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Xerox University Microfilms 300 North Zeeb Road Ann Arbor, Michigan 48106 I I 75-20,908 YANCEY, Booker Talmadge, 1928A STUDY OF THE ROLE PERCEPTIONS OF PARAPROFESSIONALS AS PERCEIVED BY PRINCIPALS, TEACHERS, AND PARAPROFESSIONALS IN THREE MICHIGAN ELEMENTARY SCHOOLS. M ichigan S ta te U n iv e r s ity , P h .D ., 1975 E ducation, a d m in istra tio n Xerox University Microfilms, Ann Arbor, M ich ig a n 4 8 1 06 A STUDY OF THE ROLE PERCEPTIONS OF PARAPROFESSIONALS AS PERCEIVED BY PRINCIPALS, TEACHERS, AND PARAPROFESSIONALS IN THREE MICHIGAN ELEMENTARY SCHOOLS By Booker T. Yancey A DISSERTATION Submitted to Michigan S t a t e U n i v e r s i t y in p a r t i a l f u l f i l l m e n t o f t h e r e q u i r e m e n t s f o r th e degree of DOCTOR OF PHILOSOPHY D e p a r t m e n t o f A d m i n i s t r a t i o n and H i g h e r E d u c a t i o n 1975 ABSTRACT A STUDY OF THE ROLE PERCEPTIONS OF PARAPROFESSIONALS AS PERCEIVED BY PRINCIPALS, TEACHERS, AND PARAPROFESSIONALS IN THREE MICHIGAN ELEMENTARY SCHOOLS By Booker T. Yancey Today t e a c h e r s a r e c o n f r o n t e d w i t h i n c r e a s i n g l y d i f f i c u l t r e s p o n s i b i 1i t i e s o f m e e t i n g t h e e d u c a t i o n a l needs o f c h i l d r e n . U tilization o f p a r a p r o f e s s i o n a l s a s an i n t e g r a l p a r t o f t h e i n s t r u c t i o n a l program c o u l d become one o f t h e most s i g n i f i c a n t a d v a n c e s in e d u c a t i o n . The p u r p o s e o f t h i s s t u d y was t o compare t h e r o l e p e r c e p t i o n s a s p e r c e i v e d by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s . In a d d i ­ t i o n , t h e p o s i t i o n o f t h e p a r a p r o f e s s i o n a l was examined t o d e t e r m i n e t h e c r i t e r i a f o r s e l e c t i o n and t h e a c t u a l r o l e o f t h e p a r a p r o f e s s i o n a l in t h e Michigan s c h o o l d i s t r i c t s t o be known as d i s t r i c t A, d i s t r i c t B, and d i s t r i c t C. F i f t e e n n u l l h y p o t h e s e s were d e v e l o p e d t o d e t e r m i n e i f t h e r e i s a r e l a t i o n s h i p between t h e r o l e p e r c e p t i o n s o f p a r a p r o f e s s i o n a l s when compared w i t h p r i n c i p a l s ' , t e a c h e r s ' , and p a r a p r o f e s s i o n a l s ' r o l e perceptions: Null H y p o t h e s i s 1: T he re a r e no s i g n i f i c a n t d i f f e r e n c e s i n t h e d i s ­ t r i b u t i o n o f responses to s p e c i f i c q u estions r e f l e c t ing t h e r o l e p e r c e p t i o n o f p a r a p r o f e s s i o n a l s as measu red by t h e D e f i n i t i o n o f t h e P a r a p r o f e s s i o n a l S urv ey I n s t r u m e n t . Booker T . Yancey Null H y p o t h e s i s 2: T h e re a r e no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o it e m two ( p r e p a r e s and p r e v ie w s f i l m ) r e f l e c t i n g t h e a c t u a l r o l e o f t h e p a r a p r o f e s s i o n a l by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s by p o s i t i o n . Null H y p o t h e s i s 3: T h e re a r e no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o it e m f i v e ( s u p e r v i s e s v a r i o u s a u x i l i a r y s c h o o l s e r ­ vices) r e f le c tin g the actual ro le of the parapro­ f e s s i o n a l by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s ­ s i o n a l s by p o s i t i o n . Null H y p o th e s is 4: T he re a r e no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o it e m seve n ( a s s i s t s t u d e n t s on d i f f i c u l t i n f o r ­ m a ti o n o r make-up work) r e f l e c t i n g t h e a c t u a l r o l e o f t h e p a r a p r o f e s s i o n a l by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s by p o s i t i o n . Null H y p o t h e s i s 5: T he re a r e no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o it e m e i g h t ( s e t t i n g up m a t e r i a l s t o c r e a t e an e n v ir o n m e n t f o r l e a r n i n g ) r e f l e c t i n g t h e a c t u a l r o l e o f t h e p a r a p r o f e s s i o n a l s by p r i n c i p a l s , t e a c h ­ e r s , and p a r a p r o f e s s i o n a l s by p o s i t i o n . Null H y p o t h e s i s 6: T he re a r e no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o it e m tw e l v e ( p r e p a r a t i o n o f m a t e r i a l s f o l l o w i n g te a c h e r p a ra p ro fe ss io n a l planning s e s s io n s ) r e f l e c t ­ ing t h e a c t u a l r o l e o f t h e p a r a p r o f e s s i o n a l by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s by position. Null H y p o t h e s i s 7: T he re a r e no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o item f i f t e e n ( c o n f e r s w i t h t e a c h e r r e g a r d i n g a p p ro p ria te s t r a t e g i e s fo r learn in g ) r e f l e c t i n g the a c t u a l r o l e o f t h e p a r a p r o f e s s i o n a l by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s by p o s i t i o n . Null H y p o t h e s i s 8: T he re a r e no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o it e m s i x t e e n ( r e c o r d s d a t a on c u m u l a t i v e r e c o r d s ) r e f le c tin g the actual ro le of the paraprofessional by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s by position. Null H y p o t h e s i s 9: T he re a r e no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o it e m tw e n t y ( a r r a n g e s f o r f i e l d t r i p s ) r e f l e c t ­ ing t h e a c t u a l r o l e o f t h e p a r a p r o f e s s i o n a l by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s by position. Null H y p o t h e s i s 10: T he re a r e no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o ite m n i n e ( l i k i n g o f c h i l d r e n ) r e f l e c t i n g t h e c r i t e r i a f o r s e l e c t i o n o f p a r a p r o f e s s i o n a l s by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s by position. Booker T . Yancey Null H y p o t h e s i s 11: T h e re a r e no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o i t e m t w e l v e ( a b i l i t y t o work w i t h s ch oo l p e r ­ sonnel ) r e f l e c t i n g th e c r i t e r i a f o r s e l e c t i o n o f p a r a p r o f e s s i o n a l s by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s by p o s i t i o n . Null H y p o t h e s i s 12: T h e re a r e no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o i te m s i x ( a v e r a g e i n t e l l i g e n c e ) r e f l e c t i n g t h e c r i t e r i a f o r s e l e c t i n g p a r a p r o f e s s i o n a l s by p r i n ­ c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s by p o s i t i o n . Null H y p o t h e s i s 13: T h e re a r e no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s to item t h i r t e e n ( a r t i s t i c a b i l i t y ) r e f l e c t i n g th e c r i t e r i a f o r s e l e c t i n g p a r a p r o f e s s i o n a l s by p r i n ­ c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s in D i s t r i c t A, D i s t r i c t B, and D i s t r i c t C. Null H y p o t h e s i s 14: T h e re a r e no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o i te m f o u r t e e n ( w i l l i n g t o a c c e p t r e s p o n s i b i l i t y ) r e f l e c t i n g the c r i t e r i a fo r s e le c tin g p a ra p ro fe s­ s i o n a l s by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s ­ s i o n a l s i n D i s t r i c t A, D i s t r i c t B, and D i s t r i c t C. Null H y p o t h e s i s 15: T h e re a r e no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o i t e m f i f t e e n ( s e n s i t i v i t y t o ne ed s o f y o u t h ) r e f l e c t i n g the c r i t e r i a fo r s e le c tin g p a rap ro fes­ s i o n a l s by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s ­ s i o n a l s in D i s t r i c t A, D i s t r i c t B, and D i s t r i c t C. T h r e e q u e s t i o n n a i r e s were s e n t t o f o r t y