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Paraprofessional Supervision
McKenzie, a., & S. Lewis. (2008). The role and training of paraprofessionals who work with students who are visually impaired. Journal of Visual Impairment & Blindness, 102(8), 459-471. Retrieved September 3, 2009, from Research Library. (Document ID: 1560016031).
As the number of paraprofessionals serving in America's schools has increased, troubling questions have emerged regarding their supervision and training, particularly in regards to special needs students. The article entitled "The role and training of paraprofessionals who work with students who are visually impaired" from the Journal of Visual Impairment & Blindness, surveyed teachers of students with visual impairments from 27 states and paraprofessionals of visually impaired students from 19 states. 45.5% of the survey population was from California, Florida, Georgia, and Texas. While NCLB sets the goal for paraprofessionals to have 2 years of university study in their area of employment and have some form of certification, 29% of surveyed paraprofessionals lacked a high school diploma.
Paraprofessionals for special needs students defined their roles as inclusionary and instructional in nature. According to 62.8% of the teachers supervising paraprofessionals in classrooms, the paraprofessionals with whom they work do not provide direct instruction. But 54.2% of the paraprofessionals stated that they do provide direct instruction in core curriculum areas. This troubling lack of consistency is alarming, moreover, the classroom size of the teachers made no difference in terms of the level of instructional support the paraprofessionals were called upon to perform, according to both teachers and paraprofessionals.
In the study of paraprofessionals, 107 of whom provided complete, usable responses to the Internet survey, although 68 of the paraprofessionals reported attending training sessions in Braille, 44 believed the required additional training in that area to be effective. Yet 18.8% of teachers and 29% of paraprofessionals reported they were called upon to perform direct instruction in language arts to visually-impaired students. Overall, although the study is small, the article provides an alarming heads-up regarding its central thesis that the "growing use of paraprofessionals in supporting the education of students with disabilities has outpaced the ability to define clearly the roles, training, and supervision needs of paraprofessionals" (McKenzie & Lewis 2008).
The survey also indicated that the vast majority of paraprofessionals had undergraduate degrees and of the tasks and "high-level skills required for professional positions and paraprofessional positions" there was little appreciable difference (Zhu 2012). However, there still remained tasks which library professionals alone could take on such as conducting research for scholarly publications and communication; writing grant proposals; dealing with licensing and copyright issues and developing and preserving collections. Overall,
This enables the supervisor to target specific domains which the supervisee is lacking. It also encourages the young teacher to set meaningful goals (which is yet another criticism of professional development plans, because some teachers may genuinely not know how to set useful goals for themselves and their students). However, for a more seasoned professional, the "intensive, hierarchical, interpersonally focused relationship" might seem smothering, even patronizing, and they may
Supervision, Consultation and EMS Supervision Supervision, Consultation and Emergency Management Systems CLINICAL SUPERVISION According to the majority of educators in the field, clinical supervision is the most appropriate practice. This is quite worrying and confusing especially considering that there has been little research on the subject, both in qualitative and quantitative methods. The main reason that makes the theory to be extremely popular in spite of its short comings and is all tied to
Mckenzie Corporation's Capital Budgeting Given value of Mckenzie in different scenarios, Economic Growth Probability Without Expansion With Expansion Low $20,000,000 $22,000,000 Normal $25,000,000 $32,000,000 $43,000,000 $52,000,000 Expected value of the company within one year with Expansion is as follows: = Formula of E (value of company) = "P (Low)*V (Low) + P (Normal)*V (Normal) + P (High)*V (High)" =0.3*22,000,000 +0.5*32,000,000 +0.2*52,000,000 = 6,600,000 + 16,000,000 + 10,400,000 = $33,000,000 = $33 Million. Expected value of the company within one year without Expansion is as follows: = P (Low)*V (Low) + P (Normal)*V
If there is a tendency among readers to view Malcolm X as a radical figure, especially where compared to peaceful counterparts like Dr. King, the autobiography helps to show racism in a light that makes Malcolm X extremely sympathetic, or at least a rational product of his time. Narratives from his upbringing, especially in his father's work as a black revolutionary and in his family's constant state of moving to escape threats, are especially demonstrative of
Lesson Plan Amp; Reflection I didn't know what state you are in so was unable to do state/district standards! Lesson Plan Age/Grade Range; Developmental Level(s): 7-8/2nd Grade; Below grade level Anticipated Lesson Duration: 45 Minutes Lesson Foundations Pre-assessment (including cognitive and noncognitive measures): All students are reading below grade level (5-7 months) as measured by standardized assessments and teacher observation Curricular Focus, Theme, or Subject Area: Reading: Fluency, word recognition, and comprehension State/District Standards: Learning Objectives: Students will develop