On the Job Training Certificate Sample by jpl19431

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On the Job Training Certificate Sample document sample

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									Competency Area G:
Job Training of
             On-the-Job Training


   Provides opportunities for on-the-job training for paraprofessional skill
   Educates paraprofessionals of their legal rights and responsibilities
    regarding their student interaction, services, and instructional
   Advocates for school and district to provide inservice training
    opportunities that are directly related to the daily work of
   Advocates for school and district to offer paraprofessionals a basic training
    in current issues and strategies related to the teaching of students with
          Teacher’s Role -

To provide on-the-job training to
paraprofessionals regarding what they do
with students everyday and to advocate for
additional training at school and district
Training -
Joyce & Showers (1980) as in Pickett & Gerlach (2003)

   Theory - skills, strategy or concept clearly
   Demonstration - shows the skill or strategy in a
    realistic situation
   Practice - paraprofessional tries out the skill or
    applies the practice in a controlled setting
   Feedback - feedback is provided
   Coaching - occurs on-the-job while the
    paraprofessional works with students
Coaching -
   French (2003) says that
    coaching is most
    important of all training
    practices because it allows
    for fine tuning of newly
    acquired skills until they
    become solidly cemented
    into the paraprofessional’s
Content Areas in Which
Paraprofessionals Have Had
Training (2000, 2003)
Wallace, Stahl, & Johnson (2003)
Content Areas in Which
Paraprofessionals Have Had
Wallace, Stahl, & Johnson (2003)
          A Process Using MN Tools
1. Paraprofessional and/or his/her supervisor complete the
     Paraprofessional Skills Inventory to identify existing
     knowledge and skills as well as gaps.
2.   Paraprofessional should begin list of prior training
     and experiences that align with competencies.
3.   Paraprofessional begins preparation of his/her
     Portfolio, which provides an avenue to show evidence
     of knowledge and skills aligned with the competencies.
4.   District offers and/or paraprofessional pursues
     additional training (Para elink, college courses, district
     workshops, etc.) needed as identified through the skills
Paraprofessional Skills
Core Competencies

Paraprofessional Instructions -
Paraprofessional Skills
Inventory - Rating Scale
Paraprofessional Skills
Inventory - Sample
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?

Directed to paraprofessionals -- 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.
How can paraprofessionals meet
the competencies thru the
   College  Course (transcript and syllabus)
   Para eLink (documentation)

   Conference/Workshop (certificate of
   Demonstration/Skilled Competencies only
   Transferable Work Experiences (examples of
Portfolio Documentation Sheet
“Knowledge competency”
Portfolio Documentation Sheet
“Skil competency”
Para eLink offers training in each of
the nine core competency areas for
paraprofessionals established by the
Minnesota Paraprofessional
        Other training avenues -

   District workshops
   Courses offered through institutions of
    higher education
   Conferences (knowledge level
    information; rarely skill level)
   Other -
Training Plan and Documentation
   It is important to have a
    plan for addressing
    training needs AND to
    ensure it is documented.
    This documentation is
    important for the
    paraprofessional and the
Support for ongoing training…
  Effective organizations include professional
    development in their personnel practices
   because it ensures the presence of requisite
   skills in the workforce, helps provide equal
     opportunities for persons with diverse
 backgrounds, and aids in both recruitment and
         retention of competent personnel.
                            - Crist, P. (1996)

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