special education teacher vs paraprofessional

Paraprofessionals: What you need to know

By Gretchen Vierstra, MA

Expert reviewed by Brittney Newcomer, MS, NCSP

At a glance

Paraprofessionals are important members of a school’s staff.

They’re sometimes called instructional aides or teacher assistants.

Paraprofessionals provide different kinds of support that help make classrooms more inclusive.

On any given school day, there are many adults working to support student learning. Students may work with teachers, counselors, related service providers , and classroom volunteers. They may also receive support from paraprofessionals .

The Every Student Succeeds Act (ESSA) uses the term paraprofessional . You may also hear them called ed techs, classroom assistants, instructional aides, teacher assistants, paraeducators, and paras. No matter what you call them, paraprofessionals are an important part of a school’s community.

Paraprofessionals are not certified teachers, but they are vital members of a school’s support staff. They are credentialed education professionals who work alongside and under the direction of a certified teacher or school professional.

Here’s what you need to know about their training and how they support teachers, students, and families.

What paraprofessionals do

Paraprofessionals provide instructional, behavioral, and other support to students in and outside of the classroom. Paraprofessionals often work one-on-one with students who receive special education and related services or those who have a 504 plan .

Some paraprofessionals work with students in a special education classroom. Others may work with students in a general education classroom or rotate to support all the classes in a specific grade level.

Here are four common ways paraprofessionals provide support:

1. Instructional support

A paraprofessional may work with students one-on-one or in small groups to reinforce learning. They may provide extra support during or after a teacher’s lesson. They may also lead small group activities, allowing the teacher to support students in other ways.

For example, a paraprofessional may work with a small group of students who need extra help understanding a math concept, while the teacher works with students who are ready to move on to learning the next concept.

2. Language support

In some classrooms, bilingual paraprofessionals provide language support to English language learners . This is especially true in classrooms for students just beginning to learn English. Paraprofessionals may help ELLs understand the academic content of lessons by speaking with students in their home language.

Paraprofessionals often live in the school neighborhood and share the same cultural traditions as their students. This can help paraprofessionals serve an important role. They can be a link to the community. And they can work with the teacher to make sure the instruction and learning materials are culturally responsive . They can even help create learning materials in another language.

3. Behavioral support

Paraprofessionals often work with students who struggle with expectations for classroom behavior. For example, if a student has a behavior intervention plan (BIP), paraprofessionals may help to implement the plan. If the IEP team needs documentation about how behavioral interventions are working, paraprofessionals may take notes throughout the day.

Paraprofessionals who provide behavioral support are taught strategies to help with behavior, like giving specific praise for appropriate behaviors . They may also be trained to help in crisis situations.

Many paraprofessionals also build strong relationships with the students they work with. They often spend more one-on-one time with students than the other adults on staff. That gives them insight that can be used to help teachers understand what a student’s behavior is communicating . This understanding can help teachers respond to challenging behaviors with empathy .

4. Physical and medical support

Some paraprofessionals work with children who have physical disabilities. Paraprofessionals can help with adaptive skills, like self-care and communication.

They may also collaborate with the school nurse to work with students who need medical support. For example, they may help children who are at risk for seizures or who have severe allergies.

Qualifications and training

Paraprofessionals don’t have the same training and certification as teachers. The requirements vary from state to state and even among school districts. Under ESSA, paraprofessionals provide teaching support and must have a high school diploma (or its equivalent) and also meet one of these requirements:

Finished two years of study at a college or technical school; or

Hold at least an associate’s degree; or

Be able to show, through a formal state or local academic assessment, that they know about and can assist in reading, writing, and math instruction

Paraprofessionals must have knowledge and skills to be good at working with students. Like other educators, a paraprofessional needs to know when to step back and encourage a student to be independent, but also when to step in and provide support.

Paraprofessionals often learn many of their practical skills on the job. They can be more effective when they have ongoing training and access to professional learning opportunities. Whenever possible, schools should include paraprofessionals in staff meetings and other events so they are up to date on all school policies, curriculum, and student needs.

Paraprofessionals play important roles in schools and help make classrooms more inclusive . They add another layer of support to the classroom, allowing students to have more opportunities for one-on-one support. When students, teachers, and families embrace paraprofessionals as key members of the education team , everyone benefits.

Key takeaways

Paraprofessionals provide instructional, behavioral, and other support to students in and outside of the classroom.

Some paraprofessionals work one-on-one with students, while others support small groups or whole classes.

Paraprofessionals don’t have the same training as teachers, but they’re required by law to meet certain qualifications.

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Home » The Role of a Paraprofessional in Special Education

The Role of a Paraprofessional in Special Education

Special education has evolved tremendously over the last several decades, and that evolution has sparked the need for more professionals who can provide specific services to classroom students. 

A paraprofessional is one of those roles that is somewhat recent with roots in the 1960s . Still, these educators are pivotal to today’s general and special education classrooms, allowing students to communicate, learn, and thrive in their school environment. 

As a parent, you might be interested in understanding what paraprofessionals do and the role they play in your child’s classroom. I’ve compiled a helpful guide to introduce you to the paraprofessional role and dive into the many tasks they tackle each day.

A Guide to the Role of a Paraprofessional

What is a paraprofessional in special education, what does a paraprofessional help with, common tasks for paraprofessionals, the vital role of the paraprofessional.

Some schools swap the term paraprofessional for instructional aide, teachers assistants, or another title. Paraprofessional refers to educators who are not certified teachers but provide assistance to students in the classroom.

Paraprofessionals are not only found in special education, but schools use them frequently in this field. These professionals support a general or special education teacher with multiple classroom tasks, ensuring that each student is able to learn to the best of their ability. As such, the paraprofessional typically gets assigned to a classroom rather than one student or group of students. In unique circumstances, a paraprofessional may be assigned to one student if the need is indicated in the student’s IEP . 

In a special education classroom, the paraprofessional provides both individualized and group support to students. It’s the paraprofessional’s responsibility to follow through with the lead teacher’s lesson plans and activities, offering help to students, as needed, to complete assignments and understand instruction. The paraprofessional also helps teachers prepare for the day by organizing lesson plans and activities. 

Although paraprofessionals are not required to have teaching certification or licensure, they’re an integral part of the education system, especially the special education system. Teachers and students in special education rely on their extra set of hands, eyes, ears, and ideas to manage and support their classrooms.

The responsibilities of a paraprofessional can change from day to day based on what their specific classroom, teacher, and students need. They may provide support in each of the following areas:

Teacher Aid

One of the most important ways that paraprofessionals assist the classroom is by helping the special education teacher. The paraprofessional offers a hand in organizing and preparing materials for the day, going over IEPs and 504 plans to ensure that progress is being made toward goals, and setting up the classroom for productivity.

While the teacher instructs students through lessons, the paraprofessional may work with a small group of students who need extra help. They also walk around the classroom to assist students in assignment completion or test-taking. The paraprofessional and teacher together act as a team to offer as much support to students as possible, also allowing the teacher to focus on their primary responsibilities.

Educational Aid

A paraprofessional supports the classroom, and their support often goes to students who need extra help with assignments, tests, or understanding instruction. Paraprofessionals may oversee students during tests, offer additional instruction after the teacher completes their lesson, or help a group of students who need reading support complete their assignment.

As an educational assistant, the paraprofessional may also, under the guidance of the teacher, tweak lessons or activities for students with an IEP who need modifications or to work on a specific goal. Paraprofessionals in special education may spend some time each day working individually with students while the rest of the day is reserved for the classroom’s educational support.

Physical Aid

A special education classroom may have students with physical disabilities who need help moving from one area of the classroom to another, sitting up, eating, or writing. A paraprofessional can assist with physical tasks so that the teacher can focus on instruction. 

Safety is a priority for paraprofessionals in this area. Paraprofessionals keep an eye on students with physical disabilities to ensure that they’re safe and secure at all times, especially when using medical equipment. But they also must have a clear understanding of how to use the child’s special equipment and what the student’s physical needs are to assist them safely.

Behavioral Aid

Classrooms including students with behavioral needs can benefit from a paraprofessional’s extra set of hands, eyes, and ears. Paraprofessionals often become secondary observers in the classroom to keep students on task and prevent potential safety issues. They also might work with students with behavioral needs separately on some tasks that typically trigger specific behaviors from the student when in the usual classroom setting.

Paraprofessionals complete numerous tasks in the classroom by helping the teacher and students. Here, I detail the different kinds of tasks you might expect a paraprofessional to do in the classroom.

Paraprofessionals start most days by observing the classroom and students. Observance includes meeting with the teacher, reviewing the plan for the day, and learning what the teacher expects help with. The paraprofessional may also walk around to gauge the classroom climate and determine what students may need assistance with specific tasks.

Here are a few examples of paraprofessional observance tasks:

• The paraprofessional sees a group of students reading together and sits nearby with a notepad to jot down some questions to ask when they’re finished.
• During a classroom assignment, the paraprofessional sees a student having difficulty writing the letters “b” and “d” facing the right direction and reports the observation to the teacher.
• The paraprofessional circles the room during a period of test-taking to ensure that students stay on task. 
• After working one-on-one with a student on an IEP math goal, the paraprofessional reports on the child’s progress to the teacher.

Supportive tasks consume most of a paraprofessional’s day. These are the tasks where the paraprofessional physically assists the teacher and students with classwork, projects, and other tasks. Supportive tasks also include those that support the classroom as a whole, such as organizing activity bins for the following day or adding labels to classroom items and furniture.

These tasks can vary greatly with each classroom, teacher, and student. Here are some examples:

• After showing a shoe-tying video to a student, they tie their laces with little help. Then, the paraprofessional offers reinforcement.
• The paraprofessional assists students with a classroom project while the teacher finishes a child’s evaluation.
• Before class begins each day, the paraprofessional reminds students of the classroom expectations.
• A student arrives at school with a note from a parent saying that they struggled with their homework the previous night. The paraprofessional reads a book to the class while the teacher spends one-on-one time with the student reviewing the lesson from yesterday.

