paraprofessional portfolio - asec policies/general policies/paraportfolio1.pdf · emerging self as...

Paraprofessional

Portfolio

Building A Connected System for Instructional Paraprofessionals: Special Education, Title I,

Vocational Education, ESL, and LEP.

Acknowledgement

The Paraprofessional Portfolio was developed by Bob Braun, Director of Regional

Special Needs Projects, Southwest/West Central Service Cooperatives and Jean Hair,

Low Incidence Facilitator, Region 10 Special Education Projects.

The portfolio is designed around the paraprofessional competencies developed by the

Minnesota Paraprofessional Consortium. It is a framework that can be used to assist

paraprofessionals, who work in special education and Title I instructional programs, with

recording the evidence of knowledge and skills necessary to meet the legislative

requirements relating to preparation and training.

Portfolio Suggestions/Notes

1. For ease of identification, when copying, use two colors for documentation sheets

– one for knowledge, and one for skills.

2. Use a three ring binder with tab dividers to separate the competency areas.

3. Review, criteria, and sign off ideas are suggestions only and are ultimately a local

district decision as to how this should be done.

4. The complete portfolio is available on a disk if you would like it. Please contact:

Bob Braun, [email protected], or 507-537-2252.

mailto:[email protected]

Section 1

Why do I need a portfolio? Federal and state legislation has outlined the need for school districts to provide

leadership and training for paraprofessionals. The mandates in recent legislation

require documentation of skills and knowledge at a rigorous academic level. A

portfolio will assist you in organizing evidence of your accomplishments in the

recommended competency areas.

What is a portfolio? A portfolio is a systematic, organized collection of evidence used by the

paraprofessional and those directing the work of paraprofessionals to monitor the

growth of the paraprofessional’s knowledge and skills in specific competency areas.

What is the purpose of the paraprofessional portfolio? The purpose of this portfolio is to illustrate who you are now and who you want to be

as a paraprofessional. This portfolio should be a reflection of your current and

emerging self as a paraprofessional. Each section of this portfolio should contain

entries (transcripts, certificate of participation) that illustrate evidence of your

accomplishments in designated competency areas. A documentation sheet that

explains how the entry/activity applies to your work as a paraprofessional should

accompany each entry.

Section 2

How can I meet the paraprofessional competencies?

A. College Course (transcript and syllabus)

B. Para eLink (documentation)

C. Conference/Workshop (certificate of participation)

D. Demonstration/Skilled Competencies only (observation/documentation)

E. Transferable Work Experiences (examples of work)

Section 3

How do I document meeting the competencies?

Each entry must be accompanied by a competency documentation sheet.

For Knowledge areas – Competency Documentation Sheet – K.

For Skill areas – Competency Documentation Sheet – S.

A. College Course 1. Copy of transcript

2. Copy of syllabus

3. Competency Documentation Sheet – K or S

B. Para eLink 1. Documentation from facilitator


C. Conference/Workshop 1. Certificate of Participation


D. Demonstration of skill 1. Competency Documentation Sheet – S

E. Transferable Work Experiences 1. Documentation of related work experiences

2. Competency Documentation Sheet –S

Section 4

Who can sign off on the Skill Competency Documentation Sheet? Any individual responsible for directing the work of the paraprofessional may sign off

on the skill competency documentation sheets. Examples may be:

- Teacher

- Administrator

- Related Service Personnel

Who reviews and approves the portfolio? This would be a local district decision, but districts and pilot sites that have suggested

a team review process seems to be the best option. Examples may be:

- Continuing Education Committee

- Paraprofessional Education Committee

How will reviewers know quality work? When reviewing each competency, reviewers should use the following checklist as a

guideline. This checklist is designed to assist reviewers in recognizing a quality

portfolio.

– Are all necessary components of the documentation sheet completed/included?

– Does the documentation sheet provide a clear summary of the

paraprofessionals knowledge/skill related to the competency?

– Does the documentation clearly and thoroughly reflect an understanding of the

competency?

– Are the contents of the documentation well organized?

What criteria can reviewers use to determine completion of a competency area?

The following is an example of a simple rubric that can be used by reviewers for

documentation of competency completion.