randomly s e l e c t e d e x p e rts f o r purposes of v a l i d a t i n g th e in stru m e n ts. Eighty p e rc e n t of those p a n e l i s t s re tu rn e d t h e i r q u e s tio n n a ire s . S e l e c t e d s c h o o l d i s t r i c t s were c o n t a c t e d by mail r e q u e s t i n g t h e i r c o o p e r a t i o n in t h i s s t u d y . affirm atively. Each o f t h e s e l e c t e d s c h o o l s r e s p o n d e d S u b s e q u e n t l y , 270 q u e s t i o n n a i r e s were s e n t t o p r i n c i ­ p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s in p a r t i c i p a t i n g Michigan s c h o o l s . R es po nd e nts r e t u r n e d 80 p e r c e n t o f t h e fo r m s. the s t a t i s t i c a l The c h i s q u a r e t e s t was t r e a t m e n t used t o t e s t t h e d a t a . The .05 l e v e l o f c o n ­ f i d e n c e was e s t a b l i s h e d a s t h e minimum l e v e l f o r a c c e p t i n g s i g n i f i c a n t differences. To my w i f e , D o r o t h y , whose l o v e , e n c o u r a g e m e n t , and t o l e r a n c e made t h i s o c c a s i o n a r e a l i t y . ACKNOWLEDGMENTS The w r i t e r w i s h e s t o e x p r e s s s i n c e r e a p p r e c i a t i o n t o t h e many p e o p l e who c o n t r i b u t e d t o t h e f i n a l i z a t i o n o f t h i s s t u d y . W it h o u t t h e i r a s s i s t a n c e t h i s s t u d y would n o t have become a r e a l i t y . I am p a r t i c u l a r l y g r a t e f u l t o Dr. Lo uis Romano, m a j o r p r o f e s s o r and chair man o f t h e d o c t o r a l g u i d a n c e c o m m i t t e e . His u n d e r s t a n d i n g and g u i d a n c e d u r i n g t h e c o u r s e o f t h e r e s e a r c h were e n c o u r a g i n g and i n v a l ­ uable. A d d i t i o n a l l y , t h e w r i t e r w i s h e s t o th a n k Dr. A l e x a n d e r K l o s t e r , Dr. James McKee, and Dr. Donald N i c k e r s o n f o r t h e s c h o l a r l y a d v i c e and a s s i s t a n c e t h e y e x t e n d e d t o me as c om m it te e members. Their encourage­ ment and c o n s t r u c t i v e c r i t i c i s m pr ove d q u i t e v a l u a b l e p r i o r t o t h e completion o f t h i s stu d y . The w r i t e r w i s h e s t o acknowledge g r a t i t u d e t o a l l respondents who p a r t i c i p a t e d i n t h i s s t u d y . Much c r e d i t i s due t h e w r i t e r ' s s o n , B r i a n , f o r h i s p a t i e n c e and c o o p e r a t i o n d u r i n g t h e w r i t i n g o f t h i s document. A s p e c i a l d e d i c a t i o n i s due my p a r e n t s , who f i r s t e n c o u r a g e d me t o a c h i e v e t h e g r e a t e s t h e i g h t s p o s s i b l e . TABLE OF CONTENTS Page LIST OF TABLES........................................................................................................... v iii Chapter I. II. THE PROBLEM............................................................................................. 1 I n t r o d u c t i o n ........................................................................................ S t a t e m e n t o f t h e Problem ............................................................ S i g n i f i c a n c e o f t h e Problem ................................................... D e f i n i t i o n o f Terms ...................................................................... D esign and Methodology ................................................................. A ssu mp tio ns U n d e r l y i n g t h e St udy .......................................... D e l i m i t a t i o n o f t h e St udy ........................................................ Hy po th e se s ............................................................................................. Problem ............................................................................................. T h e o r e t i c a l F o u n d a t i o n ................................................................. Data A n a l y s i s .................................................................................... Review o f R e l a t e d L i t e r a t u r e ................................................... O v e r v i e w .................................................................................................. 1 3 3 5 5 6 6 7 7 9 10 11 11 REVIEW OF THE RELATED LITERATURE............................................... 12 The P a r a p r o f e s s i o n a l Movement--How I t Began . . . . Recent F o reru n n ers o f th e P a r a p r o f e s s io n a l M o v e m e n t ............................................................................................. N a t i o n a l Youth A d m i n i s t r a t i o n ............................................... Bay C i t y , M i c h i g a n , E x pe ri m en t .............................................. C o n n e c t i c u t and New J e r s e y Programs ................................. B e r k e l e y , C a l i f o r n i a , Program ............................................... The Y a l e - F a i r f i e l d Study ............................................................ E l e m e n t a r y and Se c o n d a r y E d u c a t i o n A c t , 1965 . . . . The S c h e u e r Amendment ................................................................. E d u c a t i o n P r o f e s s i o n Development A c t - - 1 9 6 8 ................... Why P a r a p r o f e s s i o n a l s ? ................................................................. E f f e c t o f P a r a p r o f e s s i o n a l A s s i s t a n c e on T e a c h e r s and t h e T e a c h i n g P r o f e s s i o n ............................................... Employment o f P a r a p r o f e s s i o n a l s and t h e I n v o l v e d Expense .......................................................................... Training the Paraprofessional .............................................. E x p l o i t a t i o n — How I t Can Be A v o i d e d ................................. Role o f I n s t i t u t i o n s o f H i g h e r L e a r n i n g ....................... 12 iv 14 15 15 16 16 17 17 18 18 19 21 22 23 23 23 C hapter Role o f Local Boards o f E d u c a t i o n , S t a t e Boards o f E d u c a t i o n , and Local E d u c a t i o n A s s o c i a t i o n s . . P r o f i l e o f C urrent N ational P a ra p ro fe ssio n a l Programs ............................................................................................. M i n n e a p o l i s , M in ne so ta ................................................................. New York C i t y ................................................................................... Dade C o unty , F l o r i d a ..................................................................... P r o f i l e o f S e l e c t e d P a r a p r o f e s s i o n a l Programs i n t h e S t a t e o f Michigan ........................................................ Saginaw ................................................................................................. R e c r u i t m e n t and S e l e c t i o n ................................................... Trainee P r o file .......................................................................... P r e s e r v i c e Programs ................................................................. D u t i e s Perf orm ed by P a r a p r o f e s s i o n a l s ....................... T r a i n e e E v a l u a t i o n ............................................................ . . E v a l u a t i o n o f S u p e r v i s i n g T e a c h e r s ................................ Wayne I n t e r m e d i a t e School D i s t r i c t ..................................... R e c r u i t m e n t and S e l e c t i o n ................................................... Trainee P r o f ile .......................................................................... P r e - and I n s e r v i c e T r a i n i n g .............................................. E v a l u a t i o n ........................................................................................ F l i n t Community S c h o o ls ............................................................ R e c r u i t m e n t and S e l e c t i o n ................................................... Trainee P r o file .......................................................................... P r e - and I n s e r v i c e E d u c a t i o n .............................................. E v a l u a t i o n by T r a i n e e s ............................................................ E v a l u a t i o n by T e a c h e r s and A d m i n i s t r a t o r s . . . . E v a l u a t i o n by P r o j e c t D i r e c t o r s ..................................... Review o f R e l a t e d S t u d i e s ....................................................... Summary ................................................................................................. III. 24 24 26 27 28 29 29 30 30 31 31 32 32 33 34 35 35 36 37 37 37 38 38 39 39 39 44 .......................................................................... 46 I n t r o d u c t i o n ........................................................................................ Demographic S t r u c t u r e o f S e l e c t e d School D i s t r i c t s . Grand Rapids ................................................................................... L a n s in g ............................................................................................ Pontiac ............................................................................................ S e l e c t i o n o f t h e Sample ............................................................ P r o c e d u r e s ............................................................................................ Instrum entation .............................................................................. H yp oth e se s ............................................................................................ Problem ............................................................................................ Data A n a l y s i s ................................................................................... Summary ................................................................................................. 46 46 46 47 48 49 52 53 54 54 56 57 DESIGN OF THE STUDY v Chapter IV. V. Page ANALYSIS OF THE D A T A ............................................................................... 58 A n a l y s i s o f D e f i n i t i o n S t a t e m e n t s ............................................... D e f i n i t i o n O n e .................................................................................... D e f i n i t i o n T w o .................................................................................... D e f i n i t i o n Th ree ............................................................................... A c tu al Role Q u e s t i o n n a i r e F i n d i n g s .......................................... Items P e r t a i n i n g t o C r i t e r i a f o r S e l e c t i o n o f P a r a p r o f e s s i o n a l s ............................................................................... A n a l y s i s o f Data From P r i n c i p a l s , T e a c h e r s , and P a r a p r o f e s s i o n a l s t o D e f i n i t i o n o f Role o f P a r a ­ p r o f e s s i o n a l , C r i t e r i a f o r S e l e c t i o n , and A c tu a l Role I n s t r u m e n t s ............................................................................... D i s t r i b u t i o n o f R espons es t o D e f i n i t i o n o f Role I n s t r u m e n t ............................................................................................. Role D e f i n i t i o n I n s t r u m e n t ........................................................ C r i t e r i a f o r S e l e c t i o n I n s t r u m e n t .......................................... A c tu al Role I n s t r u m e n t ................................................................. T e s t o f H y p o t h e s e s ............................................................................... Data f o r Ac tu al Role I n s t r u m e n t by P o s i t i o n ........................ Data f o r C r i t e r i a f o r S e l e c t i n g P a r a p r o f e s s i o n a l s by P o s i t i o n ............................................................................................. Data f o r C r i t e r i a f o r S e l e c t i n g P a r a p r o f e s s i o n a l s by D i s t r i c t ............................................................................................. S u m m a r y .......................................................................................................... 59 59 60 60 61 82 87 SUMMARY AND CONCLUSIONS.......................................................................... 90 S u m m a r y ........................................................................................................... F i n d i n g s ...................................................................................................... Null H y p o t h e s i s 1 .............................................................................. Null H y p o t h e s i s 2 .............................................................................. Null H y p o t h e s i s 3 .............................................................................. Null H y p o t h e s i s 4 .............................................................................. Null H y p o t h e s i s 5 .............................................................................. Null H y p o t h e s i s 6 .............................................................................. Null H y p o t h e s i s 7 .............................................................................. Null H y p o t h e s i s 8 .............................................................................. Null H y p o t h e s i s 9 .............................................................................. Null H y p o t h e s i s 1 0 ......................................................................... Null H y p o t h e s i s 11 Null H y p o t h e s i s 1 2 ......................................................................... Null H y p o t h e s i s 1 3 ......................................................................... Null H y p o t h e s i s 1 4 ......................................................................... Null H y p o t h e s i s 1 5 ......................................................................... C o n c l u s i o n s ................................................................................................. Recommendations f o r F u r t h e r Study ............................................... 90 92 92 93 93 94 94 95 95 96 96 97 97 97 98 98 99 99 101 64 66 66 67 67 69 69 72 80 Chapter Page APPENDICES......................................................................................................................... A. . 103 LETTER RECEIVED GRANTING PERMISSION TO USE SURVEY INSTRUMENT ............................................................................... 105 LETTER SENT TO PANELISTS REQUESTING THEIR ASSISTANCE IN FILLING OUT QUESTIONNAIRE........................................................ 107 D. THE QUESTIONNAIRE..................................................................................... 109 E. LIST OF P A N E L I S T S ..................................................................................... 117 F. LETTER SENT TO PRINCIPALS IN THREE MICHIGAN SCHOOL DISTRICTS .................................................................................... 121 LETTER SENT TO TEACHERS AND PARAPROFESSIONALS IN THREE MICHIGAN SCHOOL DISTRICTS ............................................... 123 THE QUESTIONNAIRE..................................................................................... 