Communication

Paraprofessionals also assist in bridging communication gaps between teachers, students, schools, and parents or guardians. As an extra person in a classroom, the paraprofessional can ensure that each person is on the same page. Here’s how that might look in the classroom:

• The paraprofessional may attend a child’s IEP meeting with the special education teacher to provide extra insight.
• During instructional time, the paraprofessional walks around the room to ask if students have any additional questions or explain anything they don’t understand. 
• A paraprofessional with knowledge of a specific language, like Spanish or American Sign Language, interprets for English language learners or students hard-of-hearing.
• After a student completes their classroom assignment within the allotted time frame, the paraprofessional responds with reinforcement.

Virtual vs. Traditional Classrooms

Today’s modern classrooms look different than they did in the past. With some special education classrooms going virtual, the paraprofessional’s tasks remain the same, but the way the aide executes them can vary.

For instance, supportive tasks can be pretty challenging in a virtual classroom setting. Paraprofessionals can adapt by assisting learners one-on-one or in groups in breakout sessions. They also might provide help to students and families by gathering and offering digital resources or assist teachers with preparing digital resources and assignments for learners.

For some paraprofessionals, attending special education conferences and webinars could provide helpful skills for assisting in virtual classrooms.

Paraprofessionals are arguably some of the most integral people in the special education system. Not only do they provide an incredible amount of support to learners, but they also assist teachers, schools, parents and guardians, and the special education classroom as a whole.

Have you thought about becoming a paraprofessional (people experienced with kids in the special education system often make the best ones!). Perhaps you would like to learn more about the pathway taken to enter this role? If so, explore my guide to becoming a paraprofessional in special education. 

If you have any questions or would like to talk about a fantastic paraprofessional who you know, please leave a comment below or send me an email!

About the author

Emily Cummings

I am a mom of two crazy, amazing, independent, little feminists. They bring so much light to my life and a lot less sleep. Since becoming a mother and increasingly in the last year, I have witnessed parents struggling to connect with their child's special education team with no success. I have become more aware of the gaps in our public school system and how parents may benefit from empowerment and advocacy tools.

My work experiences range from a juvenile detention center to an autism specialist in the Issaquah School District and a special education teacher in a self-contained program in the Lake Washington School District. My master's in teaching focused on special education and behavioral disorders from Seattle Pacific University. I completed my BCBA coursework from Montana State University.

Want to get in touch?

I'm happy to help however I can. Email me at hello at behaviorist .com.

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What Is a Paraprofessional?

They’re often called the “backbone of the classroom.”

Maybe you’re a classroom teacher with a paraprofessional assigned to you, or maybe you’re interested in becoming a paraprofessional. Either way, here is everything you need to know about this job that’s been called the “ backbone of the classroom. ”

What is a paraprofessional?

Paraprofessionals (also called paraeducators or teaching assistants or T.A.s) are often unsung heroes in classrooms. They do everything from prep lesson materials to manage behaviors to lead small groups. Paraprofessionals work under the supervision of a teacher and may not have the ultimate say in terms of what’s taught and how, but they are an integral part of a successful school day and year.

What are the types of paraprofessionals?

U.S. Navy Photo by Mass Communication Specialist 3rd Class Jeff Johnstone via Wikimedia Commons

There are two general types of paraprofessional jobs: general education and special education (and within special education there’s the paraprofessional and the one-on-one).

General Education Paraprofessional

A general education paraprofessional will support the entire class of students. So, whichever student needs support—tying a shoe, managing a conflict, sounding out a word—the paraprofessional can step in. And paraprofessionals support the classroom teacher with whatever needs to be done, whether it’s lessons that are laid out in the lesson plan or activities that need to happen on the fly.

In the general classroom, a paraprofessional could:

• Work one-on-one with students
• Help with grading, attendance, and making copies
• Help with classroom management
• Supervise students in hallways, playgrounds, the cafeteria, on field trips
• Support students with disabilities and special needs
• Help prepare for events like parent-teacher conferences or back-to-school night
• Set up classroom displays, help with classroom organization

Paraprofessionals are also used throughout school buildings for general support, like monitoring a lab, substituting classes, and monitoring students. The nice thing is that no two days are the same.

Read more: What does a teaching assistant do?

Special Education Paraprofessional (Classroom)

The main difference for the special education paraprofessional is the amount of involvement in students’ Individualized Education Programs (IEPs) and the demands of the classroom. Paraprofessionals are always monitored by the teacher, but the focus in a special education classroom will be more on the students’ IEP goals and supports, and the needs will be different depending on the students’ disabilities and needs. In a self-contained classroom, for example, a paraprofessional may help with toileting, adjusting students’ positioning in wheelchairs, and using an assistive communication device with a student.

In special education, paraprofessionals may: ADVERTISEMENT

• Modify or adapt instruction for students who require modifications
• Help implement student behavior plans
• Help implement lesson plans
• Support teachers when there is a behavior crisis
• Know the IEPs of the students they work with
• Participate in IEP meetings
• Work with individuals or small groups of students
• Help students with self-care tasks
• Keep records and monitor student progress
• Support students during related services like adaptive P.E., speech therapy, or occupational therapy
• Assist with parent-teacher nights
• Help with classroom organization

The list of “things in a day” is pretty broad. In reality, paraprofessionals help with all aspects of the school day. In special education classrooms, they have a lot of important knowledge about students and their needs, preferences, and communication that are vital for a child’s education.

Read more: What is special education?

Special Education Paraprofessional (One-on-One)

A one-on-one or instructional aide is a type of paraprofessional that is assigned to a specific student, typically a student who has a disability. If a child requires one-on-one assistance to learn in the school setting and it’s written into their IEP, then the paraprofessional assigned to them is there to help that student throughout the day with anything and everything.

Some things that a one-on-one could help with:

• Toileting and hygiene
• Monitoring for safety
• Providing one-on-one support during lessons
• Helping a child use an assistive communication device
• Helping the child move around the school building

What skills do paraprofessionals need?

Being a paraprofessional requires patience, flexibility, and communication skills. It’s rewarding and can be fun, but it’s not always easy. Paraprofessionals work with teachers who will have ideas about how to run a lesson or what a bulletin board should look like. They also work with administrators who need to ensure that every recess is supervised and every lunchtime is managed. And they’re working with students who have all kinds of personalities and needs.

Paraprofessionals are working with teachers, so the ability to take direction and feedback is important. Lastly, a basic knowledge of academics or the curriculum (knowing the Montessori philosophy to work in a Montessori classroom, for example) is important.

What are the benefits of being a paraprofessional?

Paraprofessionals get to work with kids without responsibilities like lesson planning and grading, and often without having to plan for and attend events like parent-teacher conferences and most professional development.

On the whole, paraprofessionals enjoy their work. In an Education Week poll , paraprofessionals indicated that they like their jobs. They liked the flexibility and felt like they were making a difference.

OK, but what are the drawbacks?

Paraprofessionals do a lot of “unseen work” and, like all of teaching, the wages often don’t line up with the amount of work required. In the Education Week poll, paraprofessionals indicated that low pay was a primary concern.

What does federal law say about paraprofessionals?

The Every Student Succeeds Act (ESSA), Title VIII, in 2015 introduced the term “paraeducator” into federal law. ESSA also laid out that paraprofessionals must be included in professional development and have the skills to help students make progress. In special education in particular, paraprofessionals must have the training necessary to work with students with disabilities. The ESSA law was the first time federal law has mentioned paraprofessionals, and it required states to pay attention to how paraprofessionals are trained.

Read more: National Education Association

How much do paraprofessionals make?

Paraprofessional pay differs from district to district (just like teacher pay). On ZipRecruiter , annual salaries for paraprofessionals range from $24,301 (West Virginia) to $35,627 (New Jersey).

According to Salary.com , special education paraprofessionals make slightly more; an average of $31,382 per year (range: $26,973 to $37,254).

What are the job trends for paraprofessionals?

Schools could not function without paraprofessionals, so it makes sense that the demand for paraprofessionals is increasing. Nationally the number of paraprofessionals has more than doubled between 1990 and 2018. It’s a good introduction to education for people who are interested in working in schools but don’t have a teaching license.

Paraprofessionals have also been impacted by changes in the demands of education, including covering for more staffing shortages since the pandemic .

Some states are working to increase the standards for paraprofessionals and, with that, the perception of the work. For example:

• Washington State has created a paraprofessional board that’s focused on establishing requirements and policies for paraprofessional development and advancement. In Washington, paraprofessionals can also earn certificates in special education or English-language learning and earn other advancements like being able to mentor others.
• In Ohio, the Partnership for Excellence in Paraprofessional Preparation (OPEPP) provides professional development for paraprofessionals and the teachers they work with.

For our part, we hope this increase in professionalism means an increase in pay.

Read more: Teachers Guide to Working With Paraprofessionals

Do you have insights to share about being a paraprofessional share on the  weareteachers helpline group on facebook.

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Paraprofessionals (Updated!)

After spending 10 years in a middle school special education classroom, it’s easy to say that paras are the foundation to our entire education system. Without them, kids in classrooms would struggle to understand key content, groups in the special education setting would be too large and unmanageable, teachers would have even bigger difficulties with classroom management, and many kids wouldn’t be able to access their least restrictive environment. Paraeducators make education work. 

(From 10 Ways to Appreciate Paraeducators , 2019)

A special education paraprofessional  or paraeducator , sometimes called a teacher’s aide or assistant, can be a real golden right-hand helper to the classroom teacher. Generally speaking, the para provides support to the teacher and especially to students with disabilities in the classroom who need modified instruction or assistance, in keeping with their Individualized Education Program (IEP). Many a student and teacher rely on the skills and presence of paraeducators at their side.

