• General Para-Educator
• ESL Para-Educator
• Special-Ed Para-Educator

Para-Educator Training:

Skill Standards Manual

Today, Para-Educators are important members of the instructional team. They assist licensed/certified staff in all components of the instructional process. Over the last four decades, education practices and systems across the country have changed. As a result, Para-Educator employment in general compensatory, bilingual, and special education programs
has increased significantly.

The expanding employment of Para-Educators is attributed to several causes. Significant factors include federal and state legislative actions that encourage schools to provide services for all learners in at least restrictive environments; increase enrollment of children and youth from homes where English is the second language; growth in the number of children and youth from economically and educationally disadvantaged backgrounds; and the restructuring and licensed/certified staff roles. There is no doubt among all stake holders nationwide that a well-prepared workforce is essential to ensure that children, youth and their families with diverse learning styles and abilities have access to quality education services. There are a myriad of issues related to the employment, preparation and retention of skilled personnel at all levels. None is more critical than the need to establish standardized, structured operations for Para-Educator training.

A three-phase process was undertaken to develop the Skill Standards:

1) Identify critical work functions, key activities, and performance indicators and identify occupational technical knowledge and skills.


2) Identify and level academic and employability skills.


3) Validate the critical work functions and key activities. The Skill Standards for Para-Educators Project was a continuation of historic efforts and work in progress aimed at clarifying the roles and educational requirements for Para-Educators. Para-Educator Skill Standards were developed after careful consideration of historic efforts. DACUM documents concerning Para-Educators were inspected and became a part of the materials considered by the Skill Standards focus panel discussions. As the study progressed, full consideration was also given to the previous development of Para-Educator Core Competencies for Para-Educators Working with Students With Disabilities.

Three job clusters were identified:

Para-Educator Critical Work Functions:

A) Assist Licensed/Certified Staff with Student Instruction;

B) Assist Licensed/Certified Staff with Behavior Management;

C) Assist Licensed/Certified Staff with Clerical Functions;

D) Assist Licensed/Certified Staff with Parental Contact.

Special Education Para-Educator Critical Work Functions:

A) Assist Licensed/Certified Staff with Student Instruction;

B) Assist Licensed/Certified Staff with Behavior Management;

C) Assist Licensed/Certified Staff with Clerical Functions;

D) Assist Licensed/Certified Staff with Parental Contact;

E) Assist Licensed/Certified Staff and/or Licensed Staff with Physical Needs Management.

ESL/Bilingual/Migrant Para-Educator Critical Work Functions:

A) Assist Licensed/Certified Staff with Student Instruction;

B) Assist Licensed/Certified Staff with Behavior Management;

C) Assist Licensed/Certified Staff with Clerical Functions;

D) Assist Licensed/Certified Staff with Parental Contact;

E) Assist Licensed/Certified Staff with Cultural Issues.

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