125 BIBLIOGRAPHY .................................................................................................................... 132 B. C. G. H. LETTER REQUESTING PERMISSION TO USE SURVEY INSTRUMENT 102 v ii LIST OF TABLES Table 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. Summary o f R esp ons es by P a n e l i s t s on Role D e f i n i t i o n o f P a r a p r o f e s s i o n a l s .......................................................................... 59 Summary o f R esp onses by P a n e l i s t s on A c tu a l Role o f Paraprofessionals ............................................................................... 62 Summary o f Responses by P a n e l i s t s t o C r i t e r i a f o r Selecting Paraprofessionals ........................................................ 65 T o t a l P e r c e n t a g e o f R e s p o n d e n ts t o D e f i n i t i o n o f Role I n s t r u m e n t ................................................................................................. 67 T o t a l Number and P e r c e n t a g e Breakdown o f Respon ses t o C rite ria fo r S election of Paraprofessionals ................... 68 T o t a l Number and P e r c e n t a g e o f Responses t o Ac tual Role o f P a r a p r o f e s s i o n a l s ............................................................ 70 Observed and Chi S q u a re C o n t r i b u t i o n f o r Each C e l l as T a b u l a t e d From t h e Role D e f i n i t i o n I n s t r u m e n t by P o s i t i o n ...................................................................................................... 71 C o n ti n g e n c y T a b l e With F r e q u e n c i e s From t h e Role D e f i n i t i o n I n s t r u m e n t by School D i s t r i c t ............................ 72 C o n ti n g e n c y T a b l e With F r e q u e n c i e s From t h e A c tu al Role I n s t r u m e n t by P o s i t i o n , Item 2 ................................................... 73 C o n ti n g e n c y T a b l e With F r e q u e n c i e s From t h e A c tu al -Role I n s t r u m e n t by P o s i t i o n , Item 5 ................................................... 74 C o n ti n g e n c y T a b l e With F r e q u e n c i e s From t h e A c tu al Role I n s t r u m e n t by P o s i t i o n , Item 7 ................................................... 75 C o n ti n g e n c y T a b l e With F r e q u e n c i e s From t h e A c tu al Role I n s t r u m e n t by P o s i t i o n , Item 8 ................................................... 76 C o n t i n g e n c y T a b l e With F r e q u e n c i e s From t h e A c tu al Role I n s t r u m e n t by P o s i t i o n , Item 12 .............................................. 77 C o n t i n g e n c y T a b l e With F r e q u e n c i e s From t h e A c tu a l Role I n s t r u m e n t by P o s i t i o n , Item 15 .............................................. 78 viii T a b le 15. 16. 17. 18. 19. 20. 21. 22. Page C o n ti n g e n c y T a b le With F r e q u e n c i e s From t h e A c t u a l Role I n s t r u m e n t by P o s i t i o n , Item 1 6 .................................................... 79 C o n ti n g e n c y T a b l e With F r e q u e n c i e s From t h e A c tu a l Role I n s t r u m e n t by P o s i t i o n , Item 2 0 .................................................... 80 C o n ti n g e n c y T a b le With F r e q u e n c i e s From t h e C r i t e r i a f o r S e l e c t i o n I n s t r u m e n t by P o s i t i o n , Item 9 ........................ 81 C o n ti n g e n c y T a b l e With F r e q u e n c i e s From t h e C r i t e r i a f o r S e l e c t i o n I n s t r u m e n t by P o s i t i o n , Item 1 2 .................... 82 C o n ti n g e n c y T a b l e With F r e q u e n c i e s From t h e C r i t e r i a f o r S e l e c t i o n I n s t r u m e n t by D i s t r i c t , Item 6 ........................ 83 C o n t i n g e n c y T a b l e With F r e q u e n c i e s From t h e C r i t e r i a f o r S e l e c t i o n I n s t r u m e n t by D i s t r i c t , Item 1 3 .................... 84 C o n t i n g e n c y T a b le With F r e q u e n c i e s From t h e C r i t e r i a f o r S e l e c t i o n I n s t r u m e n t by D i s t r i c t , Item 1 4 .................... 85 C o n ti n g e n c y T a b le With F r e q u e n c i e s From t h e C r i t e r i a f o r S e l e c t i o n I n s t r u m e n t by D i s t r i c t , Item 1 5 .................... 86 ix CHAPTER I THE PROBLEM Introduction L i t t l e has been h e a r d o f i n t h e a r e a o f t e a c h e r a i d e s o r p a r a ­ p r o f e s s i o n a l s p r i o r t o 1960, and t h e r e were no r e f e r e n c e s t o t e a c h e r a i d e s i n any e d u c a t i o n a l in d e x u n t i l 1956.^ The u s e o f v o l u n t e e r l a y ­ men i n o u r s c h o o l s has been us ed f o r many y e a r s a s l a y r e a d e r s , t u t o r s , and i n o t h e r r o l e s , b u t t h e us e o f t h e p a i d n o n p r o f e s s i o n a l i s a r e l a ­ t i v e l y new phenomenon. An e x a m i n a t i o n o f t e a c h e r d u t i e s shows t h a t t h e r e a r e many n o n p r o f e s s i o n a l a c t i v i t i e s such as h e l p i n g c h i l d r e n w i t h c o a t s , making i n v e n to r ie s , helping c h ild r e n w ith m a te r ia ls of i n s t r u c t i o n , grading papers, c le a n in g b la ck b o ard s, o p e r a tin g a u d io -v is u a l machines, e t c . c o n s t a n t l y p l a g u i n g t e a c h e r s when t h i s ti m e and e n e r g y c o u l d be used f o r more v a l u a b l e t e a c h i n g a c t i v i t i e s . ". . . We have lo ng o p e r a t e d on t h e a s s u m p t i o n t h a t one t e a c h e r can do a l l t h a t ne ed s t o be done i n a 2 good c l a s s r o o m . T h i s i s o u r t r a d i t i o n ; i t i s a bad t r a d i t i o n . " W il li a m B e n n e t t , J r . , and R. Frank F a l k , New C a r e e r s and Urban S c h o o l s — A S o c i o l o g i c a l S tu d y o f T e a c h e r s and T e a c h e r Aide Role s (New York: H o l t , R i n e h a r t and W in s t o n , I n c . , 1 9 5 7 ) , p. 13. O A s s o c i a t i o n f o r C h ild ho od E d u c a t i o n I n t e r n a t i o n a l , Aides t o T e a c h e r s and C h i l d r e n ( W a s h in g to n , D .C .: A s s o c i a t i o n f o r Ch ild hoo d E d u c a ti o n I n t e r n a t i o n a l , 1 9 6 8 ) , p. 43. 2 In r e c e n t y e a r s t e a c h e r s have i n s i s t e d on b e i n g f r e e d from t h e burdens o f n o n p ro fe s sio n al d u t i e s . F u r t h e r m o r e , t e a c h e r s have c l a i m e d t h a t many o f t h e s e d u t i e s can be assumed by i n d i v i d u a l s who have had no p r o f e s s i o n a l t r a i n i n g i n t h e f i e l d o f e d u c a t i o n . The p r e s u m p t i o n i s g r e a t e r f l e x i b i l i t y i n a c t i v i t i e s i n v o l v i n g t h e i r p r o f e s s i o n a l com­ petence. C u r r e n t l y e d u c a t o r s a r e welcoming t h e a s s i s t a n c e o f p a r a p r o ­ f e s s i o n a l s i n u n p r e c e d e n t e d numbers. This s i t u a t i o n r e f l e c t s a sub­ s t a n t i a l ch an ge i n t h e i r a t t i t u d e from t h e y e a r s when p a r a p r o f e s s i o n a l s were r e g a r d e d w i t h s u s p i c i o n and i r r e s o l u t i o n . The t e a c h i n g p r o f e s s i o n r e a c t e d n e g a t i v e l y on t h e w h o l e , t o an employment d e v i c e which would a s s i g n a v a i l a b l e e d u c a t i o n a l fu n d s t o t h e employment o f u n t r a i n e d p e r s o n n e l r a t h e r t h a n t h e employ­ ment o f more t e a c h e r s . Some o b s e r v e r s b e l i e v e t h a t t h e r e s i s ­ t a n c e c r e a t e d among t e a c h e r s r e t a r d e d p r o g r e s s i n t h e de ve lo pm en t o f a u x i l i a r y p e r s o n n e l in s ch ool sy st e m s f o r a t l e a s t a d e c a d e J Impe tus t o t h e c r e a t i o n o f t h e r o l e o f t h e p a r a p r o f e s s i o n a l was t h r o u g h t h e p r o v i s i o n o f fu n d s i n v a r i o u s gov e rn m e nta l p ro gr am s . The N a t i o n a l Youth A d m i n i s t r a t i o n (N.Y.A .) was one o f t h e f i r s t programs i n gove rnme nt t o i n t r o d u c e t h i s r o l e . 