Quick-jump links to this page’s content

• Typical duties of a paraprofessional (Keep scrolling)
• Legally speaking
• Resources for paraeducators
• Resources for teachers and supervisors of paras
• Examples and guidelines from selected states

__________________________

Typical Duties of a Paraprofessional

While duties of paraprofessionals vary from state to state, typical tasks for paras include:

• modifying or adapting instruction for students with disabilities;
• working with individual students or small groups of students to reinforce learning of material or skills introduced by the teacher;
• providing one-on-one assistance to students with disabilities;
• guiding independent study, enrichment work, and remedial work with students as set up and assigned by the teacher;
• assisting students with self-care tasks (as necessary); and
• record-keeping.

Want some details about a para’s duties? Have a look at the descriptions in Understanding the Paraprofessional’s Role in Schools , which describes paras’ activities focused on instruction, language, physical assistance, and behavior issues. You’ll also find summaries of their typical training and specialities, suggestions for working with your child’s paraprofessional, what challenges you may encounter, and a short list of FAQs. https://www.verywellfamily.com/what-is-a-paraprofessional-3106873

Información en español | Paraprofesionales: Lo que necesita saber https://www.understood.org/articles/es-mx/paraprofessionals-what-you-need-to-know

Video | A Day in the Life of a Paraeducator This 5-minute video comes from Montgomery County Public Schools in Maryland. Hear from paraeducators in action and the educators who work with and value them! https://www2.montgomeryschoolsmd.org/siteassets/district/departments/professionalgrowth/supporting/paraeducator-video.mp4

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Legally Speaking

Under the No Child Left Behind Act of 2001, federal legislation specified the credentials and educational qualifications that teachers and paraprofessionals needed to have at a minimum. States themselves had latitude to further define policies within the state. However, that part of the law was removed with the reauthorization of the law in 2015, now called ESSA for the Every Student Succeeds Act. ESSA rolled back all of the “highly qualified teacher” requirements established under NCLB.

Under ESSA, states now have sole authority to determine all teacher certification requirements including which teachers are qualified to deliver core content instruction ( The Every Student Succeeds Act: “Highly Qualified Teacher” Requirements , 2016). States  establish the qualifications and required licensure/certification of personnel, including related services providers and paraprofessionals.  The Individuals with Disabilities Education Act ( IDEA ) echoes this state-level authority at §300.156 , including that the state must ensure:

• that personnel “are appropriately and adequately prepared and trained” (including that they “have the content knowledge and skills to serve children with disabilities”);
• that related services personnel have not had “certification or licensure requirements waived on an emergency, temporary, or provisional basis”; and
• that related services personnel “allow paraprofessionals and assistants who are appropriately trained and supervised…” (in keeping with the state’s policies and requirements) “to assist in the provision of special education and related services to children with disabilities.”

Clearly, in order to understand the role(s) of paraprofessionals in your state, it’s critical to know what standards and policies your state has established for this critical support for children and teachers alike.  Your state may even offer guidelines for paraprofessionals to follow or guidance for those who supervise and utilize paras in the classroom.To find out, here are a few suggestions:

• Get in touch with the Parent Center for information and training for your state. Every state has at least one Parent Center. Yours is likely to know what state and/or standards are for paras. Find your Parent Center here, at CPIR, using our Locator page, at: https://www.parentcenterhub.org/find-your-center/
• Visit your state or local district’s website to see if this information is posted there, perhaps as part of posting the state’s special education legislation and regulations.
• Do an online search using such terms as the name of your state in combination with words such as “paraeducators” or “paraprofessionals.”

Resources for Paraeducators

Ohio Partnership for Excellence in Paraprofessional Preparation (OPEPP) https://www.opepp.org/ While OPEPP directly works with districts in Ohio, it also offers a lot of professional development materials and online learning modules for paras and their supervisors. Examples include:

• 10+ learning module units designed to improve the quality and consistency of training available to instructional paraprofessionals These materials can be explored by paraprofessionals directly, but might best be used to deliver facilitated training to teams of paraprofessionals and teachers. https://www.opepp.org/opepp-professional-development-modules/
• Guidance and resources to support remote teaching and learning This toolkit has two main purposes: (1) to provide general guidance to educators for how paraprofessional services might be used in remote teaching and learning settings; and (2) to serve as a repository of resources for paraprofessionals and teachers in the facilitation of virtual instruction and support of students. https://www.opepp.org/remote-teaching-and-learning-toolkit/

How ESSA Impacts Education Support Professionals | National Education Association (2020) The law creates new opportunities for paras and other education support professionals to access professional development and influence funding for school programs. https://www.nea.org/resource-library/how-essa-impacts-education-support-professionals

Paraeducator Voice + Opportunity | National Education Association (2020) The Every Student Succeeds Act (ESSA) gives paraeducators a voice in key decision making and professional development opportunities at the federal, state, and local levels. https://www.nea.org/sites/default/files/2020-07/Paraeducator%20Voice_Opportunity.pdf

CEC’s Paraeducator Preparation Guidelines (2015) The Council for Exceptional Children (CEC), in collaboration with the National Resource Center for Paraeducators (NRCP), developed and validated the Specialty Set of Knowledge and Skills for Paraeducators in Special Education, the essential knowledge and skills that paraeducators serving individuals with exceptionalities should possess. https://exceptionalchildren.org/standards/paraeducator-preparation-guidelines

United Federation of Teachers’ Paraprofessionals’ Rights and Responsibilities During Blended Learning (2020) https://www.uft.org/news/you-should-know/know-your-rights/paraprofessionals-rights-and-responsibilities-during-blended-learning

National Resource Center for Paraeducators. https://nrcpara.org/   The NRC for Paras offers several training curricula for paraeducators (including for those working with students who have limited English proficiency and Guidelines for Paraeducator Roles, Supervision and Preparation). Quite unfortunately, these are out of date, having been published in the late 1990s. They are for sale and can be purchased from the website. They are also available separately and at no cost via ERIC . To offset this lack of current information,we’ve started this list with current resources, even if they are state-specific or produced otherwise.

Resources for Teachers and Supervisors of Paraeducators

Ethical & Legal Issues Involving Paraeducator Employment, Supervision, & Training: What Administrators Need to Know (2017) https://www.exceptionalchild.com/wp-content/uploads/Legal-and-Ethical-Issues-Involving-Paraeducators_April-2017.pdf

Classroom Partners: How Paraprofessionals Can Support All Students to Meet New Standards Here’s an 8-page article providing advice for classroom teachers working with paraeducators. Oh, the importance of planning together, ongoing communication, and professional development for paras, not to mention on-point instructional tips for teachers! https://www.nysut.org/~/media/files/nysut/resources/2013/june/educators-voice-6/edvoice06_03_paraprofessionals.pdf?la=en

How Do I Work Best with a Paraeducator? (2019) This, from the National Education Association. https://www.nea.org/professional-excellence/student-engagement/tools-tips/how-do-i-work-best-paraeducator

See also the Professional Development Learning Modules of the Ohio Partnership for Excellence in Paraprofessional Preparation, listed and linked above under Resources for Paraeducators. Many modules for paras are accompanied by similarly organized modules for administrators and classroom partners of paraprofessionals. Also offered is:

• Teachers Can Coach Parapros (2017) This 16-page article (in PDF) shares effective practices teachers can adopt or adapt in order to coach the parapros with whom they work. https://www.opepp.org/wp-content/uploads/2018/03/teachers-coaching-parapros.pdf

Examples and Resources from Selected States

Recommended Core Competencies for Paraeducators | Example from Washington State https://www.k12.wa.us/educator-support/paraeducator-support/washington-state-recommended-core-competencies-paraeducators

Paraprofessional FAQ | From the United Federation of Teachers and NY City’s DOE 2020-21 Hot dog! Up-to-the-moment guidance (however short), here’s the agreement established between the New York State Department of Education and the UFT. https://www.uft.org/your-rights/safety-and-health/coronavirus/school-year-2020-21-faq/paraprofessionals-faq

Paraprofessional Handbook | Example from One District While specific to Brock Independent School District in TX, here’s a 2020-21 handbook for paras (16 pages) that will give paras a decent summary of what they might expect in their own district. https://s3.amazonaws.com/scschoolfiles/1452/paraprofessional_handbook_20-21_1.pdf

Working with Paraprofessionals: A Resource for Educators of Students with Disabilities | Example from Texas (2018) This 44-page document helps to define and distinguish the roles and responsibilities of the certified teacher from the paraprofessional and to open lines of communication at a local education agency (LEA) so that paraprofessionals are more effectively utilized in assisting students with disabilities access to and progress in the general curriculum. https://projects.esc20.net/upload/shared/20984_Paraprofessional_English_Updated_508.pdf

Updated 8/2023

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Paraeducator/Paraprofessional

Paraeducators  are critically important to schools, teachers, and students—and they face unique challenges in classrooms they work in every day. Here are some of the resources that CEC has developed for paraeducators and the teachers and Administrators who work with them.  

Paraeducator Competencies

 The Core Competencies for Special Education Paraeducators represent the required knowledge and skills all paraeducators need to safely and effectively support students with disabilities in K-12 settings. 

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PD Programs

Effective & high-leverage practices (hlps) for paraeducators.

In this FREE on-demand, eLearning program designed for paraeducators, you will be introduced to four areas of high-leverage practice: Collaboration, Assessment, Social/Emotional/Behavioral, and Instruction. In collaboration with the Paraprofessional Resource & Research Center and the CEEDAR Center , CEC is excited to provide paraeducators with a learning program focused on your unique role as a paraeducator and how that aligns with specific HLPs.

Supporting Paraeducators: Successful Systems & Strategies for Admins and Teachers

In this fully online, on-demand program designed for special education teachers, special education administrators, and building/district administrators, you’ll get evergreen strategies to help enhance the support provided to the paraeducators you work with.

