Paraeducator Information and Resources
||Paraeducators play important roles in improving student achievement. To this end, the No Child Left Behind Act and Individuals with Disabilities Education Improvement Act state that Paraeducators are to be appropriately trained and supervised. The Connecticut State Department of Education has developed this website to provide resources for Paraeducators, teachers, and administrators to understand the appropriate training, supervision, and evaluation of Paraeducators.|
Click on the following links for detailed information:
Paraeducator Needs Assessment
The CSDE, in collaboration with the University of Connecticutís A.J. Pappanikou Center for Excellence in Developmental Disabilities, Education, Research and Service, is conducting a needs assessment of all paraeducators in the state. The results will be used to develop training and educational opportunities statewide for paraeducators to increase their knowledge of current instructional practices, develop and enhance their instructional competencies in core areas, and support CSDE initiatives, specifically the Common Core State Standards, Scientific Research Based Interventions, and early literacy. Survey can be accessed online at: https://uconn.co1.qualtrics.com/SE/?SID=SV_5bvAT60t4TmEOvr. The deadline for submissions is Friday, December 6, 2013.
Paraeducator of the Year
Click here for information about nominations for Anne Marie Murphy Paraeducator of the Year Award
Anne Marie Murphy Paraeducator of the Year 2014 Award information packet
District Contact Paraeducator Newsletter - November 2012
Regulations and Legislation
Definition of a Paraeducator (CT): The following is the CT State Department of Educationís definition of a paraeducator:
A paraeducator is an employee who assists teachers and/or other professional educators or therapists in the delivery of instructional and related services to students. The paraeducator works under the direct supervision of the teacher or other certified or licensed professional. The ultimate responsibility for the design, implementation and evaluation of instructional programs, including assessment of student progress, is a collaborative effort of certified and licensed staff.
Connecticut Regulations Section 10-145d-401
requires anyone employed by a local public school district that is not directly supervised in the delivery of instructional services to have appropriate state certification.
PRI Briefing Report and Findings and Recommendations: The Legislative Program Review and Investigations Committee authorized a study of school paraprofessionals
in April 2006. The study focused on whether Connecticut should establish minimum standards for public school paraprofessionals who perform instructional tasks for students in kindergarten though twelfth grade (K-12) and whether different categories should be established for different duties.
Sec. 10-155k of the 2008 Supplement to the General Statutes requires the Commissioner of Education to establish a School Paraprofessional Advisory Council consisting of one representative from each state-wide bargaining representative organization that represents school paraprofessionals with instructional responsibilities. The council shall advise, at least quarterly, the Commissioner of Education, or the commissioner's designee, of the needs for the training of such paraprofessionals and the effectiveness of the content and the delivery of existing training for such paraprofessionals.
Minutes from Meetings:
January 27, 2009 [PDF
May 19, 2009 [PDF
March 2, 2011 [PDF
May 17, 2011 [PDF
September 20, 2011 [PDF
Professional Development Opportunities:
The Capitol Region Education Council (CREC) has been approved through Charter Oak State College to offer the COMPASS paraprofessional training to practicing and aspiring paraprofessionals who are seeking collegiate credits. The following courses are available for credit: Introduction to Paraprofessional (3 credits), Paraprofessional Internship (2 credits), Behavior Techniques (3 credits), Exceptional Learners (3 credits), and Working with the Autistic Learner and Assistive technology (3 credits).
If you wish to prepare for a job as paraprofessional or to obtain a college degree, these courses will benefit you and the district where you work. For those of you who work in a district that provides tuition reimbursement, it is likely that these courses will qualify for reimbursement. These courses are designed for students who work during the day and so they can be provided at the district after working hours, making it easier for working paraprofessionals to attend.
If you are interested in obtaining credit while learning relevant information to a present or future job, contact Peg MacDonald, TABS Support Team Director (860) 524-4037
The goal of the Paraprofessionals as Partners initiative is to enhance the skills of paraprofessionals providing instructional support to students in various educational settings, including students with disabilities. Through a variety of professional development opportunities, paraprofessionals working in collaborative partnerships with general and special education teachers and support services professionals will acquire skills to enhance their ability to effectively provide instruction and other direct services to meet the diverse needs of students.
District Contacts for Paraeducator Issues
The Connecticut State Department of Education (CSDE) established the District Contacts for Paraprofessional Issues to disseminate information of importance to paraeducators and their supervisors.
A newsletter is emailed, each month, to district contacts.
If you have any questions please contact:
Connecticut State Department of Education
165 Capitol Ave.
Hartford, CT 06106
Phone: (860) 713-6794
Fax: (860) 713-7035