Met – The paraprofessional included evidence and documentation to support

an understanding of the competency. (Selects evidence to support

competency in the selected area)

Not Met – The paraprofessional included documentation with minimal

understanding of the competency. (Fails to substantiate an

understanding, reflection and documentation of the selected

competency)

Where will reviewers record approval of completion for each competency area?

The paraprofessional will submit completed documentation sheets to the reviewer(s).

The reviewers will determine whether or not the competency has been met. If approved,

the reviewers sign off at the bottom of each documentation sheet and return them to the

paraprofessional. If not approved, the reviewer(s) will return the sheet with comments

explaining their reason for not approving. The paraprofessional will use the Competency

Completion Summary Form to record progress toward competency completion. This

form will be an ongoing record of the paraprofessional’s growth in knowledge and skill

related to the competency areas.

Are there other facts/evidence that I could include to complete my portfolio?

Yes, the portfolio can be an excellent marketing tool, with the completion of the

competencies and the inclusion of some or all of the following: a current resume, a

journal of service/volunteer activities, staff development activities, and all education and

credentials. A template has been included with suggestions for collecting/recording this

evidence.

Collection of Additional Evidence

Use this template to assist in organizing your collection of evidence. The lists you

generate will be helpful when you are creating additional documents to enhance and

complete your portfolio.

Current Resume: List all work experiences and accomplishments

(recognition, awards, written work).

Journal of Service/Volunteer Activities: List all service/volunteer

activities (church, school, city).

Journal of Staff Development Activities: List all training and staff

development.

Journal of All Educational and Credentials: List all educational

accomplishments and degrees, all credentials received toward your specific

occupation and all other education and credentials that relate and enhance

your occupation.

Paraprofessional Core

Competency

Area 1

Philosophical, Historical, and Legal Foundations of Education

1.1 A sensitivity to the beliefs, traditions, and values across cultures and

the relationships between children, families, and schooling. (K)

1.2 Awareness of the human and legal rights and responsibilities of

parents and children/youth as they relate to students. (K)

1.3 Understanding of the distinctions between roles and responsibilities of

professionals, paraprofessionals, and support personnel. (K)

1.4 Understanding of the purposes and goals of education and instruction

for all students. (K)

1.5 Knowledge of relevant laws, rules, regulations, and local district

policies and procedures to ensure paraprofessionals work within the

parameters. (K)

Competency Documentation Sheet -K

Core Competency Area 1: Philosophical, Historical, and Legal Foundations of Education

Competency 1.1 Sensitivity to the beliefs, traditions, and

values across cultures and how these impact

the relationships between children, families,

and schooling. 1. How did you acquire new knowledge related to this

competency? Please check one.

College Course (Transcript of CEU attached)

Pare eLink (Documentation attached)

Conference/Workshop (Certificate of Participation attached)

Transferable Work Experiences (Example of Work)

2. Write three things you learned that apply to this

competency.

3. How does what you learned apply to your role as a

paraprofessional?

Documentation of this competency has been reviewed and approved by the district review team.

Signature of district review team Date

Competency Documentation Sheet -K

Core Competency Area 1: Philosophical, Historical, and Legal Foundations of Education

Competency 1.1 Sensitivity to the beliefs, traditions, and

values across cultures and how these impact

the relationships between children, families,

and schooling.

1. How did you acquire new knowledge related to this

competency? Please check one.

College Course (Transcript of CEU attached)

X Pare eLink (Documentation attached)




competency.

1. Cultural beliefs, traditions, and values can be very gender specific. 2. Avoid assumptions about behaviors, they may be related to specific

cultures.

3. Celebration of holidays can be based on religious beliefs.


paraprofessional?

There are 5 ESL students in the classroom I serve. I must be aware of cultural diversity when working with these students.


EXAMPLE


Competency Documentation Sheet - K

Core Competency Area 3: Assessment, Diagnosis, and Evaluation

Competency 3.1 Awareness of the tools used by the district for

student assessment, diagnosis, and evaluation.

1. How did you acquire new knowledge and skills related to

this competency? Please check one.

College Course (Transcript or CEU attached)

Para eLink (Documentation attached)

X Conference/Workshop (Certificate of Participation attached)



competency. I attended a district inservice that outlined the types of assessment used by the school district. I learned that some assessments are given to all students and others are given to individual students to identify learning disabilities or the need for special education services. I, also, learned that some assessments are informal such as checklists that I could help the teacher complete. I learned that formal assessments are often given by the school psychologist and then a report is written to explain the results.


paraprofessional? As a paraprofessional I am able to assist the teachers by documenting information about students that can be used to help in diagnosing. Sometimes I am asked to complete behavior checklists, on task behavior, or work completion charts and this information helps the teacher to keep track of how well students are doing.