Special Education Paraeducator Assessment and Evaluation Toolkit

This toolkit is designed to improve the assessment and evaluation of paraeducators who work with students with disabilities. The goal is to ensure the effective utilization of paraeducators and provide them with ongoing mentoring and professional development.

Resources/ETRR

 A database of peer-reviewed resources created for professionals working with children receiving special education services. Resources are FREE for CEC members to download.  

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CEC Membership for Paraeducators

Paraeducators serve a critically important role in special education and CEC is here for you. Get the support, peer network and professional development you need most.  

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Wrightslaw Way

Special Education Law and Advocacy

Aides v. Paraprofessionals v. Highly-Qualified Teachers…

Three questions from a special education teacher are answered below with the citations from federal law.

Question #1: When IDEA 1997 was reauthorized as IDEA 2004, Section 1400 Findings and Purposes, Paragraph (E)(i) and (ii) were deleted in entirety.  Are teachers  no longer required to be highly-qualified in IDEA 2004?

Answer: In IDEA 2004, 20 U.S.C § 1400, Paragraph E incorporated (E)(i) and (ii). (20 U.S.C § 1400 (E)); Wrightslaw: Special Education Law, 2nd Edition , page 46.

(E) supporting high-quality, intensive preservice preparation and professional development for all personnel who work with children with disabilities in order to ensure that such personnel have the skills and knowledge necessary to improve the academic achievement and functional performance of children with disabilities, including the use of scientifically based instructional practices, to the maximum extent possible;

Question #2: There is an assistant in the classroom with a high school diploma, no college, and no paraprofessional certificate although she says she has passed a test. Can an assistant fulfill direct service hours on student IEPs with no special education teacher present, in an inclusive setting with only a general education teacher present?

Note: Congress has reauthorized the Elementary and Secondary Education Act (ESEA), the statute formerly known as No Child Left Behind. The new statute, Every Student Succeeds Act , was signed into law by President Obama on December 10, 2015.

Answer: An “assistant with a high school diploma and no paraprofessional certificate” is usually called an aide. Federal law – specifically NCLB and incorporated into IDEA – includes a legal definition of “paraprofessional.”

No, an aide cannot provide direct service hours with or without a special education teacher being present.

According to NCLB,  all paraprofessionals shall have :

(A) completed at least 2 years of study at an institution of higher education; (B) obtained an associate’s (or higher) degree; (C) met a rigorous standard of quality and can demonstrate, through a formal State or local academic assessment — (i) knowledge of, and the ability to assist in instructing, reading, writing, and mathematics; or (ii) knowledge or, and the ability to assist in instructing, reading readiness, writing readiness, and mathematics readiness, as appropriate.  (20 U.S.C. § 6319(c));  Wrightslaw: No Child Left Behind , page 200)  [Out of print]

Question #3: Can an assistant with a Paraprofessional Certificate  fulfill direct service hours on student IEPs without a special education teacher present, in an inclusive setting with a general education teacher present?

Answer: No Child Left Behind limits the duties and responsibilities of paraprofessionals . A paraprofessional “may not provide any instruction to a student unless the paraprofessional is working under the direct supervision of a teacher . . ” A paraprofessional may not provide one-on-one tutoring at a time when the teacher is available. (20 U.S.C. § 6319(g));  Wrightslaw: No Child Left Behind , page 201) [Out of print]

Educational responsibility belongs to the teacher, not the paraprofessional. The paraprofessional is a tool used by the teacher to accomplish her responsibility of delivering an education to her students.

I have looked everywhere, help me find the term dedicated aide in the law. I know it’s got to be somewhere.

Can my son’s one one one aide (he has muscular dystrophy and in a wheelchair) be given crossing guard duty while my son is still in school?

To me that depends on his needs. These must be addressed while he is at school, but it is possible that they can be addressed by another person or in another way, during this time. Ask questions about this, if you have not done so.

The answer may depend on how this is written in your child’s IEP. If he needs the aide 100% of the time, then it’s hard to see how the aide can function as a crossing guard while also providing your child with one-on-one assistance. Handling this will depend, at least in part, on how your school district is organized re: who has the power to make decisions – the principal v. special ed director.

Hi just wonder during the Covid 19 . We are told that our Special Ed teacher does not need to be present to teach the class. Is that true? He is teaching remotely.

Is is against the law not to be licensed and work as a Paraprofessional in the school district

Cindy, Not sure I understand your question. If you are asking if it is against the law to work as a para without a license, the answer may depend on your state education regulations about teacher and para qualifications. If your state has a law about licensing, school districts need to make sure that their staff have proper credentials.

I am a SPED Para Pro and the teacher wants to leave me alone with the students all the time. I told her that I am not the teacher and that she needs to instruct the students I am there to support only am I right.

Yes. Your state education agency may have guidance on what support consists of in your state.

Hi. I was wondering if paraprofessionals are allowed to be put under IEP as ones to address writing goal and instruct with (Framing you’re thoughts) program. IEP states 8x month for 30 minutes,provided by para. Thanks for your input.

I am a teacher with a master’s degree and 25 years of experience in our district. Today in my classroom, a paraprofessional or aide (not sure which she is) told me to change a grade on a journaling assignment because she felt it should have been modified for the student. When I questioned the IEP manager, she said the aide has full control over modifications of assignments and grading for this student. Is that even legal?

It is good you are asking questions. It is also good and notable the para is empowered to advocate for a student without repercussions. Imagine a wonderful school district where paras and classroom teachers collaborate at a high level and use or create a best practice models to ensure success of the students. Many IEP managers have huge and complex caseloads and are overwhelmed. Good paras who are strong advocates are an asset. Do I understand your frustration? Yes. But, I think the para (under supervision of IEP manager) and you can learn a lot from each other and ensure student progress and success. Your many years of experience is noteworthy and also a great asset in the classroom. Paras learn a lot from experienced teachers and vice versa.

I think that this is absolutely ridiculous considering I’ve been working with children for 28 years! The same training and classes are boring and unnecessary, especially when they are repeatedly the same training you have earned and knowledge from years past!!!!!!!!!!

Is it legal for a school to pull a paraprofessional that is paid for with special ed funding, to substitute in a regular classroom if none are available?

This is exactly what is happening now in Albuquerque. There are no special education teachers and now they are employing paraprofessionals with mostly high school education who are now in charge of a special education classroom. And true. The school system receives Federal funding, but these mignons receive an extremely lower pay. One girl just graduated from high school. And we are 50 in education. I wonder why. I have questioned these decisions, but have been told by the district to “Possibly look for work elsewhere.”

I would like to know this too. We have paras pulled to sub for general ed, when they are paid from special ed funding.

Paras, admins (and parents and the National Guard) are in classrooms in an effort to prevent more school closures. From March 2020 when schools closed to the present, MANY teachers have quit and moved on to other jobs. Job recruiters are looking for teachers to work in other areas where the pay and working conditions are better, they have more autonomy, and are respected by their co-workers. I think it’s unlikely that most of these former teachers will return to the classroom in the near future. The teacher shortage is a crisis in some parts of the country.

If there is an answer to your question, you’ll probably find it in your state education or special ed regulations. But given the teacher shortage, I don’t think anyone wants to do anything to limit the number of staff in schools or require them to be paid from a particular pot of $$.

I am a paraprofessional and I am wondering who to get ahold of as the teacher in our classroom has not complied with any ot the 7 students IEP goals for about 8 months and the administration is aware of the issues. Several of the paras in the room have gone to the superintendent and principal on multiple occasions about the concerns and nothing is beng done. My student who has a math goal has not had math one day since March 21st of this year. Other students have had nothing or no data for their goals since school started last August. Just needing some very good advice

You or anyone can make a complaint to the state education agency. Districts should have a process for staff to talk concerns up the chain of command. Possibly all the way to the chain of command. Your state parent training and information project can discuss these options with you. http://www.parentcenterhub.org/find-your-center

Can a School District request that an IEP case manager uses the language additional adult support instead of additional paraprofessional support as the IEP team decided?

I believe that the wording use in the IEP meeting should be the wording used. I guess the IEP team could meet again and change the terms, but there could be legal issues for the school if they use certain people, such as non-employees.

Can a child’s individual support para be pulled to sub in another classroom leaving the child without a para at all. How is this legal

This is a violation of the IEP, but campuses get desperate for subs, & do this. Politely reminding administrators of this would be a place to start, following up with something in writing, if it continues to happen.

As a para, I was pulled multiple times. Worse, I was at one point a para to 2-3 handicapped kids and they had 1-1s on their IEPS. I had to watch them in the cafeteria along with 20 other regular kids and deal with some having feeding issues. It was a madhouse in that cafeteria. That was all the last straw for me as it was a definition of insanity to work like that and not fully service the student. Paras complained and nothing was done to alleviate the staffing issue. Schools are desperate for paras and do not have enough. Thus, many schools do not put 1-1s in IEPS because of staffing. Some paras get pulled for diapering other students leaving their own student unattended in a classroom with no para support for 15-30 minutes or more if there is an emergency.

Hello, if class goes on a trip and gets back to the school after the class assigned lunch period has already passed, can para still take 50min lunch away from students?

I doubt that there is any state rule on that. It probably comes down to district, and campus procedures and the administrator’s decision.

I know this is an old thread but if your lunch is duty free and unpaid, then yes, you are entitled to take your lunch away from students. That is a federal labor law and not up to an admin.’s discretion.

Some districts will do comp. time. But if you are an hourly employee, you cannot be compelled to work without compensation.

Jeanine, Thanks for the information. District policies, & procedures should reflect this law. It is helpful to know that it is a federal labor law.

“A paraprofessional “may not provide any instruction to a student unless the paraprofessional is working under the direct supervision of a teacher”

I don’t understand the answer to number 3. Are you defining teacher as classroom or special education? Can a paraprofessional provide service minutes in a classroom with a gen-ed teacher present?

