Paraeducators-to-Teacher Programs Help Meet Demand for Teachers

From the December 2006 Issue of infocus

Paraeducators at Glady's L. Benerd School of Education

Paraeducators can enroll in the EdPro2 program at the University of the Pacific, which allows them to work full-time in their field and earn a bachelor's degree and California teaching credentials.

Photo courtesy of University of the Pacific

The No Child Left Behind legislation of 2002 emphasized the need to improve school performance by ensuring that all elementary and secondary schools are staffed by qualified teachers. That is a challenge for many schools districts which confront acute staffing problems. On average, 39 percent of new teachers leave the profession in the first five years. This has prompted some school districts to try to "grow their own" teaching corps by providing education opportunities for paraeducators.

Paraeducators—sometimes called instructional aides or paraprofessionals—play a central role in many classrooms. The nation's K-12 public schools employ more than 525,000 full-time paraeducators nationwide. Of that number, approximately 290,000 are employed in general and special education programs serving children and youth with disabilities, and approximately 130,000 paraeducators are assigned to multi-lingual programs. These paraeducators, who are already employed by the school district, are viewed as a promising source of future teachers, particularly since they often live in communities where they work and share the language and culture of the students they serve.

In response to the persistent shortage of qualified students, institutions are developing new teacher prep programs in partnership with community colleges and local school districts that enable working paraeducators to earn a bachelor's degree and move on the path to certification. These teacher prep programs—many of them funded by the state—provide support and flexibility to accommodate schedules of adults working as full time paraprofessionals.

Massachusetts Paraprofessionals Take 'Fast Track'

The University of Massachusetts-Dartmouth, Division of Professional & Continuing Education (PCE) launched its "Fast-Track" Program for paraprofessionals in Fall 2006. Through a partnership with Bristol Community College, the program offers a bachelor of arts degree for individuals working as paraprofessionals in the New Bedford and Fall River public schools. Students complete their associate's degree at Bristol Community College and transfer those credits into a specially designed program at UMass Dartmouth that will allow students to finish coursework in three years (two courses each semester) and obtain a degree in Humanities and Social Science with an Education Minor, positioning them perfectly for teacher licensure, and eventually for certification in a specialized area, such as Special Education.

The program is organized as a cohort, and classes are held in the evenings so as to enable students to continue working in their school positions. Currently there are 13 students in the program and more in the pipeline, with the goal being a cohort of 20 students. The program is funded through the state's Paraprofessional Teacher Preparation Grant.

"It's a wonderful way to help this District. In our area, we have a diverse group of talented people and we do not want to lose them," says Susan Lane, Associate Vice Chancellor, at UMass Dartmouth PCE. "These paraprofessionals have been working in the schools and really understand the climate and school culture issues. We help them get their degree—and they become outstanding teachers."

EdPro2 Builds on Experience

The University of the Pacific in Stockton, CA, offers EdPro2, an accelerated evening program for adults with a career goal of earning an elementary (Multiple Subject) or Education Specialist-Mild/Moderate or Moderate/Severe Disabilities (Special Education) California teaching credential. The program is offered through the University's Benerd School of Education, with the Continuing and Professional Education office serving an advisory role.

The EdPro2 Program was created with the support of the San Joaquin County Office of Education, to serve paraeducators, teachers' assistants, early childhood providers, and others who have had experience in educational settings but do not have baccalaureate degrees. Students complete about 70 credits from a community college before transferring to the program at the University. Once admitted to the evening program, students complete a minimum of 54 units as a cohort. For the students who work in area schools, they can apply for a Paraprofessional Training Grant offered by the County Office of Education.

"It's a new program," explains Marilyn Draheim, Chair, Department of Curriculum and Instruction at the Benerd School of Education. "This past fall we had our first group with eight people. Potentially we have four more joining in January. The goal is to have 10 to 12 people in the first cohort. We are also in the process of forming a new group for Fall 2007," she says. Depending on the needs of the incoming students, the class schedule may change to include Saturday classes.

Currently, students take four courses for eight weeks. They meet twice a week in the evening for a four-hour long class. The program of required coursework is organized to cover approximately 15 months. "It's a very intensive program. Students spend a lot of time together," continues Draheim. "We have students right now who have formed close bonds. In fact, the group decided to take turns bringing meals for everyone, which has resulted in some pretty lavish dinners. The mutual support is really helpful so they feel they can stay on track."

Special Need in Florida

The University of South Florida has developed two programs to meet the rising need in the critical area of special education—an area in which teacher turnover is particularly high. The University currently offers an undergraduate part-time program where students can earn a bachelor's degree in Special Education and certification to teach. Students, through the Professional Development Partnership Paraprofessional to Teacher Program, can apply for federal funding in which paraprofessionals employed in Florida can receive tuition assistance for up to nine credits per semester.

"We have a critical shortage in this area. Special education is a difficult field," says Cari Barber, Professional Development Partnership Program Coordinator at the University. "We want to have people stay in the field, so we provide students with opportunities."

In 2007, the University of South Florida will launch a new program designed exclusively for Pasco County paraprofessionals. The program is called PROPEL, Preparing Our Paraprofessionals to teach Exceptional Learners.

"The University of Florida has partnered with the school district to be sure to have a significant number of students to make a cohort. Then we can determine a convenient location for the students, perhaps at a district office or a school out in that area," says Patty McHatton, Assistant Professor/Undergraduate Program Coordinator and Program Director, for Project PROPEL. PROPEL is in the recruitment and planning stages right now. The first cohort will begin studies in Summer 2007. Their goal is to produce two cohorts of 25 teachers.

Courses will be offered in the evenings, with some online and web-enhanced courses, so that paraprofessionals can still continue to work while enrolled in the program, which will take two years to complete. The program requires an associate's degree and an internship. To fulfill the internship requirements, students must take a leave of absence from their jobs and work full-time for one semester, under supervision, in a different school.

"Going to school while working is tough. Because it's strenuous, we provide support and a community," says McHatton.

—Kandace Gilligan