2 Then i n 1952 t h e f i r s t m a j o r e x p e r i m e n t in t h e use o f t e a c h e r a i d e s was u n d e r t a k e n i n Bay C i t y , 3 M i c h i g a n , w i t h f u n d s p r o v i d e d by t h e Ford F o u n d a t i o n . Today t h e r e i s a general acceptance o f the idea of p a r a p r o f e s s io n a ls , but th e re is a ^Garda W. Bowman and Gordon J . K l o p f , New C a r e e r s and R oles i n t h e American S c h o o l : Of A u x i l i a r y P e r s o n n e l i n E d u c a t i o n (New York: Bank S t r e e t C o l l e g e o f E d u c a t i o n , 1 9 6 8 ) , p. 6. 2 B e n n e t t , op. c i t . , p. 16. 3 Ibid. l a c k o f a g re e m e n t a b o u t what t h e j o b f u n c t i o n s a r e f o r t h i s p a r t i c u l a r position. The e f f e c t i v e u s e o f p a r a p r o f e s s i o n a l s c o u l d be one o f t h e most s i g n i f i c a n t r e c e n t advances in e d u c a tio n . The N a t i o n a l Commission on T e a c h e r E d u c a t i o n and P r o f e s s i o n a l Standards see the a d d itio n o f a u x i l i a r y personnel in the schools a s one o f t h e most c h a l l e n g i n g and h o p e f u l a d v a n c e s i n modern e d u ­ c a t i o n . The needs o f s o c i e t y r e q u i r e s i g n i f i c a n t ch an ge s i n o u r p r e s e n t s cho ol o r g a n i z a t i o n . The t e a c h e r i s a s k i l l e d p r o f e s ­ s i o n a l and must be p e r m i t t e d t o do a p r o f e s s i o n a l l e v e l o f w o r k . ' S t a t e m e n t o f t h e Problem T h i s s t u d y examines t h e r o l e p e r c e p t i o n s o f p a r a p r o f e s s i o n a l s a s p e r c e i v e d by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s . In a d d itio n , t h i s study in v e s t ig a te s s p e c i f i c a c t i v i t i e s delegated to p a r a p r o f e s s i o n a l s in s e l e c t e d s cho ol d i s t r i c t s . Not enough e v i d e n c e a b o u t p a r a p r o f e s s i o n a l s e x i s t e d f o r s t a t e and f e d e r a l a g e n c i e s t o e s t a b l i s h c r i t e r i a f o r s e l e c t i o n , q u a l i t y c o n t r o l g u i d e l i n e s , and l i c e n s u r e s p e c i f i c a t i o n s . this s t u d y s h ou ld efficiency in t h e To t h i s e x t e n t , d i s c l o s e some c o n c l u s i o n s which m ig ht a f f e c t increased us e o f p a r a p r o f e s s i o n a l s . S i g n i f i c a n c e o f t h e Problem P a ra p ro fe s sio n a l personnel are a p o t e n t i a l re so u rce by e d u c a t o r s in t e a c h i n g c h i l d r e n . t o be used How t h i s r e s o u r c e can b e s t be u t i l i z e d t o i t s maximum e f f i c i e n c y i s n o t y e t e n t i r e l y c l e a r . The p a r a p r o f e s s i o n a l movement, though t h r i v i n g , i s s t i l l a f l e d g l i n g i n t h e ^ " A u x i l i a r y School P e r s o n n e l , " The N a t i o n a l E l e m e n ta r y P r i n c i p a l 46 (March 19 67): 6. 4 educational fam ily. New c o n c e p t s a r e now e m er gi ng a b o u t t h e most a p p r o p r i a t e r o l e f o r p a r a p r o f e s s i o n a l s , and an i n c r e a s i n g number o f c a r e f u l l y pla n n e d progr ams a r e now i n o p e r a t i o n . In P o n t i a c , M ic h i g a n , t h e p r e s e n t fu nded p a r a p r o f e s s i o n a l p r o j e c t e n t i t l e d P o n t i a c C a r e e r O p p o r t u n i t i e s Program has f o u r main objectives: 1. E f f e c t b e t t e r ways o f u t i l i z i n g s c h o o l s t a f f s t h r o u g h t h e s p e c if ic c a r e e r l a t t i c e f e a tu r e in e x is te n c e f o r p arap ro ­ fe ssio n a l personnel. 2. C r e a t e b e t t e r ways o f t r a i n i n g p e r s o n n e l t h r o u g h c o l l e g e level education c o n c u rre n t with work-study assignm ents. 3. P r o v i d e ways o f a t t r a c t i n g p e r s o n n e l from low income a r e a s t o c a r e e r s w i t h i n s c h o o l s s e r v i n g c h i l d r e n from low income fam ilies. 4. Encourage g r e a t e r u n d e r s t a n d i n g and p a r t i c i p a t i o n between the. community and t h e e d u c a t i o n a l s y st e m t h r o u g h t h e d e v e l o p ­ ment o f an a d v i s o r y c o u n c i l . I m p l i c i t w i t h e ach o f t h e abov e f o u r s t a t e m e n t s i s t h e i n f e r e n c e t h a t s c h o o l s si m pl y c a n n o t o p e r a t e e f f e c t i v e l y w i t h o u t community i n t e r ­ e s t , u n d e r s t a n d i n g , and s u p p o r t . T h erefo re, i t is necessary f o r schools t o be looked upon a s an i n s t i t u t i o n which i s a p a r t o f t h e community r a t h e r th a n an e n t i t y s t a n d i n g a p a r t from t h e community. Thus t h e s i g n i f i c a n c e o f t h i s s t u d y becomes q u i t e a p p a r e n t . I n v e s t o r s in any b u s i n e s s e n t e r p r i s e d e s i r e t a n g i b l e p r o o f t h a t t h e products of t h a t e n t e r p r i s e are s a t i s f a c t o r y . Americans have u n d e r ­ w r i t t e n one o f t h e w o r l d ' s most complex e d u c a t i o n a l e n t e r p r i s e s . 5 American p e o p l e a r e p r e s e n t l y c o n c e r n e d t h a t s t u d e n t s a r e e q u ip p e d w i t h s k i l l s w h i c h , i n t u r n , w i l l e n a b l e them t o become c o n ­ t r i b u t i n g , f u n c t i o n a l c i t i z e n s i n t h i s h i g h l y complex t e c h n o l o g i c a l so ciety of ours. In summary, t h e need f o r e s t a b l i s h i n g c r i t e r i a f o r d e t e r m i n i n g t h e c o n t r i b u t i o n s p a r a p r o f e s s i o n a l s can make on i n s t r u c t i o n a l teams as w ell a s d e t e r m i n i n g t h e c r i t e r i a f o r t h e i r s e l e c t i o n a r e t h e b a s e s f o r t h i s study. D e f i n i t i o n o f Terms P r o f e s s i o n a l — A t e a c h e r who i s c e r t i f i c a t e d t o a n a l y z e t h e i n s t r u c t i o n a l ne ed s o f s t u d e n t s and t o i n i t i a t e e d u c a t i o n a l a c t i v i t i e s t o meet t h o s e n e e d s . P a r a p r o f e s s i o n a l - -The r o l e o f t h e p a r a p r o f e s s i o n a l is to func­ t i o n as an e qual member o f a d i f f e r e n t i a t e d i n s t r u c t i o n a l te am ; he i s r e s p o n s i b l e t o t h e t e a c h e r , y e t i n v o l v e d i n a p r o c e s s o f p l a n n i n g and p e rf o rm a n c e in an a t m o s p h e r e o f t r u s t , f l e x i b i l i t y , and co m m un ic at io n. R o le —The f u n c t i o n assumed o r a s s i g n e d , and t h e b e h a v i o r e x h i b ­ i t e d performing t h a t f u n c t i o n . D esi gn and Methodology The d e s i g n o f t h e s t u d y was base d upon a q u e s t i o n n a i r e which was d e v e l o p e d by Bryce P e r k i n s J R e c i p i e n t s o f t h e q u e s t i o n n a i r e were a panel o f s e l e c t e d e x p e r t s , e l e m e n t a r y p r i n c i p a l s , e l e m e n t a r y t e a c h e r s , and p a r a p r o f e s s i o n a l s . Thes e r e c i p i e n t s a r e a l l l o c a t e d in t h e s t a t e ^Bryce P e r k i n s , " F a c t o r s Which Have I n f l u e n c e d t h e Development o f t h e Role o f t h e P a r a p r o f e s s i o n a l i n t h e E l e m e n t a r y S c h o o l s o f Norwalk, C o n n e c t i c u t " (Ed.D. d i s s e r t a t i o n , New York U n i v e r s i t y , 1 96 1) . 