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Education Policy

Exploring paraprofessional requirements across the 50 states and dc.

Photo by Allison Shelley/The Verbatim Agency for EDUimages

Amaya garcia, april 5, 2023.

Paraprofessionals, also known as paraeducators, teacher assistants, instructional aides, and education aides, play a key role in supporting student learning. They are the fastest growing portion of the educator workforce, with their ranks more than doubling in size between 1993-2019.[1] And by 2021, there were 1.2 million paraprofessionals supporting the education of children in our nation’s schools.[2]

Paraprofessionals provide one-on-one tutoring, lead small groups, offer translation services, assist with classroom management, engage in family engagement activities, and more—all under the supervision of a classroom teacher. They are often some of the lowest paid staff[3] working in school buildings, an issue brought to light by the recent strike[4] in the Los Angeles Unified School District, and are more racially and ethnically diverse than the teacher workforce.[5]

According to the National Resource Center for Paraeducators, Related Service Providers, & Interveners, the modern day push for paraprofessionals began in the 1950s as localities faced shortages of licensed teachers and limited community based services for children with disabilities.[6] Most of the work they performed was clerical, but their roles continued to evolve through the passage of seminal education bills, particularly in the area of special education.[7] Overtime paraprofessionals began to directly support the work of teachers and, in turn, student learning. Even though paraprofessionals have historically worked in Title I schools and targeted assistance programs, their roles and qualifications were not codified until the passage of the No Child Left Behind Act (NCLB) in 2001.[8] These requirements were maintained when the law was reauthorized in 2015 as the Every Student Succeeds Act (ESSA).

Currently, federal law requires that paraprofessionals must have a high school diploma or equivalent and meet one of the following qualifications:

• Completed at least 2 years of study at an institution of higher education;
• Obtained an associate’s (or higher) degree; or
• knowledge of, and the ability to assist in instructing, reading, writing, and mathematics; or
• knowledge of, and the ability to assist in instructing, reading readiness, writing readiness, and mathematics readiness, as appropriate.

Federal law plays an important role in setting requirements, but states also set requirements that influence the recruitment, development and career advancement of the paraprofessional workforce.

To learn more about state requirements for paraprofessionals, we conducted a scan of all 50 states plus the District of Columbia. The information has been organized into a database that details general requirements, education requirements, assessments, standards, and initial certification and renewal requirements, where applicable. The database is designed to be a resource for understanding the variations in state requirements and related trends across states. This brief will present key findings and implications for understanding the requirements that shape paraprofessionals’ roles in classrooms across the nation.

Federal Influence of State Requirements

As the database reveals, state requirements for paraprofessionals are heavily influenced by federal law. A majority of states (42) and District of Columbia utilize federal Title I requirements when assessing the baseline qualifications of some paraprofessionals. Indeed, a 2021 working paper by Biraj Bisht, Zachary LeClair, Susanna Loeb, and Min Sun examining the growth, diversity, and career trajectories of paraprofessionals revealed that patterns of hiring among districts likely “reflect the influence of federal legislation and school funding on paraeducator workforce growth.”[9]

Of these states, only Indiana offers additional options to meet qualification requirements under Title I, due to a waiver from the U.S. Department of Education that allows them to offer greater flexibility. For example, paraprofessionals in the state have the option to utilize their previous experience (1 year or 1,000 hours) working with children or a Child Development Associate (CDA) credential, among other options.

A total of three states, Louisiana, New Mexico and West Virginia, specify the courses (tied to semester hours) that paraprofessionals must take to meet hiring requirements. A few states also specify paraprofessional requirements for those working outside of Title I or in non-instructional roles. These roles usually require only a high school diploma, but in California, these individuals must also pass a locally approved assessment of knowledge and skills in assisting instruction.

The eight states that do not use Title I as the basis for their requirements are those that either do not have any statewide requirements at all (Colorado, Florida and Wyoming),[10] have more flexible requirements (North Caroline and Tennessee), or have set up a unique system of paraprofessional certification (Maine, New York and West Virginia). Maine, for example, has three levels of certification: Education Technician I, II and III. Certification for all three of these positions is valid for five years and may be renewed for five years, provided that the individual completes three semester hours “approved study.” Education Technician I requires a high school diploma or GED and certification is valid for 5 years. To move up to an Education II certification, 60 credits of “approved study” in a related field is required, this may include college courses, workshops or training that provide Continuing Education Units (also a common requirement for teacher licensure renewal), or in-service activities.[11] Education Technician III requires three years of postsecondary education or 90 credit hours. New York has four levels of Teacher Assistant certification that build on each other and require progressively higher levels of education and work experience.

Paraprofessional Certification and Standards

A total of 17 states offer some form of certification, permit or licensure. These requirements vary by state, with three states (Iowa, Minnesota, and New Hampshire) offering voluntary or optional certification and two states (Pennsylvania and Wisconsin) only requiring certification for paraprofessionals working in special education settings. States such as Georgia, Illinois and West Virginia offer one standard certification for paraprofessionals, while others like Delaware, New Mexico, Ohio, and Texas offer tiered levels of certification. While it appears that in some states, the responsibilities associated with different tiers may vary, the current analysis did not delve deeply into that issue. At the same time, it is unclear whether the pay of paraprofessionals differs depending on certification level.

There was not a direct alignment between offering certification and having a documented set of standards and competencies for paraprofessionals. In the 10 states where this type of information was found, five (AK, ID, MT, RI, and UT) do not offer paraprofessional certification. The Rhode Island Department of Education has standards for all teachers assistants but also offers guidelines for those working with specific groups of students, such as English learners (ELs) or children with speech/language impairments, for example. Washington state pairs their certification options with specified standards of practice and also offers course outlines for the subject-matter certificates in English Language Learner (ELL) or special education. Notably, it is the only state with a Paraeducator Standards Board that sets requirements and policies for the certification, professional learning, and career advancement of paraprofessionals.[12] Requirements and Training to Support Special Student Populations

By offering guidelines and certifications specific to supporting special populations of students, these states are providing paraprofessionals with the opportunity to strengthen their skills and grow their knowledge. In their study of the paraprofessional workforce, Bisht and colleagues also found that districts with high proportions of students with disabilities, English learners or children from low income backgrounds tend to hire more paraprofessionals. However, as the database shows, few states offer or require specialized training to paraprofessionals who work with these student populations.

Research documents the role that paraprofessionals play in assisting English learner students by offering bilingual supports and cultural connections,[13] providing supplemental literacy instruction,[14] and facilitating communication with linguistically diverse families.[15] These roles can be supported with funds from Title III, which is the only federal funding stream devoted exclusively to English learner and immigrant students. Yet, only two states, California and Kansas, provided information specific to Title III paraprofessionals and even that information only serves to clarify that those who act primarily as translators or family engagement specialists do not have to meet the requirements specified by Title I. Washington and Iowa are the only states that offer optional certification specific to working with ELs. While Rhode Island, Utah and Wisconsin include competencies/considerations for supporting multilingual learners in their standards for paraprofessionals.

Paraprofessionals also support the education of children with disabilities, often providing one-to-one instruction and behavioral support. A 2015 article published in the Journal of Special Education highlighted research showing that there are 400,000 paraprofessionals working in special education and that some schools employ more paraprofessionals than certified special education teachers.[16] However, training and professional learning for special education paraprofessionals is quite limited.[17] Only a handful of states (Kansas, Minnesota, Oklahoma, Pennsylvania and Washington) offer and/or require training related to working with children who receive special education services. Minnesota statute requires paraprofessionals to receive initial and ongoing training focused on roles and responsibilities, understanding disabilities, developing knowledge and skills specific to the disabilities of the students they work with, and more. West Virginia stipulates that applicants for the permanent paraprofessional certificate complete at least three semester hours of college credit in special education. And just four states (Oklahoma, Pennsylvania, Washington, and Wisconsin) offer a paraprofessional credential or certification in the area of special education.

Finally, this project found a few examples of requirements for paraprofessionals who work in state pre-K programs. Interestingly, these requirements all mandate coursework or credentials directly related to working with young children. For example, Nebraska requires paraprofessionals to have 12 undergraduate or graduate credit hours in child development or early childhood education, or equivalent experience. Mississippi also specifies that individuals have either an associate degree in early childhood education or a combination of credit hours or training in early childhood, along with other requirements. In Maryland, pre-K paraprofessionals must have a high school diploma; however, starting in the 2025-26 school year they will be required to have either a Child Development Associate (CDA) credential or an associate degree.[18]

Implications and Conclusion

Given the outsize role of federal law in setting paraprofessional requirements, the biggest implications lie with what, if any, changes should be made to existing provisions.

While federal policymakers have moved away from specifying the traits of “highly-qualified” teachers and paraprofessionals, a future reauthorization of ESSA could include updated requirements for job-related training. For example, the law could mandate that states offer specialized training for paraprofessionals upon hiring, as a few states already do. Another consideration would be whether to allow for competency-based demonstration of knowledge and skills, rather than relying simply on college credit hours or a standardized examination. Finally, there is a need for updated data on the distribution of the paraprofessional workforce and district-level hiring requirements. Specifically, how many districts actually require paraprofessionals to have either an associate degree, two years of college or are gaining entry into the profession by passing an assessment such as the ParaPro. This level of data is important to understand due to the fact that most school districts have autonomy to set additional requirements for paraprofessionals beyond what is mandated or suggested by the state. A 2007 Issue Brief from the Institute of Education Sciences appears to be the most recent synthesis of these data at the national level.[19]

The lack of attention to the training and certification of paraprofessionals who work in special education may be due in part, to ambiguities within the Individuals with Disabilities Education Act (IDEA). According to the law, states are responsible for developing qualification requirements to ensure that personnel are “appropriately and adequately trained.”[20] IDEA outlines teacher qualifications, including having a bachelor’s degree and certification, but lacks similar specificity for paraprofessional qualifications—a notable gap given their role in providing special education services. Rather than leave so much discretion up to states, there could be more guidance and recommendations offered around the skills and competencies that paraprofessional training programs should focus on.

