ERIC Number: ED406362
Record Type: Non-Journal
Publication Date: 1997-Apr
Reference Count: N/A
Diversifying the Teaching Force: Preparing Paraeducators as Teachers. ERIC Digest.
Paraeducators are school employees whose responsibilities are either instructional in nature or who deliver other services to students. Large numbers of paraeducators have expressed a desire to become professional teachers. Because many paraeducators, perhaps the majority, are from minority groups, they would expand the pool of potential teachers from underrepresented groups. Well-designed paraeducator-to-teacher programs foster stronger school/university collaboration, improved induction into teaching, and graduated assumption of teaching roles as knowledge and skills are refined. Data indicate four primary obstacles that, if mediated, may facilitate successful pathways for paraeducators attempting to attain teacher certification. These obstacles and suggested mediations are: (1) financial support--access to grants, scholarships, and other financial aid; (2) social factors--provision of programs and events for sensitizing the paraeducator's entire support community to the academic and social pressures the paraeducator may encounter; (3) academic obstacles--enrichment such as counseling, mentoring, tutoring, and extended programs for promising candidates who need expanded academic time frameworks; and (4) external pressures and stresses--school-site assisted performance (improved working conditions at the school site including salary, benefits, and job security, and a nurturing, supportive environment). (Contains 13 references.) (LL)
Descriptors: Academic Achievement, Alternative Teacher Certification, Cultural Pluralism, Elementary Secondary Education, Financial Support, Higher Education, Minority Group Teachers, Nontraditional Education, Paraprofessional School Personnel, Social Attitudes, Teacher Education Programs, Teacher Recruitment, Teaching Conditions, Teaching (Occupation)
Publication Type: ERIC Publications; ERIC Digests in Full Text
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Teaching and Teacher Education, Washington, DC.