6 o f Michigan e x c e p t f o r t h e pa nel o f e x p e r t s . P a n e l i s t s were d i s t r i b u t e d nationally. This study i s a r e p l i c a t i o n o f P e rk in s ' dissertation, was c o m p le te d in t h e c i t y o f Norwalk, C o n n e c t i c u t . which Because o f t h e l i m i t e d sc op e o f P e r k i n s ' s t u d y , i t was d e c i d e d t o expand t h i s s t u d y t o i n c l u d e t h r e e l a r g e m e t r o p o l i t a n c om m un iti e s i n t h e s t a t e o f M ic h i g an . A ssu mp tio ns U n d e r l y i n g t h e S tu dy R es e ar ch s u r v e y methods n o r m a l l y us ed i n q u e s t i o n n a i r e and c h e c k l i s t t e c h n i q u e s were employed in t h i s s t u d y . The d e l i m i t i n g f a c ­ t o r s c h a r a c t e r i s t i c o f such methods were c o n s i d e r e d . However, t h e s t u d y assumed t h e s e t e c h n i q u e s t o be t h e most a p p r o p r i a t e d a t a - g a t h e r i n g instrum ents f o r t h i s s p e c i f i c s i t u a t i o n . I t was f u r t h e r assumed t h a t r e s p o n d e n t s would e x p r e s s t h e i r r e a c t i o n s e x p l i c i t l y and w i t h c a n d o r . D e l i m i t a t i o n o f t h e Study T h i s s t u d y was l i m i t e d t o p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s ­ s i o n a l s from t h r e e s e l e c t e d school d i s t r i c t s in t h e s t a t e o f M ich ig an. The c o l l e c t i o n o f d a t a was l i m i t e d t o q u e s t i o n n a i r e s and a s t u d y o f s t a t e and n a t i o n a l documents i m p o r t a n t t o t h i s s t u d y . Q uestionnaires used i n t h i s t h e s i s were used i n a p r e v i o u s s t u d y o f p a r a p r o f e s s i o n a l s and were c o n s i d e r e d a c c e p t a b l e f o r t h e p u r p o s e f o r which t h e y were t o be u s e d . The v a l i d i t y o f t h i s s t u d y was a f f e c t e d by t h e d e g r e e o f s i n ­ c e r i t y and f r a n k n e s s o f r e s p o n s e s t o t h e i n s t r u m e n t s a d m i n i s t e r e d . 7 Hy potheses The problem which has been o u t l i n e d can b e t t e r be u n d e r s t o o d w ith th e follow ing hypotheses in t h i s study. Problem The pu rp o s e o f t h i s r e s e a r c h was t o s t u d y t h e r o l e p e r c e p t i o n s o f p a r a p r o f e s s i o n a l s a s p e r c e i v e d by c e r t a i n p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s , and t o d e t e r m i n e i f t h e r e i s a r e l a t i o n s h i p between t h e r o l e p e r c e p t i o n o f p a r a p r o f e s s i o n a l s when compared w i t h p r i n c i p a l s ' , t e a c h e r s ' , and p a r a p r o f e s s i o n a l s ' r o l e p e r c e p t i o n s . Null H y p o t h e s i s 1 T he re a r e no s i g n i f i c a n t d i f f e r e n c e s i n t h e d i s t r i ­ bution of responses to s p e c i f i c q u e stio n s r e f l e c t ­ ing t h e r o l e p e r c e p t i o n o f p a r a p r o f e s s i o n a l s as measured by t h e D e f i n i t i o n o f t h e P a r a p r o f e s s i o n a l Survey I n s t r u m e n t . Null H y p o t h e s i s 2: T he re a r e no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o it e m two ( p r e p a r e s and p r e v i e w s f i l m ) r e f l e c t i n g t h e a c t u a l r o l e o f t h e p a r a p r o f e s s i o n a l by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s by p o s i t i o n . Null H y p o t h e s i s 3: Th ere a r e no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o it e m f i v e ( s u p e r v i s e s v a r i o u s a u x i l i a r y s c h o o l s e r ­ vic e s ) r e f l e c t i n g the a ctu a l r o l e o f the p a ra p ro ­ f e s s i o n a l by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s ­ s i o n a l s by p o s i t i o n . Null H y p o t h e s i s 4: Th e re a r e no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o i t e m seve n ( a s s i s t s t u d e n t s on d i f f i c u l t i n f o r ­ m a ti o n o r make-up work) r e f l e c t i n g t h e a c t u a l r o l e o f t h e p a r a p r o f e s s i o n a l by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s by p o s i t i o n . Null H y p o t h e s i s 5: T he re a r e no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o it e m e i g h t ( s e t t i n g up m a t e r i a l s t o c r e a t e an environment f o r le a r n in g ) r e f l e c t i n g th e a c tu a l r o l e o f t h e p a r a p r o f e s s i o n a l by p r i n c i p a l s , t e a c h ­ e r s , and p a r a p r o f e s s i o n a l s by p o s i t i o n . Null H y p o t h e s i s 6: Th ere a r e no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o it e m tw e l v e ( p r e p a r a t i o n o f m a t e r i a l s f o l l o w i n g te a c h e r/p a ra p ro fe s s io n a l planning s e s s io n ) r e f l e c t i n g 8 t h e a c t u a l r o l e o f t h e p a r a p r o f e s s i o n a l by p r i n ­ c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s by p o s i ­ tion. Null H y p o t h e s i s 7: T he re a r e no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o it e m f i f t e e n ( c o n f e r s w i t h t e a c h e r r e g a r d i n g appropriate s tra te g ie s fo r learning) r e f le c tin g the a c t u a l r o l e o f t h e p a r a p r o f e s s i o n a l by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s by p o s i t i o n . Null H y p o t h e s i s 8: T he re a r e no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o it e m s i x t e e n ( r e c o r d s d a t a on c u m u l a t i v e r e c o r d s ) r e f le c t in g the actual r o le o f th e p a ra p ro fe ssio n a l by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s by position. Null H y p o t h e s i s 9: T he re a r e no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o it e m tw e n ty ( a r r a n g e s f o r f i e l d t r i p s ) r e f l e c t ­ ing t h e a c t u a l r o l e o f t h e p a r a p r o f e s s i o n a l by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s by position. Null H y p o t h e s i s 10: T he re a r e no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o it e m n i n e ( l i k i n g o f c h i l d r e n ) r e f l e c t i n g t h e c r i t e r i a f o r s e l e c t i o n o f p a r a p r o f e s s i o n a l s by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s by p osition. Null H y p o t h e s i s 11: There a r e no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o ite m tw e l v e ( a b i l i t y t o work w i t h s ch oo l p e r ­ sonnel) r e f l e c t i n g the c r i t e r i a f o r s e l e c t i o n o f p a r a p r o f e s s i o n a l s by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s by p o s i t i o n . Null H y p o t h e s i s 12: There a r e no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o it e m s i x ( a v e r a g e i n t e l l i g e n c e ) r e f l e c t i n g t h e c r i t e r i a f o r s e l e c t i n g p a r a p r o f e s s i o n a l s by p r i n ­ c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s by p o s i t i o n . Null H y p o t h e s i s 13: The re a r e no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o i te m t h i r t e e n ( a r t i s t i c a b i l i t y ) r e f l e c t i n g t h e c r i t e r i a f o r s e l e c t i n g p a r a p r o f e s s i o n a l s by p r i n ­ c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s in D i s t r i c t A, D i s t r i c t B, and D i s t r i c t C. Null H y p o t h e s i s 14: Th ere a r e no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o item f o u r t e e n ( w i l l i n g t o a c c e p t r e s p o n s i b i l i t y ) r e f le c tin g the c r i t e r i a fo r s e le c tin g p a ra p ro fe s­ s i o n a l s by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s ­ s i o n a l s i n D i s t r i c t A, D i s t r i c t B, and D i s t r i c t C. 9 Null H y p o t h e s i s 15: Th ere a r e no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s to item f i f t e e n ( s e n s i t i v i t y to needs o f youth) r e f l e c t i n g the c r i t e r i a fo r s e le c tin g p a ra p ro fe s­ s i o n a l s by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s ­ s i o n a l s i n D i s t r i c t A, D i s t r i c t B, and D i s t r i c t C. T h e o re tic a l Foundation The employment o f p a r a p r o f e s s i o n a l s f o r t h e l a s t f i v e y e a r s has s t e a d i l y i n c r e