EXAMPLE


Core Competency Area 2: Characteristics of Students

Competency 2.2 Awareness of the effects that exceptional conditions

have on a student’s life, family, school, and

community.

1. How did you acquire new knowledge and skills related to this competency?

Please check one.


X Para eLink (Documentation attached)



2. Write three things you learned that apply to this competency.

A child’s disability may or may not effect their learning. Often other people’s opinions and expectations can limit a student more than their disability. It is important to understand the true challenges of the students we work with and how those impact them in school.

3. How does what you learned apply to your role as a paraprofessional?

It is important that I understand the real challenges that the students I work with face. Working with the student’s teacher. I should support the student in ways that don’t assume more need that what they really require. I need to learn how their disability impacts their learning and support them.



EXAMPLE

Competency Documentation Sheet - S

Core Competency Area 3: Assessment, Diagnosis, and Evaluation

Competency 3.2 Ability to collect and record performance data on

students under the direction of a licensed teacher,

while respecting student confidentiality and the laws

regarding ethical practices of assessment.

1. How did you acquire new knowledge and skills related to this competency? Please check one.


Para eLink (Documentation attached)


Demonstration of skill (observation/documentation)

X Transferable Work Experiences (Example of Work)

2. Describe the situation (setting) during which you demonstrated this skill (i.e.

classroom, etc.)

9th grade science classroom – laboratory group assignment. The student I was observing was working with three other students.

3. Describe what you did to demonstrate this skill.

As the students were working, I was documenting how often my student was on-task and actively participating in the group. I had been instructed to make a checkmark whenever the student exhibited inappropriate behavior (refusing to participate, making inappropriate comments, leaving the group).

4. Describe the results of your action(s).

I give the results of my observations to the teacher on a regular basis. When my student has fewer checkmarks than the cutoff point, she is allowed to choose an activity from a list agreed upon by the teacher. After a specific number of days below the checkpoint, my student will be allowed to participate in the science lab group without me right next to her.

5. Witness to Skill Demonstration

I observed this skill adequately demonstrated.

Name Position Date



EXAMPLE


Core Competency Area 1


Competency 1.1

Sensitivity to the beliefs, traditions, and values across cultures

and how these impact the relationships between children,

families, and schooling.


Please check one.

College Course (Transcript or CEU attached) Para eLink (Documentation attached) Conference/Workshop (Certificate of Participation attached) Transferable Work Experiences (Example of Work)








Competency 1.2

Awareness of the human and legal rights and responsibilities of

parents and children/youth as they relate to students.


Please check one.









Competency 1.3

Understanding of the distinctions between roles and

responsibilities of professionals, paraprofessionals, and support

personnel.


Please check one.









Competency 1.4

Understanding of the purposes and goals of education and

instruction for all students.


Please check one.









Competency 1.5

Knowledge of relevant laws, rules, regulations, and local

district policies and procedures to ensure

paraprofessionals work within the parameters.


Please check one.








Characteristics of Students

Competency 2.1

Knowledge of the similarities and differences between

cognitive, communicative, physical, social, and emotional

needs of students and the factors that influence these

different needs.


Please check one.









Competency 2.2

Awareness of the effects that exceptional conditions have

on a student’s life, family, school, and community.


Please check one.









Competency 2.3

Knowledge of and respect for the diverse backgrounds

(cultural, linguistic, environmental) of students and how these

characteristics affect the student’s life and learning.


Please check one.









Competency 2.4

Understanding of the effects and side-effects of

medications commonly prescribed for students.


Please check one.









Competency 2.5

Awareness of the potential implications of various student

characteristics on learning and achievement.


Please check one.








Assessment, Diagnosis, and Evaluation

Competency 3.1

Awareness of the tools used by the district for student

assessment, diagnosis, and evaluation.


Please check one.








Assessment, Diagnosis, and Evaluation

Competency 3.2

Ability to collect and record performance data on students

under the direction of a licensed teacher, while respecting

student confidentiality and the laws regarding ethical practices

of assessment.


Please check one.