State requirements for paraprofessionals also have implications for their career advancement and related pathways towards earning teacher certification. Bisht and colleagues also found that about 75 percent of paraprofessionals do not have a bachelor’s degree, which points to a need for career ladder programs that support them in attaining both a degree and teacher licensure. Many states have invested in scholarship programs and Grow Your Own (GYO) programs to remove barriers and increase access into higher education for paraprofessionals. Our own research[21] finds that there are paraprofessional focused GYO programs in nearly 40 states plus Washington, D.C., and the push for Registered Apprenticeship programs for K-12 teachers is likely to pull even more paraprofessionals onto the path towards becoming a teacher.[22] More research is needed to understand the design, implementation, and outcomes of these initiatives on paraprofessional’s career trajectories, pedagogical practices, and impact on student learning.[23] School systems across the country are still dealing with the impact of the Covid-19 pandemic and paraprofessionals are likely playing a key role in supporting students’ academic recovery. Just as there have been reports of teacher shortages, some districts are also struggling to fill paraprofessional positions with low pay being cited as a primary reason for these staffing gaps.[24] Both federal and state policymakers are proposing legislation to boost the salaries of teachers, but few are considering the need to increase paraprofessionals’ pay.[25] Paraprofessionals have a positive impact on student learning[26] and deserve a livable and fair wage. While the requirements to work as a paraprofessional offer flexibility, they also offer a limited understanding of how those qualifications help inform their work and their relationship to professional learning opportunities. Clearly, there is room for additional research on paraprofessionals’ skill development and growth and the policies that can strengthen this essential part of the educator workforce.

The database primarily utilizes publicly available information found on state education agency websites. A Google search with the term "[State Name] paraprofessional requirements'' was conducted for each state and the District of Columbia. Other terms such as "paraeducator" and "teacher assistant" were also used in the search, when needed. The results of the search were used to identify relevant information and primary sources. Most state education websites had a page dedicated to outlining requirements for paraprofessionals and some had additional resource guides focused on paraprofessionals. In the cases where this information was not readily available, memos, guidance documents, and even media reports were used as primary sources. State cut scores for the ETS ParaPro Assessment were obtained from the state requirements listed on the ETS website. All of the state-level sources used are linked directly in the database in the cells relevant to each particular state.

Acknowledgments

I am grateful to my New America colleagues Elena Silva and Melissa Tooley for their feedback on the database and related analysis. Thank you to Sabrina Detlef, Fabio Murgia and Jodi Narde for their editing, planning and layout support. The work of the PreK-12 team would not be possible without the support of the Annie E. Casey Foundation, Bill & Melinda Gates Foundation, Carnegie Corporation of New York, Ford Foundation, Heising-Simons Foundation, William and Flora Hewlett Foundation, Joyce Foundation, Siegel Family Endowment, and Walton Family Foundation. The views expressed in this report are those of the author and do not necessarily reflect the views of these foundations. Any errors or omissions are the sole responsibility of the author.

[1] Biraj Bisht, Zachary LeClair, Susanna Loeb, and Min Sun, “Paraeducators: Growth, Diversity and a Dearth of Professional Supports,” EdWorkingPaper: 21-490 (November 2021), https://doi.org/10.26300/nk1z-c164 .

[2] U.S. Bureau of Labor Statistics (website), Occupational Outlook Handbook , “Teacher Assistants,” https://www.bls.gov/ooh/education-training-and-library/teacher-assistants.htm .

[3] Madeline Will, “Paraprofessionals: As the ‘Backbones’ of the Classroom, They Get Low Pay, Little Support,” Education Week , June 15, 2022, https://www.edweek.org/leadership/paraprofessionals-as-the-backbones-of-the-classroom-they-get-low-pay-little-support/2022/06 .

[4] Andrew J. Campa, Brennon Dixson, Howard Blume, and Grace Toohey, “Mayor Bass Mediating Ongoing LAUSD Strike; Schools to Remain Closed Thursday,” Los Angeles Times, March 22, 2023, https://www.latimes.com/california/story/2023-03-22/lausd-strike-unites-workers-demanding-raises-closes-schools .

[5] Bisht, LeClair, Loeb, and Sun, “Paraeducators.”

[6] Anna Lou Pickett, Marilyn Likins, and Teri Wallace, The Employment & Preparation of Paraeducators: The State of the Art, 2003 (New York: National Resource Center for Paraprofessionals, Center for Advanced Study in Education Graduate School and University Center, City University of New York, 2003), https://nrcpara.org/wp-content/uploads/2020/02/state-of-the-art.pdf .

[7] Anna Lou Pickett, “Paraeducators: The Evolution in Their Roles, Responsibilities, Training, and Supervision,” Impact 15, no. 2 (Fall 2002), https://publications.ici.umn.edu/impact/15-2/paraeducators-the-evolution-in-their-roles-responsibilities-training-and-supervision .

[8] Andrea Boyle and Katelyn Lee, Title I at 50: A Retrospective (Washington, DC: American Institutes for Research, 2015), 15, https://www.air.org/sites/default/files/downloads/report/Title-I-at-50-rev.pdf .

[9] Bisht, LeClair, Loeb, and Sun, “Paraeducators,” 25.

[10] Colorado recommends that school districts set requirements that are equivalent or similar to what is specified in Title I, but officially, does not have any statewide requirements for paraprofessionals written into law. And while Florida does not have statewide requirements for paraprofessional qualifications, state statute specifies that "each school district may adopt a program for the career development of education paraprofessionals.” Participation is voluntary and there are five career development levels that have varying requirements for education, skills, and job performance. For more see the legislature’s website , under "1012.38—Education paraprofessional career development."

[11] For more on continuing education requirements, see Melissa Tooley and Taylor White, Rethinking Relicensure: Promoting Professional Learning Through Teacher Licensure Renewal Policies (Washington, DC: New America, 2018), 13, https://s3.amazonaws.com/newamericadotorg/documents/Rethinking_Relicensure_v10.pdf .

[12] Amaya Garcia and Alexandra Manuel, “Washington State Launches First of Its Kind Paraeducator Board,” EdCentral (blog), New America, April 3, 2018, https://www.newamerica.org/education-policy/edcentral/washington-state-launches-first-its-kind-paraeducator-board/ .

[13] Kerri J. Wenger, Tawnya Lubbes, Martha Lazo, Isabel Azcarraga, Suzan Sharp, and Gisela Ernst-Slavit, “Hidden Teachers, Invisible Students: Lessons Learned from Exemplary Bilingual Paraprofessionals in Secondary Schools,” Teacher Education Quarterly 31 no. 2 (Spring 2004): 89–111, https://files.eric.ed.gov/fulltext/EJ795248.pdf .

[14] Melina Aurora and George Farkas, “Paraprofessional Instructional Assistants Raise the Reading Performance of Latina/o First Graders in a Low-Income District,” Remedial and Special Education (November 2022): 1–11, https://doi.org/10.1177/07419325221134919 .

[15] Ritu V. Chopra, Elena Sandoval-Lucero, Lorenso Aragon, Christina Bernal, Helen Berg de Balderas, and Diane Carroll, “The Paraprofessional Role of Connector,” Remedial and Special Education 25, no. 4, (July/August 2004): 219–231, https://doi.org/10.1177/07419325040250040501 .

[16] Matthew E. Brock and Erik W. Carter, “Effects of a Professional Development Package to Prepare Special Education Paraprofessionals to Implement Evidence Based Practice,” Journal of Special Education 49, no. 1 (2015): 39–51, https://doi.org/10.1177/0022466913501882 .

[17] William Breton, “Special Education Paraprofessionals: Perceptions of Preservice Preparation, Supervision and Ongoing Developmental Training,” International Journal of Special Education 25, no. 1 (2010): 34–45, https://eric.ed.gov/?id=EJ890564 .

[18] For more information, see Maryland State Education Association, “Blueprint for Maryland’s Future: Early Childhood Education, Licensure for Paraeducators,” https://marylandeducators.org/wp-content/uploads/2022/07/Blueprint_ParaPreKLicensure_7.14.22.pdf .

[19] Institute of Education Sciences, Description and Employment Criteria of Instructional Paraprofessionals, (Washington, DC: U.S. Department of Education, June 2007), https://nces.ed.gov/pubs2007/2007008.pdf .

[20] Sec. 300.156 Personnel Qualifications, Individuals with Disabilities Act, https://sites.ed.gov/idea/regs/b/b/300.156 .

[21] Amaya Garcia, A 50-State Scan of Grow Your Own Teacher Policies and Programs (Washington, DC: New America, 2020), https://www.newamerica.org/education-policy/reports/grow-your-own-teachers/ .

[22] Taylor White and Amaya Garcia, “Teacher Apprenticeship: What Is It and Why Now?” EdCentral (blog), New America, February 8, 2022, https://www.newamerica.org/education-policy/edcentral/teacher-apprenticeship-what-is-it-and-why-now/ .

[23] Conra D. Gist, Amaya Garcia, and Yukari Takimoto Amos, “An Essential but Overlooked Workforce: Elevating the Need to Investigate the Career Development of Paraeducators,” Journal of Career Development 49, no. 5 (2022): 1039–1047, https://doi.org/10.1177/08948453211010968 .

[24] Alexis Padilla, “Special Education Facing Paraprofessional Shortages; How are Districts Fixing This?” KSN.Com, August 25, 2022, https://www.ksn.com/news/local/special-education-facing-paraprofessional-shortages-how-are-districts-fixing-this ; and Colin Hogan, “School Paraprofessionals Say Staff Shortage is Leading to Illegal Conditions for Special Needs Students,” The New Bedford Light, October 19, 2022, https://newbedfordlight.org/school-paraprofessionals-say-staff-shortage-is-leading-to-illegal-conditions-for-special-needs-students/ .

