Building Professional Capacity among Paraeducators through Onboarding

Author:

Anne Rosenquist Wendy1,Hansuvadha Nat2

Affiliation:

1. Long Beach Unified School District, Long Beach, California, United States of America

2. California State University, Long Beach, California, United States of America

Abstract

Many studies have investigated the inadequacy of training and support for special education paraeducators, but few have examined prehire activities or recommended a comprehensive plan to train and hire paraeducators. This quantitative action research study of 267 special education paraeducators and special education teachers was conducted in a large urban school district to address the concern over paraeducators’ lack of knowledge and training and the need to consider these factors when hiring staff in public school districts. Based on themes from the literature and the expertise of an insider, the purpose of the study was to increase the understanding of the relationship between and the perception of the importance of organizational factors, employee knowledge, and training. Results showed that paraeducators are not adequately trained, prefer specific training topics, and recognize that factors and knowledge affect job performance. The researchers then created a formal institutionalized onboarding program for new hire paraeducators based on a change management model. Immediate implementation recommendations, along with an onboarding plan and checklist, are included for school districts and their human resource departments.

Publisher

University of Toronto Press Inc. (UTPress)

Subject

General Environmental Science

Reference49 articles.

1. Enhancing Peer Network Interventions for Students With Complex Communication Needs

2. Breton, W. (2010). Special education paraprofessionals: Perceptions of preservice preparation, supervision, and ongoing developmental training. International Journal of Special Education, 25(1), 34–45. Retrieved from https://eric.ed.gov/?id=EJ890564.

3. Effects of a Professional Development Package to Prepare Special Education Paraprofessionals to Implement Evidence-Based Practice

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