College Course (Transcript or CEU attached) Para eLink (Documentation attached) Conference/Workshop (Certificate of Participation attached)

Demonstration of Skill (Observation/Documentation) Transferable Work Experiences (Example of Work)


classroom, etc.)





Name Position Date





Instructional Content and Practice

Competency 4.1

Ability to utilize learning styles theory in supporting instructional

practices.


Please check one.




classroom, etc.)





Name Position Date






Competency 4.2

Awareness of the challenges and expectations of various

learning environments.


Please check one.









Competency 4.3

Ability to establish and maintain rapport with students.


Please check one.




classroom, etc.)





Name Position Date






Competency 4.4

Ability to draw on knowledge and resources regarding a variety

of developmental and age-appropriate instructional methods,

techniques, and materials when supporting the instruction of

the licensed teacher.


Please check one.




classroom, etc.)





Name Position Date






Competency 4.5

Ability to assist in adapting instructional strategies and

materials according to the needs of the student, under

the direction of a licensed teacher.


Please check one.




classroom, etc.)





Name Position Date






Competency 4.6

Ability to follow oral and written direction of licensed

teachers, seeking clarification as needed.


Please check one.




classroom, etc.)





Name Position Date





Supporting the Teaching and Learning Environment

Competency 5.1

Ability to assist and reinforce elements that support a safe,

healthy, and effective teaching and learning environment.


Please check one.




classroom, etc.)





Name Position Date






Competency 5.2

Awareness of the ways in which technology can assist teaching

and learning.


Please check one.









Competency 5.3

Understanding of strategies for assisting with the inclusion of

students in various settings.


Please check one.









Competency 5.4

Ability to use strategies that promote the student’s

independence.


Please check one.




classroom, etc.)





Name Position Date






Competency 5.5

Awareness of how paraprofessionals can impact the overall

learning environment for students and staff.


Please check one.









Competency 5.6

Ability to prepare and organize materials to support teaching

and learning, as directed by a licensed teacher.


Please check one.




classroom, etc.)





Name Position Date





Managing Student Behavior and Social Interaction Skills

Competency 6.1

Understanding of applicable laws, rules and regulations, and

procedural safeguards regarding the management of student

behaviors.


Please check one.









Competency 6.2

Understanding of ethical considerations inherent in the

management of student behaviors.


Please check one.









Competency 6.3

Understanding of the district-building behavior management

plans for students.


Please check one.









Competency 6.4

Awareness of the primary factors that influence student

behavior.


Please check one.









Competency 6.5

Ability to effectively employ a variety of strategies that reinforce

positive behavior.


Please check one.




classroom, etc.)





Name Position Date






Competency 6.6

Ability to collect objective and accurate information on

student behavior to be provided to licensed professionals, as

appropriate and directed by a licensed teacher.


Please check one.




classroom, etc.)





Name Position Date






Competency 6.7

Awareness of the social skills needed for current and future

environments.


Please check one.









Competency 6.8

Ability to reinforce the development of student social skills by

using appropriate strategies to modify the environment.


Please check one.




classroom, etc.)





Name Position Date





Communication and Collaborative Partnerships

Competency 7.1

Ability to participate as a member of the educational team

when requested to attend conferences with families or primary

caregivers, with an understanding of some of the concerns of

parents.


Please check one.




classroom, etc.)





Name Position Date






Competency 7.2

Ability to use ethical practices for confidential communication

about students.


Please check one.




classroom, etc.)





Name Position Date






Competency 7.3

Ability to be sensitive and respectful in communications

regarding all children and families – regardless of differences in

cultural heritage, lifestyle, values, and home environment.


Please check one.




classroom, etc.)





Name Position Date






Competency 7.4

Awareness of the roles of students, parents, teachers,

paraprofessionals, and other school and community personnel

in planning an individualized program, when relevant.


Please check one.









Competency 7.5

Ability to employ constructive communication strategies and

approaches in working with and responding to students, their

families, and school and community personnel.


Please check one.




classroom, etc.)





Name Position Date






Competency 7.6

Ability to follow teacher instructions while conferring and

collaborating with them around student schedules,

instructional goals, and performance.


Please check one.




classroom, etc.)





Name Position Date






Competency 7.7

Ability to understand and use appropriate educational

terminology regarding students, roles, and instructional

activities.


Please check one.




classroom, etc.)