a s e d . During t h e 1967-1968 y e a r , 743 s c h o o l s y s te m s r e p o r t e d 29 ,9 38 p a r a p r o f e s s i o n a l em plo ye es . T h i s number i n c r e a s e d t o 40,2 95 p a r a p r o f e s s i o n a l s f o r t h e 1969-1969 s ch ool y e a r in d i s t r i c t s t h a t had e n r o l l m e n t s o f 6 , 0 0 0 o r more p u p i l s J C u r r e n t l y , 2 00 ,0 00 t o 300,00 0 p a r a p r o f e s s i o n a l s a r e employed 2 in and aroun d p u b l i c s c h o o l s . By 1977 t h e N a t i o n a l Co ng re ss o f P a r e n t s and T e a c h e r s r e p o r t s t h a t t h e number may s w e ll t o 1 .5 m i l l i o n . Leon H. K e y s e r l i n g , an e c o n o m i s t , p r e d i c t e d t h a t t h e r a t i o w i l l e v e n t u a l l y 3 become one a i d e t o e v e r y two t e a c h e r s . In s p i t e o f t h e r a p i d i t y w i t h which p a r a p r o f e s s i o n a l s a r e now b e i n g employed, t h e r e i s s t i l l a va g u e n e s s i n t h e l i n e t h a t s e p a r a t e s p r o f e s s i o n a l from n o n p r o f e s s i o n a l t a s k s . While some s ch oo l s y st e m s have a p p a r e n t l y been a b l e t o e s t a b l i s h c o n d i t i o n s t h a t a l l o w s a t i s f y i n g and r e w a r d in g e x p e r i e n c e s in t h e us e o f p a r a p r o f e s s i o n a l s , many have found i t d i f f i c u l t t o us e p a r a p r o f e s s i o n a l s e f f e c t i v e l y . Among t h e a p p a r e n t problems a r e s p e c i f i c r o l e d e f i n i t i o n , p r o p e r s u p e r v i s i o n , t e a c h e r - t i m e ^ N .E .A ., R e s e a r c h D i v i s i o n , "Use o f T e a c h e r A i d e s , " R e s e a r c h Memo No. 1969-11 (W a sh in gt on , D.C .: N . E . A . , 1 9 6 9 ) , p. 1. 2 P a r a p r o f e s s i o n a l s in t h e S c h o o ls ( W a s h in g to n , D .C .: N a t i o n a l School P u b l i c R e l a t i o n s A s s o c i a t i o n , 1 9 7 2 ) , p. 1. 3Ibid. 10 u t i l i z a t i o n , i n - s e r v i c e t r a i n i n g , o p p o r t u n i t y f o r upward m o b i l i t y , and recruitm ent. Th e se d i f f i c u l t s i t u a t i o n s a r e s o u r c e s o f c o n c e r n t o a d m i n i s t r a t o r s , t e a c h e r s , and p a r a p r o f e s s i o n a l s . The r e s u l t i n g dilemma i s t h a t c e r t a i n s t a t e s a r e a t t e m p t i n g t o c l a r i f y and l e g a l i z e t h e s t a t u s of paraprofessionals. In F l o r i d a , a f t e r f o u r y e a r s o f s t u d y i n v o l v i n g e d u c a t o r s t h r o u g h o u t F l o r i d a , t h e s t a t e bo a rd o f e d u c a t i o n recommended t o t h e l e g i s l a t u r e a b i l l providing a legal d e f i n i t i o n of p a ra p ro fe ss io n a ls, and l e g a l p r o t e c t i o n f o r p a r a p r o f e s s i o n a l s . The law d e f i n e d a p a r a ­ p r o f e s s i o n a l a s any p e r s o n a s s i g n e d by a school boa rd t o a s s i s t a t e a c h e r i n c a r r y i n g o u t h i s p r o f e s s i o n a l d u t i e s and i n s t r u c t i o n a l r e s p o n ­ sib ilities. G e o rg ia has an e n t i r e l y d i f f e r e n t a p p r o a c h . I t has v e r y s p e ­ c i f i c g u id e lin e s r e l a t i v e to the q u a l i f i c a t i o n s of p a ra p ro fe ss io n a ls, t r a i n i n g program c o n t e n t , and c l a s s i f i c a t i o n o f d u t i e s t h a t may be performed. Local s ch oo l d i s t r i c t s a r e r e s t r i c t e d in d i s b u r s i n g any f u n d s - u n t i l such p e r s o n s h old a v a l i d l i c e n s e i s s u e d th r o u g h t e a c h e r c e r t i f i c a t i o n s e r v i c e s i n t h e G e o rg ia S t a t e Departm ent o f E d u c a t i o n . As p a r a p r o f e s s i o n a l programs become more d e e p l y e n t r e n c h e d w i t h i n s c h o o l d i s t r i c t s , know le dgea bl e e d u c a t i o n a l a u t h o r i t i e s have come t o r e a l i z e a g r e a t de a l s h o u l d be done t o d e f i n e more e x p l i c i t l y t h e r o l e o f t h e p a r a p r o f e s s i o n a l and a p p r o p r i a t e c r i t e r i a f o r t h e i r selection. Data A n a l y s i s A chi s q u a r e c o m p u t a t i o n a l p r o c e d u r e was used i n t h i s s t u d y . This procedure allow s for no n in d e p e n d e n c e between g ro u p s and was n t h e r e f o r e deemed a p p r o p r i a t e f o r t h i s s t u d y . A c o m p le te description o f t h i s re s e a rc h tech n iq u e i s included in Chapter I I I o f t h i s tation. disser­ Data were programmed and p r o c e s s e d by t h e C o n t r o l Data Cor­ p o r a t i o n (CDC) 6500 c om pu te r a t Michigan S t a t e U n i v e r s i t y . Review o f R e l a t e d L i t e r a t u r e Development o f t h e c o n c e p t o f p a r a p r o f e s s i o n a l progr ams can b e t t e r be u n d e r s t o o d when t h e f a c t o r s c om bin ing t o p ro d u c e such a concept a re s ta t e d . T h e re fo re , a review o f th e l i t e r a t u r e includes documentation o f data e s t a b l i s h i n g th e r o l e o f p a r a p r o f e s s i o n a l s in p u b l i c s c h o o l s y s te m s n a t i o n a l l y f o l l o w e d by an e v a l u a t i o n o f e x p e r i ­ mental programs b e i n g c o n d u c t e d in s e l e c t e d Michigan s ch ool d i s t r i c t s . Overview In t h i s i n i t i a l c h a p t e r , t h e prob le m was d e f i n e d , t h e p u r p o s e o f t h e r e s e a r c h g i v e n , t h e t h e o r e t i c a l framework d i s c u s s e d , and an an aly sis of data presented. A review t o t h i s s t u d y i s p r e s e n t e d in C h a p t e r of the research s tu d ie s pertinent II. The d e s i g n o f t h e s t u d y i s d e s c r i b e d in C h a p t e r I I I . In a d d i ­ t i o n , a d e s c r i p t i o n o f t h e p o p u l a t i o n and t h e n a t u r e o f t h e sample used is presented. Methods o f a d m i n i s t r a t i o n o f t h e i n s t r u m e n t s i s f o l l o w e d by a s t a t e m e n t o f t h e s t a t i s t i c a l m e th odo lo g y employed. C h a p t e r IV i s l a r g e l y c o n c e r n e d w i t h an a n a l y s i s o f t h e d a t a g a t h e r e d in t h e s t u d y . Data a r e c h a r t e d , t a b u l a t e d , and a n a l y z e d . In a d d i t i o n , t h e h y p o t h e s e s a r e t e s t e d as p r e s e n t e d i n C h a p t e r I I I . The f i n a l c h a p t e r , C h a p t e r V, c o n s i s t s o f summary, c o n c l u s i o n s , i m p l i c a t i o n s , and recommendations drawn from t h e e n t i r e s t u d y . CHAPTER I I REVIEW OF THE RELATED LITERATURE In t h i s c h a p t e r i s p r e s e n t e d a r e v i e w o f t h e l i t e r a t u r e c o n ­ cerned w ith: (1) t h e p a r a p r o f e s s i o n a l movement--how i t b e g a n , (2) p r a c ­ t i c a l c o n s i d e r a t i o n s r e l a t e d t o t h e r o l e o f p a r a p r o f e s s i o n a l s , (3) p r o ­ f i l e o f c u r r e n t p a r a p r o f e s s i o n a l p r o g r a m s , and (4) r e v i e w o f r e l a t e d studies. P a r t one o f t h e r e v i e w i s a d d r e s s e d t o i n t e r e s t i n and i n c r e a s e d u s e o f p a r a p r o f e s s i o n a l s i n a h i s t o r i c a l p e r s p e c t i v e , w h i l e t h e second p a r t c o n t a i n s a r e v i e w o f a number o f c o n c e r n s r e l a t i v e t o t h e i m p l e ­ m e n t a t i o n o f a c o n s i s t e n t , m e an i ng fu l p a r a p r o f e s s i o n a l program. In p a r t t h r e e o f t h e r e v i e w a number o f o u t s t a n d i n g p a r a p r o ­ f e s s i o n a l programs n a t i o n a l l y and i n s ch oo l d i s t r i c t s i n t h e s t a t e o f Michigan a r e i d e n t i f i e d . The p r i n c i p a l i s s u e p u rs u e d i n t h i s d i s s e r ­ t a t i o n m a nd at es such a r e v i e w in o r d e r t o document t h e c o n c e p t o f p a r a ­ professionals. Reviewed i n t h e f o u r t h p a r t a r e s t u d i e s t h a t r e l a t e t o an a ttem p t to i n t e r p r e t th e concept of the r o l e of th e p a ra p ro fe ss io n a l in p u b l i c s ch oo l e d u c a t i o n . The P a r a p r o f e s s i o n a l Movement--How I t Began A c c e p ta n c e o f p a r a p r o f e s s i o n a l a s s i s t a n c e by t h e e d u c a t o r i s a r e c e n t de v e lo p m e n t b u t by no means u n i v e r s a l . 