[25] Julia Silverman, “Special Education Teachers, Aides Would Get a 20% Pay Bump Under Proposed Bill,” The Oregonian, March 7, 2023, https://www.oregonlive.com/education/2023/03/special-education-teachers-aides-would-get-a-20-pay-bump-under-proposed-bill.html#:~:text= All%20special%20education%20teachers%20and , being%20considered%20by%20the%20Legislature .

[26] Helen F. Ladd, Steven W. Hemelt, and Calen R. Clifton, “Teacher Assistants are Needed—Now More Than Ever,” Brown Center Chalkboard (blog), Brookings, August 24, 2021, https://www.brookings.edu/blog/brown-center-chalkboard/2021/08/24/teacher-assistants-are-needed-now-more-than-ever/ .

Masters in Special Education Degree Program Guide

What is a paraprofessional in special education.

The Job: What Does a Paraprofessional Do?

Special education is quite a bit different from the standard classroom environment. Teachers often convey concepts in completely different ways, while students require more intensive instruction, more involvement from tutors and mentors, and more hands-on learning activities that help to drive concepts home. This is where the paraprofessional comes in. This role is reserved for those who wish to become an active part of the class, rather than stand in front of it. They sit and learn alongside students and, when students are given classwork, they answer questions and offer advice.

Essentially, the paraprofessional is a student’s first resource when they need extra learning support. These professionals also help students understand test questions and homework questions, so that their work is on par with their counterparts outside of the special education program at a given school.

Education Requirements: Be Aware That Standards Vary From State to State

Historically, paraprofessionals have not had to have a degree in teaching in order to be hired as full-time or part-time assistants in today’s classrooms. In fact, many states across the country allow paraprofessionals to be hired as long as they have taken just a few college courses in either education or a content-specific area like math, English, or one of the sciences. This makes it one of the most accessible education occupations in the United States, and it opens up education to an entirely new group of individuals who may find themselves drawn to teacher certification and special education teaching at some point in the future.

Though a college degree is not required by some states, regulations are tightening up as special education becomes more important to state standards and achievement. Many states do require that paraprofessionals bring a bachelor’s degree with them to the job interview, though there is currently no state that requires the degree to be in education. It’s worth looking into state regulations of the paraprofessional occupation before applying to open positions, simply to ensure that any minimum education requirements have been met and that the job will be within reach.

Related Resource: Special Education Coordinator

Occupational Growth Looks Strong Through the End of the Decade

Thanks to increased emphasis on standards and achievement, the role of the paraprofessional has grown in recent years. The job outlook for this career has also grown. While such positions were once thought to be in decline, today they’re expected to grow by about nine percent each year through the end of the decade. That’s good news for applicants, who will likely have a much easier time landing this position now than they would have even a half-decade ago. Thanks to this growth and new responsibilities on the job, a paraprofessional in special education classrooms will get great insight into education and experience that can help them advance into new roles over time.

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WORKING WITH PARAPROFESSIONALS IN YOUR SCHOOL

Introduction.

The increased use of paraprofessionals in a variety of educational settings has resulted in the need for teachers and other educational professionals (nurses, speech-language pathologists, occupational/physical therapists) to assume the tasks of supervising these individuals. Being a qualified educational professional, however, does not automatically translate into being equally prepared to supervise another adult. In too many cases, this new role is undertaken with little or no training or previous knowledge of supervisory skills. Current state and federal legislation emphasizes the importance of adequate supervision for paraprofessionals, and those charged with supervision must learn strategies for directing the work of the paraprofessional to improve student achievement. This issue of NASET’s Working with Paraprofessionals in Your School provides information on the principles of supervision and establishing an effective supervisory relationship whose ultimate goal is success of the child in the school setting.

NASET Members - Login to access this issue of: 

Naset's working with paraprofessionals in your school, publications.

• Introduction to Working With Paraprofessionals In Your School
• Team Building: Working with a Paraprofessional
• Communication, Observation, and Feedback
• Solving Performance and Interpersonal Problems
• Related Services Paraprofessionals
• Updated Resource on the Roles and Responsibilities of Paraprofessionals
• Paraeducators’ Preparedness for Success in the Classroom: A Literature Review
• Perspectives on Current Practices and Barriers to Training for Paraeducators of Students with Autism in Inclusive Settings
• Utilization of Paraprofessionals in Special Education: Challenges and Benefits
• Where is the Paraeducator Content in Introductory Special Education Textbooks?
• Applying Empathy Curriculum to Enhance the Role of the Paraprofessional for Students with Multiple Disabilities

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Your responsibilities as a paraprofessional

Paraprofessionals play an instrumental role in schools as part of a team providing educational and support services to children. The teacher is the team leader and has sole responsibility for introducing new material. The paraprofessional reinforces the teacher’s lessons.

Here are some of the rights and responsibilities that paraprofessionals should know about.

Classroom supervision

Paraprofessionals must not be left alone in a classroom without a teacher when the teacher is called away for a meeting or is absent for the day. Paras must be under the direct supervision of a licensed teacher in or out of a classroom.

The only exception is the lead teacher assistant, a career-ladder position for paraprofessionals. Paras who are lead teacher assistants may fill in for a teacher during their absence for up to 10 days over the course of a school year.

Lunchroom role

School administrators cannot ask paraprofessionals to supervise the lunchroom, according to Special Circular 6R. Schools have other school-based personnel, including school aides and supervising school aides, who can be assigned this responsibility.

Paraprofessionals, including one-to-one paras, are entitled to a duty-free lunch period. One-to-one paraprofessionals should only be with their students while the students are having their lunch if it is mandated on the student’s Individualized Education Program/504 plan. In that case, the para should have a duty-free lunch at some other point in the workday.

If a paraprofessional has been assigned to be with their one-to-one student during that student’s lunch period and it’s not mandated on the student’s IEP, the para should report it to the school’s UFT chapter leader. If a para is unsure about the requirements on a child’s IEP/504 plan, the para should ask to see it. State law requires that paraprofessionals have access to the IEPs of students in their care.

Due process rights

In the 2018 DOE-UFT contract, paraprofessionals gained important due process rights similar to those of teachers. With rare exceptions, paras can no longer be suspended without pay for long periods while their cases are being investigated.

If a paraprofessional is arrested, the para must report the arrest to the Office of Personnel Investigations (OPI) and their school as soon as possible. OPI will determine if the charge constitutes “serious misconduct” or “sexual misconduct,” as defined by the DOE-UFT contract. If the arrest involves sexual misconduct, abuse of a minor, a felony involving drugs or violence, or any felony that takes place in a school, the para may be suspended without pay for up to two months while the case is under investigation. The DOE can request a hearing with a neutral arbitrator, and the suspension can be extended to three months if an arbitrator finds probable cause.

If the case is not deemed serious or sexual misconduct, the para must stay on payroll unless a probable-cause hearing arbitrator determines a suspension of up to two months is appropriate. While on suspension, the para should file for unemployment benefits and seek other employment.

Misdemeanors such as parking or speeding tickets, an open beer can in public, or a first offense of driving while intoxicated should not result in a suspension.

Only if the para has been indicted can the para remain off payroll for longer than three months. If the charges are unsubstantiated, the para will get full back pay minus interim earnings within 30 days.

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Education Paraprofessional Vs Special Education Teacher

The differences between education paraprofessionals and special education teachers can be seen in a few details. Each job has different responsibilities and duties. Additionally, a special education teacher has an average salary of $54,290, which is higher than the $31,158 average annual salary of an education paraprofessional.

The top three skills for an education paraprofessional include autism, behavioral issues and mathematics. The most important skills for a special education teacher are classroom management, autism, and behavior management.

Education paraprofessional vs special education teacher overview

What does an Education Paraprofessional do?

An education paraprofessional's role is to carry out support tasks for a teacher in a school setting. They are responsible for creating learning materials such as visual aids and presentations, participating in devising lesson plans and assessment methods, grading and evaluating student performances, and even maintaining order in the classroom. There are also instances where they must assist students who are having difficulties catching up with the lessons. Furthermore, an education paraprofessional may also teach under the supervision of a more experienced educator.

What does a special education teacher do?

A special education teacher is responsible for teaching students with disabilities. Special education teachers are trained professionals to provide distinct learning instructions for children with special cases for them to achieve their potentials and improve their self-confidence. A special education teacher must have excellent communication and organizational skills to assist the students with their learning areas. Special education teachers should be able to come up with engaging activities to support the students' behavioral and intellectual development.

Education paraprofessional vs special education teacher salary

Education paraprofessionals and special education teachers have different pay scales, as shown below.

Differences between education paraprofessional and special education teacher education

There are a few differences between an education paraprofessional and a special education teacher in terms of educational background:

Education paraprofessional vs special education teacher demographics

Here are the differences between education paraprofessionals' and special education teachers' demographics:

Differences between education paraprofessional and special education teacher duties and responsibilities

Education paraprofessional example responsibilities..

• Work with ESL and special needs students, individually and in small groups, to attain their learning objectives
• Help student become more independent and achieve organizational goals by using self-monitore checklists and adaptive technology.
• Perform responsible human support and paraprofessional work assisting classroom teacher or other professionals, achieve institution objectives.
• Perform technical, clerical and instructional support tasks in a Pre-K classroom for the physically impair
• Target instructional learning activities especially in core content areas of reading, writing, mathematics, science, and social studies.
• Help assist in Pre-K classroom.

Special Education Teacher Example Responsibilities.

• Lead a DIBELS intervention group.
• Lead the data team with interpreting results, including NWEA and other benchmark assessments.
• Design a unique and differentiate curriculum that addressed state standards for both mathematics and special education.
• Educate special needs kids with mental and physical disabilities using proven conventional and improvise teaching/learning methods.
• Plan appropriate lessons align to NYS CCSS.
• Instruct and create ELA lessons through Fountas and Pinnell and Fundations.

