Feature Article Which of the following categories defines a SFUSD paraprofessional?
Beyond the teacher's aide One of the fastest growing paraprofessional
classifications is the one-to-one inclusion assistant. Such a position is
created when a student receiving special education services is "fully included"
in a general education classroom. A paraprofessional is asked to suppport the
student so that he or she experiences success in a general education setting.
Part of day's work "I want the classroom teacher to know that one-to-one paras
can help in myriad ways," explains Camorangan. "When I help
the whole class, I help the inclusion process." Camorangan brings to
the classroom more than four years of experience with students with special
needs. She will receive her special education teaching credential in May
and is just one research project away from her Master's degree.
Camorangan's experience and education allow
her to take on projects even veteran teachers might avoid.
For example, during recent STAR testing, she created alternative lessons
for her student while the general education children participated
in standardized testing. Supervised by inclusion teacher, Emily Nusbaum, Camorongan implemented a thematic
unit consisting of teaching her students to make and sell cookies.
Compiling a grocery list, shopping at the supermarket, and measuring
different ingredients were just a few of the activities.
Providing a role model On the day that I visited Washington High, Davis
was posted at the front entrance to greet the stream of students
arriving late from lunch off campus. Faced with losing their off-campus
lunch privileges for the following day, students confronted Davis with typical
teenage protestations, excuses, and tantrums. Nothing seemed to phase Davis.
Not even the most creative of students could manipulate him to lose his patience
or cease to smile.
The Paraprofessional Career Program is a joint SFUSD/UESF project
designed to assist paraprofessionals who are committed to the district to become
credentialed teachers. Money for university tuition and books as well as a two-hour per
day stipend (if you work four hours, you are paid for six) are provided.
To receive this assistance, a person must:
Applications are accepted once a year in October. For more
information, contact Roberta Zadow at 759-2995
--J.L
Maintaining a sense of humor, sticking to your plan, and never "losing your cool"
are all essential to sucess with these students, according to Davis. He approaches
these students as young adults, stressing that he must listen to their problems and
build up their trust in him. Yet he also commands respect, vowing to call parents or
visit homes at any time, day or night, to follow-up on a problem.
"We are career-minded." James Lee, former executive board member, teaches second grade at Lakeshore Alternative Elementary
School.
Professionalism on the rise: Paras in the schools
If you answered "All of the Above," you're correct.
The paraprofessional job in SFUSD has evolved far beyond the traditional concept
of a teacher's aide. Given the diverse needs of San Francisco's student population,
paraprofessionals assume a number of roles and fulfill a multitude of responsibilities.
In fact, there are now more than ten job categories for the 1,640 paraprofessionals in the district.
They provide bilingual support, maintain order in libraries, and run computer labs.
Each and every school in the district depends on these professionals for support and wisdom "in
the trenches."
To fully "include" a student, a paraprofessional must do
much more than simply assist the head teacher. Paraprofessionals
are expected to collaborate with a multi-disciplinary special education
team, implement IEP goals and objectives, and design and create adapted curriculum.
Locating a paraprofessional who has risen to the
challenges of this new job was not difficult. Maria Camorongan who works with inclusion
student, Kaitlin Sar-Graycar (pictured left), for
example, is a one-to-one inclusion aide for a student with severe disabilities
at Lakeshore Elementary. To guide the inclusion process, Camorongan adapts
curriculum, implements behavior plans, and facilitates relationships
between her student and her peers. She views these responsibilities as
simply part of a day's work.
While Camorangan is busy teaching life skills to her
students at Lakeshore Elementary, paraprofessional Apostle
Davis is maintaining order at his site across the Avenues in the
Richmond District. A veteran of 23 years, Davis is one of five security
aide paraprofessionals assigned to Washington High School. Officially, Davis
is responsible for one section of one building. Yet his duties understandably
change on a daily basis as needs arise.
Washington High School is an imposing campus that covers a four block radius.
With approximately 2,500 students, Davis compares his school to a small city. He
must keep the halls free of students, monitor who comes in and out of the school,
perhaps even cover a class if a substitute has not arrived. At the same time, he
must build and maintain rapport with the students, create belief in policies such
as "zero tolerance for fighting," and provide a role model other than teachers
for students to look up to.
Paraprofessional Career Program
Despite the high level of stress Davis encounters in his work with teenagers,
his main job stress does not revolve around students.
Citing the same concerns that most of us in education face, Davis' most
pressing issue is compensation. "It's the pay!" he exclaims.
"I want people to know that this is not a stepping off point (to another job)
for me. We are career-minded. But we need more pay and to get paid in the summer...We
can't even move because we can't afford to commute. We have to
look at (this job) as a profession."
