C. (1986). Nonfamily living and the erosion of
traditional family orientations among young adults. American Sociological Review, 51, 541-554.
The authors, researchers at the Rand Corporation and Brown University, use data from the National
Longitudinal Surveys of Young Women and Young Men to test their hypothesis that nonfamily living
by young adults alters their attitudes, values, plans, and expectations, moving them away from their
belief in traditional sex roles. They find their hypothesis strongly supported in young females, while the
effects were fewer in studies of young males. Increasing the time away from parents before marrying
increased individualism, self-sufficiency, and changes in attitudes about families. In contrast, an earlier
study by Williams cited below shows no significant gender differences in sex role attitudes because of
nonfamily living.
Reference: Olin Library Reference
Research & Learning Services
Cornell University Library
Ithaca, NY, USA
EDS Maximizing Paraprofessionals in the Inclusive Classroom 09.30.2020 Page 1Assignment #2 - Paraprofessional Webcast Processing. Participants will: a)complete an anticipation
guide prior to viewing the Kappa Delta Pi Paraprofessional Webcast, b) complete a viewing guide while
watching the webcast, and c) reflect on the professional application of the information on the
professional education environment. (Format: Submit Completed Viewing Guide to the LMS)
Objectives:
1) Apply of a variety of intellectual skills: concise exposition, succinct analysis of the inclusive
classroom environment while maximizing paraprofessionals.
2) Reflect on professional behaviors and a classroom environment that impact student learning
and IEP goal progress.
3) Summarize the professional impact of the Kappa Delta Pi Webcast and apply information to
professional teaching philosophy.
Assignment #3 – Teaching Colleague Interview. Participants will refer to Assignment #1 to develop a list
of 12 open ended interview questions on the Paraprofessional in the P-12 Classroom through the
development of an Interview Protocol. Participants will then select a teaching colleague to interview. The
teaching colleague can work within the same school, the same district, grade level and content area are
left to the discretion of the participant. Select someone who can positively impact one’s practice and
professional growth. The interview is to be a minimum of 90 minutes and audio recorded. (Format:
Submit Developed Interview Protocol AND Completed Form for Interviewee’s Signature and documented
time length of interview.)
Objectives:
1) Apply of a variety of intellectual skills: concise exposition, succinct analysis of the inclusive
classroom environment while maximizing paraprofessionals.
2) Develop professional inquiry based on qualitative research.
3) Expand one’s knowledge of professional behaviors and classroom environment that impact
student learning and IEP goal progress.
Assignment #4 – Teaching Interview Reflection. Participants will review the Interview Protocol, notes
taken during interview and interview audio recording to reflect on the information gained from the
interviewee and its impact on the participant’s future educational practices (Format: written response
paper submitted to the LMS).
Objectives:
1) Apply a variety of intellectual skills: concise exposition, succinct analysis of the interview.
2) Develop professional inquiry based on qualitative analysis.
3) Expand one’s knowledge of professional behaviors and classroom environment that impact
student learning and IEP goal progress.
Assignment #5 - Classroom Paraprofessional Plan. Participants will build on the Teacher Interview
Reflection and construct a personal Classroom Paraprofessional Plan. This plan will identify the
participant’s classroom structure, demographic information, and teaching content variables that impact
the daily routine. Participants will identify specific areas and responsibilities for a Classroom
EDS Maximizing Paraprofessionals in the Inclusive Classroom 09.30.2020 Page 1Paraprofessional to maximize students’ educational achievement (physically, academically, and socially).
(Format: The submission plan format will be selected by the course participant - a written plan, a video
description, a slide or Prezi presentation; any modality that the participant deems most valuable –
submitted to the LMS.)
Popular FREE video formats to consider:
https://animoto.com/education/classroom
https://www.powtoon.com/
https://www.wevideo.com/education
Popular Presentation tools: PowerPoints, Google Slides or Prezi.
Objectives:
1) Evaluate the effects of professional choices and actions on others (students, parents, other
professionals).
2) Reflect on practices while continuing to build on and refine professional skills, and dispositions
about play, teaching strategies, curriculum development, and collaboration.
3) Expand one’s knowledge of professional behaviors and classroom environment that impact
student learning and IEP goal progress.
Assignment #6 – The Perfect Paraprofessional. Participants will review ALL information learned in the course
and construct a detailed job description of The Perfect Classroom Paraprofessional including
specifications related to: educational background, student interactions, classroom instructional support,
daily routine assistance, data and charting.
Additionally, participants will identify necessary training topics for the paraprofessional to be successful
in this educational environment through a detailed description of the classroom. (Format: The Perfect
Paraprofessional submission format will be selected by the course participant - a written plan, a video
description, a slide or Prezi presentation; any modality that the participant deems most valuable –
submitted to the LMS.)
Popular FREE video formats to consider:
https://animoto.com/education/classroom
https://www.powtoon.com/
https://www.wevideo.com/education
Popular Presentation tools: PowerPoints, Google Slides or Prezi.
Objectives:
1) Construct an environment that values and knows student learning needs and support.
2) Identify instructional techniques and assessment strategies which document development and
learning
3) Demonstrate one’s knowledge of professional behaviors and classroom environment that
impact student learning and IEP goal progress.
EDS Maximizing Paraprofessionals in the Inclusive Classroom 09.30.2020 Page 1Course Assessment Rubric
EXCELLENT ACCEPTABLE NOT ACCEPTABLE
Meets or Exceeds Course Majority of Work Meets Course Needs Considerable Improvement:
Objectives: Objectives; Resubmit Work Suggested:
A to A- B+ to B- C or below
All work submitted reflects in-depth Most work submitted reflects in-depth
Work shows little or no in-depth
understanding of course objectives. understanding of course objectives.understanding of course objectives.
ALL Assignments (#1-#6) 4 of the 6 assignment responses show
Less than 3 Assignment responses
responses show evidence of new evidence of new knowledge show little to no evidence of new
knowledge evidenced by thoughtful, evidenced by thoughtful, detailed and
knowledge as evidenced by lack of
detailed and accurate assignment accurate assignment responses. thoughtful, detailed and accurate
responses. assignment responses.
Less than 3 of the assignment
Work submitted was organized and 4 of the 6 assignments submitted were responses submitted were not
clearly articulated. organized and clearly articulated. organized or not clearly articulated.
The instructor had to provide
The student carefully followed all The student carefully followed all constant clarification and ask for
assignment instructions. The assignment instructions. The continued revisions.
instructor did not have to provide instructor had to provide continual
continual assignment clarification or assignment clarification or ask for
request revisions. revisions.
ALL Assignment content and ALL Assignment content and Evidence that not all assignment
required projects were original. required projects were original. content and required projects were
original.
Work is free of spelling and/or Work has few spelling and/or Work has numerous spelling and/or
grammatical errors. grammatical errors. grammatical errors.
Resources:
http://www.nea.org/ParaeducatorInstitute
https://www.parentcenterhub.org/paras/
https://inclusiveschools.org/category/resources/paraeducators/
https://www.cec.sped.org/
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