The Supervision of Paraprofessionals in Elementary School Classrooms

Mele, Susan Catherine

The Supervision of Paraprofessionals in Elementary School Classrooms

dc.contributor.author	Mele, Susan Catherine	en
dc.contributor.committeechair	Parks, David J.	en
dc.contributor.committeemember	Tripp, Norman Wayne	en
dc.contributor.committeemember	Brewer, Betty J.	en
dc.contributor.committeemember	Sellers, James L.	en
dc.contributor.department	Educational Leadership and Policy Studies	en
dc.date.accessioned	2014-09-20T08:00:32Z	en
dc.date.available	2014-09-20T08:00:32Z	en
dc.date.issued	2014-09-19	en
dc.description.abstract	The purpose of this study was to examine and explain the quality of teacher supervision of paraprofessionals. The researcher analyzed (a) pre-service and in-service supervisory training received by teachers who supervised paraprofessionals, (b) teacher knowledge of supervisory practices, (c) teacher supervisory practices applied to supervision, (d) teacher accountability for supervision, (e) time teachers met with paraprofessionals, and (f) other personal or situational factors that influenced the quality of teacher supervision of paraprofessionals. The methodology for the study was multiple case studies with cross-case analysis. Six administrators, six teachers in grades K-5, and six paraprofessionals from three elementary schools in districts located in Virginia were invited to participate in this study. Interview protocols were developed from information gleaned from the literature review, checked for content validity, and pilot tested before being used. Analysis was completed using the constant comparative method as outlined by Maykut and Morehouse (1994). Preparing teachers to supervise paraprofessionals is important if the expectation is paraprofessionals are to support the educational program of students. Under the No Child Left Behind Act of 2001 and the Individuals With Disabilities Education Improvement Act of 2004, teachers are required to provide adequate supervision to paraprofessionals, yet they are not prepared to provide the supervision required. The results of this study indicated (a) teachers are not prepared to supervise paraprofessionals because they lack the training to do so, (b) teachers are not knowledgeable about what constitutes good supervisory practices, (c) teachers are not held accountable for the supervision they are expected to provide, (d) administrators do not make roles and expectations for teachers who supervise paraprofessionals clear, (e) teachers and paraprofessionals are negatively influenced by the absence of a common planning period, and (f) principals, teachers, and paraprofessionals believe positive interpersonal relationships are vital to the supervisory process. Training is essential. If colleges, universities, and local school districts fail to train teachers regarding supervision of paraprofessionals, the quality of supervision provided by teachers who supervise paraprofessionals, and the services paraprofessionals provide to students will remain uncertain.	en
dc.description.degree	Ed. D.	en
dc.format.medium	ETD	en
dc.identifier.other	vt_gsexam:3685	en
dc.identifier.uri	http://hdl.handle.net/10919/50532	en
dc.publisher	Virginia Tech	en
dc.rights	In Copyright	en
dc.rights.uri	http://rightsstatements.org/vocab/InC/1.0/	en
dc.subject	paraprofessional	en
dc.subject	supervision	en
dc.subject	elementary school	en
dc.subject	teacher	en
dc.subject	paraeducator	en
dc.title	The Supervision of Paraprofessionals in Elementary School Classrooms	en
dc.type	Dissertation	en
thesis.degree.discipline	Educational Leadership and Policy Studies	en
thesis.degree.grantor	Virginia Polytechnic Institute and State University	en
thesis.degree.level	doctoral	en
thesis.degree.name	Ed. D.	en