Education paraprofessional vs special education teacher skills

• Autism, 10%
• Behavioral Issues, 9%
• Mathematics, 8%
• Instructional Materials, 8%
• Classroom Management, 11%
• Behavior Management, 6%
• Professional Development, 6%
• Student Learning, 6%

Education Paraprofessional vs. Similar Jobs

• Education Paraprofessional vs Substitute Paraprofessional
• Education Paraprofessional vs Special Educator
• Education Paraprofessional vs Education Technician
• Education Paraprofessional vs Substitute Teachers Aide
• Education Paraprofessional vs Special Education Teacher
• Education Paraprofessional vs Pre-K Teacher
• Education Paraprofessional vs Teacher Assistant
• Education Paraprofessional vs Preschool Teacher's Assistant
• Education Paraprofessional vs Toddler Assistant Teacher
• Education Paraprofessional vs Head Start Teacher
• Education Paraprofessional vs Classroom Assistant
• Education Paraprofessional vs ESL Teacher

Education Paraprofessional Related Careers

• Classroom Aide
• Classroom Assistant
• ESL Teacher
• Education Technician
• Head Start Teacher
• Instructional Aide
• Para Educator
• Para Professional
• Pre-K Teacher
• Preschool Teacher's Assistant
• Special Education Aide
• Special Education Teacher
• Special Educator
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Paraprofessional vs. Teacher Aide – What’s The Difference?

• Updated August 30, 2023
• Published April 4, 2023

Paraprofessional vs. Teacher Aide – what’s the difference? Learn everything you need to know about the differences between a Paraprofessional and a Teacher Aide.

Paraprofessionals and Teacher Aides are both roles that are very important to education, but there are distinct differences between the two. Paraprofessionals are generally college educated and have specialized skills and knowledge that Teacher Aides do not. They are usually employed to work directly with students in an educational capacity, providing additional instruction and support to the classroom. On the other hand, teacher Aides are typically non-degreed personnel who assist teachers in the classroom with tasks like grading papers, managing student behavior, and providing general support.

What is a Paraprofessional?

A paraprofessional is an educational assistant who works under the direction of a certified teacher. They are responsible for providing additional support to students, helping with classroom instruction, and providing one-on-one assistance. Paraprofessionals often have experience and knowledge in working with special needs students and general education students.

What is a Teacher Aide?

A Teacher Aide is an individual who assists a teacher with instructional duties and classroom management. A Teacher Aide may help with various tasks such as grading papers, creating lesson plans, running errands, and supporting students.

Paraprofessional vs. Teacher Aide

Below we discuss the fundamental differences between work duties, work requirements, and work environment of a Paraprofessional and a Teacher Aide.

Paraprofessional vs. Teacher Aide Job Duties

Paraprofessionals and Teachers have different job duties within the education system. While both work in a school setting and play important roles in educating students, their responsibilities and duties are distinct from one another.

A Paraprofessional, also known as a Teacher’s Aide or Instructional Assistant, supports the work of a Teacher by assisting with classroom activities and providing additional support to students. They may help with lesson planning, grading assignments, and classroom management. They often work one-on-one with students who need extra assistance with their academic work, and they may also provide support for students with disabilities or behavioral challenges.

On the other hand, a Teacher is responsible for designing and implementing lesson plans, assessing student progress, and managing the overall classroom environment. They are the primary point of contact for parents and guardians and are responsible for communicating student progress and performance to them. Teachers also provide guidance and mentorship to their students, helping them to develop their knowledge and skills in various subject areas.

In terms of job duties, a Paraprofessional’s role is more focused on supporting the Teacher and helping individual students who need extra attention. They may work with small groups of students or provide one-on-one support to students who are struggling with their coursework. In contrast, a Teacher’s role is more focused on designing and implementing lesson plans, assessing student progress, and managing the overall classroom environment. They are more responsible for ensuring that all students meet academic standards and are prepared for their future academic and professional goals.

In summary, while Paraprofessionals and Teachers play important roles in the education system, their job duties differ. Paraprofessionals focus on providing additional support to students and assisting with classroom activities. At the same time, Teachers are responsible for designing and implementing lesson plans, assessing student progress, and managing the overall classroom environment.

Related :  Paraprofessional vs. Substitute Teacher: What Are The Differences?

Paraprofessional vs. Teacher Aide Job Requirements

The responsibilities of a paraprofessional and a teacher aide are often confused, with the two roles often overlapping. Although both roles involve providing support to teachers, they differ in terms of educational and job experience requirements.

To become a paraprofessional, the minimum educational requirement is often a high school diploma or equivalent, although some states may require additional coursework or certification. In addition, paraprofessionals must have some experience working with children through past job experience or volunteer work. They must also possess excellent communication and organizational skills.

In contrast, becoming a teacher aide typically requires a high school diploma or equivalent, although some states may require additional coursework or certification. Teacher aides may also need to complete training programs or obtain certifications related to the specific job. In addition, teacher aides must have at least two years of experience working in a school setting, such as as a classroom assistant or in a school office. As with paraprofessionals, teacher aides must possess excellent communication and organizational skills.

Overall, the educational and job experience requirements for becoming a paraprofessional and a teacher aide vary depending on the state and school district. However, both roles require a high school diploma or equivalent, experience working with children, and excellent communication and organizational skills.

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Paraprofessional vs. Teacher Aide Work Environment

The work environment for Paraprofessionals and Teachers can be quite different due to their distinct job responsibilities within the education system.

A Paraprofessional often works directly with students, providing support and assistance in the classroom. They may work with small groups of students or provide one-on-one support to individual students who need extra attention. Their work environment is typically within the classroom or in small group settings, working closely with the Teacher to ensure students receive the support they need. Paraprofessionals may also work with students with disabilities or other special needs, providing additional support as required.

In contrast, a Teacher has a more varied work environment. They spend significant time in the classroom, designing and implementing lesson plans, assessing student progress, and managing the overall classroom environment. However, they may also spend time outside of the classroom, meeting with parents or other educators, attending professional development sessions, or participating in school-wide initiatives.

Teachers also have greater autonomy in their work environment compared to Paraprofessionals. They are responsible for creating and implementing lesson plans and managing the overall classroom environment. They have the authority to decide how to best meet their students’ needs. Paraprofessionals, on the other hand, work under the direction of the Teacher and are responsible for carrying out tasks assigned to them by the Teacher.

In terms of work hours, Teachers often have a set schedule that follows the school day, while Paraprofessionals may have more flexible hours. Paraprofessionals may work part-time or have varying schedules depending on the needs of the students they are working with.

In summary, the work environment for Paraprofessionals and Teachers can differ significantly due to their distinct job responsibilities. Paraprofessionals work closely with students in a classroom or small group setting, while Teachers have a more varied work environment that may involve time outside of the classroom. Teachers also have a greater degree of autonomy in their work, while Paraprofessionals work under the direction of the Teacher.

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Paraprofessional vs. Teacher Aide Skills

Paraprofessionals and Teachers require different sets of job skills to be successful in their roles within the education system. While both play important roles in educating students, their responsibilities and required skills are distinct.

A Paraprofessional must have excellent communication and interpersonal skills to work effectively with students, Teachers, and parents. They should have the ability to work collaboratively with Teachers to provide the best possible support to students. Paraprofessionals must also have strong organizational skills to keep track of multiple students and their individual needs. They may also require specialized skills depending on the population of students they are working with, such as knowledge of behavior management strategies or special education practices.

In addition to these skills, Teachers must have expertise in their subject areas and the ability to design and implement effective lesson plans. They must also have strong communication skills to effectively convey information to students and parents, as well as the ability to provide constructive feedback to students to support their growth and development. Teachers must have strong classroom management skills to ensure that students are engaged and focused during class time, and they must be able to adapt to different learning styles and needs of their students.

Both Paraprofessionals and Teachers must have a passion for education and a commitment to student success. They should have the ability to work with diverse groups of students and a willingness to continually learn and adapt to new teaching strategies and technologies. Teachers must also have the ability to motivate and inspire students to learn and reach their full potential.

In summary, Paraprofessionals and Teachers require different sets of job skills to be successful in their roles within the education system. Paraprofessionals require strong communication, organizational, and specialized skills, while Teachers require expertise in their subject areas, effective communication and feedback skills, strong classroom management skills, and the ability to inspire and motivate students.

Both roles require a passion for education and a commitment to student success.

Paraprofessional vs. Teacher Aide Salary

The annual salary for Paraprofessionals and Teachers can vary significantly based on factors such as location, level of education, years of experience, and job responsibilities.

In general, Teachers tend to earn higher salaries than Paraprofessionals due to their higher level of education and increased responsibilities. According to the Bureau of Labor Statistics, the median annual salary for Elementary, Middle, and High School Teachers is $62,870. In contrast, the median annual salary for Teacher Assistants, which includes Paraprofessionals, was $28,900 during the same time period.

It’s worth noting that salaries can vary significantly based on location. In some areas with a high cost of living, Teachers may earn higher salaries to help offset the increased cost of living. Similarly, Paraprofessionals may earn higher salaries in areas with a high demand for their services.

Years of experience can also play a significant role in salary differences. Teachers with more years of experience and higher levels of education may earn higher salaries than those who are just starting out in their careers. Paraprofessionals may also see salary increases with more years of experience, but the salary range for this role tends to be lower overall compared to Teachers.

In summary, Teachers tend to earn higher salaries than Paraprofessionals due to their higher level of education and increased responsibilities. However, salaries can vary significantly based on factors such as location and years of experience. It’s important to research salary information for specific job titles and locations to get a more accurate understanding of what to expect in terms of compensation.

Related posts:

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• Paraeducator vs. Paraprofessional: What Are The Differences?
• Medication Aide vs. Medical Assistant – What’s The Difference?

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