Let's Begin:
Introduction
The roles and responsibilities of paraeducators are complex and demanding.
In a recent survey in Indiana, paraeducators reported that their jobs are
“hard work with many small rewards,” but also indicated that
upon starting in the position of paraeducator, it would have been helpful
to have a mentor to go to for help and advice.
When we consider that the paraeducator is expected to work with children
with and without disabilities, who have limited English proficiency, who
come from disadvantaged homes, who are diverse in culture and ethnicity,
and who are of various ages and grade levels (Pickett, Faison, & Formanek,
1999), it is no wonder that paraeducators have questions and concerns about
their roles and responsibilities.
While often times the teacher of record is the best source of information
regarding students’ abilities and needs, it is the other paraeducators
in the school that can provide an “insider’s view” of
how the school works, including words of wisdom for teaming with particular
teachers, hints on helping particular students, and useful tips for figuring
out tricky equipment, working the copy machine, or simply finding the bathroom!
This module is designed to teach experienced paraeducators to take on the
role of mentor for paraeducators who are just starting out in the field,
those who are new to the school, or those who need some extra support. Paraeducators
can be valuable resources in helping new paraeducators to organize and understand
the complexities of the position. In addition, it is not hard to imagine
that someone who starts any new job would really appreciate having an experienced
friend there to give encouragement and to lend an ear.
Brainstorming Exercise
Our first step is to do a little brainstorming exercise. Remember that
a brainstorming exercise is a list of all the things you can think of about
a particular idea. And everything you think of is okay to put on your list.
Later on, you can decide if you want to take it off your list. The first
thing you need is a pen and paper to write your list.
Once you are ready, you should brainstorm and make a list of all the words
you would use to describe a MENTOR. Time yourself for 3 minutes. How many
words can you think of to describe mentors and mentoring?
When you are done with your list, you should congratulate yourself on a
good brainstorming session and go to the next section entitled, “What
Is a Mentor?”
IPSP
Module Series