Name Position Date





Professionalism and Ethical Practices

Competency 8.1

Ability to demonstrate a commitment to assisting students in

reaching their highest potential, including the modeling of

positive behavior.


Please check one.




classroom, etc.)





Name Position Date






Competency 8.2

Ability to carry out responsibilities in a manner that

demonstrates knowledge of, and a positive respect for, the

distinctions between the roles and responsibilities of

paraprofessionals, professionals, and other support personnel.


Please check one.




classroom, etc.)





Name Position Date






Competency 8.3

Perform duties within the context of written standards and

policies of the school, state, or agency where they are

employed.


Please check one.




classroom, etc.)





Name Position Date






Competency 8.4

Perform duties in a manner that demonstrates the ability to

separate personal issues from one’s employment responsibilities.


Please check one.




classroom, etc.)





Name Position Date






Competency 8.5

Ability to show respect for the diversity of students.


Please check one.




classroom, etc.)





Name Position Date






Competency 8.6

Ability to demonstrate proficiency in academic skills (including

oral and written communication) while knowing how to self-

evaluate one’s own knowledge of the content being taught.


Please check one.




classroom, etc.)





Name Position Date






Competency 8.7

Ability to show a willingness to participate in on-going staff

development, self-evaluation, and apply constructive

feedback.


Please check one.




classroom, etc.)





Name Position Date





Academic Instructional Skills in Math, Reading, and Writing

Competency 9.1M

Ability to support and reinforce the instruction of students in

math following written and oral lesson plans developed by

licensed teachers.


Please check one.




classroom, etc.)





Name Position Date






Competency 9.2M

Ability to utilize effective developmental, age-appropriate,

and culturally sensitive instructional strategies in math that

support the instruction of licensed teachers.


Please check one.




classroom, etc.)





Name Position Date






Competency 9.3M

Ability to access and effectively use available resources

(including technology) for supporting teacher instruction in the

subject of math. (Examples: internet resources, instructional

manuals, tangibles, colleagues, etc.)


Please check one.




classroom, etc.)





Name Position Date






Competency 9.4M

Ability to support a licensed teacher in the gathering and

recording of data regarding student performance in the area

of math. (Examples: rubric instruments, curriculum-based

measurement, etc.)


Please check one.




classroom, etc.)





Name Position Date






Competency 9.5M

Knowledge of terminology related to the instruction of math.


Please check one.









Competency 9.6M

Understand how the Minnesota Standards and Testing

(including state and local testing) direct the teaching of

math in Minnesota.


Please check one.









Competency 9.1R


reading following written and oral lesson plans developed by

licensed teachers.


Please check one.




classroom, etc.)





Name Position Date






Competency 9.2R

Ability to utilize effective developmental, age-appropriate, and

culturally sensitive instructional strategies in reading that support

the instruction of licensed teachers.


Please check one.




classroom, etc.)





Name Position Date






Competency 9.3R


(including technology) for supporting teacher instruction in the

subject of reading. (Examples: internet resources, instructional

manuals, tangibles, colleagues, etc.)


Please check one.




classroom, etc.)





Name Position Date






Competency 9.4R



of reading. (Examples: rubric instruments, curriculum-based

measurement, etc.)


Please check one.




classroom, etc.)





Name Position Date






Competency 9.5R

Knowledge of terminology related to the instruction of

reading.


Please check one.









Competency 9.6R



reading in Minnesota.


Please check one.









Competency 9.1W


writing following written and oral lesson plans developed by

licensed teachers.


Please check one.




classroom, etc.)





Name Position Date






Competency 9.2W

Ability to utilize effective developmental, age-appropriate,

and culturally sensitive instructional strategies in writing that

support the instruction of licensed teachers.


Please check one.




classroom, etc.)





Name Position Date






Competency 9.3W


(including technology) for supporting teacher instruction in

the subject of writing. (Examples: internet resources,

instructional manuals, tangibles, colleagues, etc.)


Please check one.




classroom, etc.)





Name Position Date






Competency 9.4W



of writing. (Examples: rubric instruments, curriculum-based

measurement, etc.)


Please check one.




classroom, etc.)





Name Position Date






Competency 9.5W

Knowledge of terminology related to the instruction of

writing.


Please check one.









Competency 9.6W



writing in Minnesota.


Please check one.






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