My last post introduced you to this valuable curriculum resource. As I said in that post, the timing of taking a closer look at paraprofessional staff development is purposeful at this point of the year. When reviewing IEPs and writing new ones for next year, we look forward to how students will be supported within general education successfully. Paraprofessionals are a piece of that puzzle that cannot and should not be overlooked or under-acknowledged. I do not believe everyone needs a paraprofessional to be successful in general education classrooms and settings, but when individual needs warrant it, then those paraprofessionals must be trained to do their jobs well. Continue reading
Lately I have been working with a number of parents and schools during this busy time of year, when IEPs are needing to be revisited and plans for next year put in place for kids with disabilities (take a minute to read my posts about IEPs for some ideas of where to begin and important things to think about during this very necessary, and hopefully meaningful, process).
During the conversations I have been having lately, it dawned on me that when people are planning for next year and thinking about what did or didn’t work well this year, the use of paraprofessionals to support kids with disabilities is a central issue that can make or break a student’s success. IEPs that include paraprofessionals must consider quality professional development and the time to do that development effectively for paraprofessionals. Now is the time to start thinking about how that can look, and planning when it will happen. I have a great resource to offer. Continue reading
You see these words in business marketing all the time…”satisfaction guaranteed”. And why wouldn’t it be guaranteed? We pay for something, and if a business can stand behind it – shouldn’t our satisfaction be assumed or our money back?
It makes me wonder why we don’t have the same phrase attached to our schools. I realize that schools are living systems, can’t be managed and evaluated the same as businesses, due to the complexities that exist from teaching living humans as the product, but shouldn’t we try to ensure ways that satisfaction would be guaranteed? Can schools be places where there are evaluations of what we are doing and how well we are doing it; where there are meaningful and ongoing professional development opportunities to address needs that exist; so as to make sure that satisfaction is guaranteed to the greatest extent possible to the families, the teachers and the students? Hmmm…what would that look like? Continue reading