12 13 L i t t l e was h e a r d o f t e a c h e r a i d e s b e f o r e 1960. T h e r e were no r e f e r e n c e s t o t e a c h e r a i d e s i n any e d u c a t i o n a l in d e x u n t i l 1956. T h e re a r e e a r l y r e f e r e n c e s t o v a r i o u s k i n d s o f v o l u n t e e r s : lay r e a d e r s , t u t o r s and un p a id housew ive s h e l p i n g o u t i n v a r i o u s c a p a c i t i e s . T h e re a r e r e f e r e n c e s t o homeroom m o t h e r s and u n p a id f a t h e r s f i l l i n g in as coaches. But one l o o k s i n v a i n f o r any u s e o f paid n o n -p r o fe s s io n a l help in th e classroom b e fo re the 1940's o r any d i s c u s s i o n by e d u c a t o r s u n t i l a b o u t a d e c a d e l a t e r . * P r i o r t o t h e 1 9 6 0 ' s , l a y a s s i s t a n c e i n s c h o o l s was s t r i c t l y on a v o l u n t e e r b a s i s and was g e n e r a l l y c h a r a c t e r i z e d by t h e most menia l tasks. "The u s e o f p a r a p r o f e s s i o n a l s i n c a p a c i t i e s h i g h e r t h a n t h e t r a d i t i o n a l v o l u n t e e r s t a r t e d s e v e r a l y e a r s ago i n t h e f i e l d o f me nta l 2 health." Even t h e n , t h e p r e s e n c e o f p a r a p r o f e s s i o n a l s was c h a l l e n g e d by t h e p r o f e s s i o n a l t e a c h e r . Lawson, i n h e r book Role o f t h e A u x i l i a r y : Te a ch in g in t h e T r u e s t S e n s e , p r e s e n t e d an e f f e c t i v e arg um en t in d e f e n s e o f t h e p a r a p r o f e s s i o n a l by p r e s e n t i n g a number o f s u g g e s t i o n s r e l a t i v e to the tasks o f t h a t p o s itio n . She c o n t e n d e d t h a t s i n c e t e a c h i n g i s a c o n t i n u o u s p r o c e s s and i s n o t c o n f i n e d t o formal i n s t r u c t i o n i n t h e c l a s s r o o m , e v e r y o n e i n t h e s ch ool i s engaged i n i n f o r m a l e d u c a t i o n o f s i g n i f i c a n t value to s tu d e n ts . ancillary. " A n c i l l a r y h e l p e r s , n e v e r t h e l e s s must be The q u a l i f i e d t e a c h e r w i l l a lw ays have t o be in c h a r g e o f t h e c l a s s g u i d i n g and d i r e c t i n g t h e a c t i v i t i e s o f b o t h c h i l d r e n and a u x ilia ry into f r u i t f u l f i e l d s o f e x p e r i e n c e and l e a r n i n g . " Thompson i n i t i a t e d a d i s c u s s i o n of the ro le of the p ara p ro fe s­ s i o n a l by d e c l a r i n g t h e p a r a p r o f e s s i o n a l t o be ^ B e n n e t t and F a l k , New C a r e e r s , 3 ". . . n e i t h e r c l e r k no r p. 13. 2M a r g a r e t J . R io c h , "NIMK S tu d y i n T r a i n i n g Mental H e a l t h Coun­ s e l o r s , " American J o u r n a l o f O r t h o p s y c h i a t r y 55 ( J u n e 196 3): 1 6 -3 1 . •3 E. M. Lawson, "Role o f t h e A u x i l i a r y : T e a c h in g i n t h e T r u e s t S e n s e , " Times E d u c a t i o n a l Supple ment 2585 (December 18, 1 964 ): 1137. 14 c e r t i f i e d t e a c h e r , th ough s he w i l l do c o n s i d e r a b l e t y p i n g and some teaching."^ He c o n t i n u e d t o p o i n t o u t t h a t t h e s p e c i f i c t a l e n t s o f t h e a i d e w i l l be a d e t e r m i n a n t i n w h a t e v e r t a s k s a r e a s s i g n e d : . . , T e a c h e r s a s s i s t e d by t h e a l l e v i a t i o n o f t h e s u g g e s t e d t e a c h e r a i d e can t h e n c o n c e n t r a t e on t h e u n q u e s t i o n a b l e p r o f e s ­ sional aspects of the job: p l a n n i n g and p r e p a r i n g t h e l e s s o n , l e a d i n g c l a s s r o o m l e a r n i n g , e v a l u a t i n g p r o g r e s s , and g u i d i n g t h e i n d i v i d u a l s t u d e n t i n m a t t e r s o f s u b j e c t and s e l f J Gayle J a n o w i t z c o n t e n d e d , V o l u n t e e r s have an enormous a d v a n t a g e t o s u p p o r t and h e l p a c h i l d w i t h o u t t h e p r e s s u r e o f a f i x e d c u r r i c u l u m . They do n o t have t o t e a c h any s p e c i f i c s k i l l in any s p e c i f i c way. They do, how ever, have a r e s p o n s i b i l i t y t o s u p p o r t t h e c h i l d ' s need t o a c h i e v e a c a d e m i c a l l y and t o g a i n s e l f r e s p e c t . 2 Th us , i n n o v a t i v e new p l a n s t o h e l p c o r r e c t i n e q u a l i t i e s o f o p p o r ­ t u n i t y i n c l u d e t h e u s e o f p a r a p r o f e s s i o n a l s and o t h e r human r e s o u r c e s w i t h many s k i l l s and t a l e n t s from a l l wa lks o f l i f e . B e t t y Atwell Wrig ht i n d i c a t e d , " I n t h e s e c o m b i n a t i o n s [ p r o f e s s i o n a l - p a r a p r o f e s s i o n a l ] skillful t e a c h e r s can u s e t h e i r s p e c i a l i z e d know-how and t h e d i v e r s e professions and a c c o m p li s h m e n ts o f n o n - c e r t i f i e d p e o p l e t o r e v i t a l i z e n ,.3 classroom s. R ece nt F o r e r u n n e r s o f t h e P a r a p r o f e s s i o n a l Movement In s p i t e o f t h e c u r r e n t r a p i d de ve lo pm en t o f t h e p a r a p r o f e s ­ s i o n a l movement, i n i t i a l e f f o r t s began i n t h e 1 9 4 0 ' s and 1 9 5 0 ' s . The IS. D. Thompson, "The Emerging Role o f t h e T e a c h e r A i d e , " The C l e a r i n g House 37 ( F e b r u a r y 1963): 326. 2 I b i d . , p. 327. 3Gayle J a n o w i t z , H e lp in g Hands (Ch ic ag o: Chicago P r e s s , 1 9 6 5 ) , p. 43. The U n i v e r s i t y o f ^ B e t t y A tw e ll W r i g h t , T e a c h e r Aide s t o t h e Rescue (New York: The John Day Company, 1969 ). 15 t r a i n i n g t h e u t i l i z a t i o n o f r e l a t i v e l y u n s k i l l e d low income w o r k e r s i s n o t a new phenomenon. " I n t h e U n i t e d S t a t e s , an o r g a n i z e d program b a s e d on t h i s c o n c e p t was begun u n d e r t h e N a t i o n a l Youth A d m i n i s t r a ­ tion."^ N a t i o n a l Youth A d m i n i s t r a t i o n T h i s program em phasi zed t h e employment o f o u t - o f - s c h o o l y o u t h a s w e l l as p o t e n t i a l d r o p o u t s . These y o u n g s t e r s were t r a i n e d and p l a c e d as n o n p r o f e s s i o n a l s i n t h e human s e r v i c e s . "U nfortunately, the NYA was p l a i n l y a w h i t e c o l l a r w o r k e r program a d m i n i s t r a t i o n and had no pr o gr am ma tic f o l l o w - u p i n te r m s o f lon g run u s e o f a u x i l i a r y p e r s o n n e l , n o r d i d i t i n c l u d e p r o v i s i o n s a l l o w i n g young p e o p l e t o o b t a i n c r e d e n 2 t i a l s w h i l e i n t h e p ro g r a m ." Bay C i t y , M ic h i g a n , Expe rim ent "The f i r s t m a j o r e x p e r i m e n t in t h e u t i l i z a t i o n o f t e a c h e r a i d e s was u n d e r t a k e n i n Bay C i t y , M ic h i g a n , w i t h fu n d s p r o v i d e d by t h e Ford o Foundation." " A f t e r a p r e l i m i n a r y r e p o r t r e v e a l e d t h a t t e a c h e r s were s p e n d i n g between 21% and 69% o f t h e i r ti m e i n n o n - t e a c h i n g t a s k s , t h e s c h o o l syste m employed n i n e h o u s e w i v e s , and o t h e r women in t h e community a s t e a c h e r a i d e s t o p e r f o r m some c h o r e s t h a t do n o t r e q u i r e p r o f e s s i o n a l 4 train in g ." The Bay C i t y p r o j e c t was t h e f i r s t c o n s c i o u s a t t e m p t t o improve c l a s s r o o m p e r f o r m a n c e by r e l e a s i n g t e a c h e r s from c l e r i c a l and m o n i t o r i a l t a s k s p e rf o rm e d by them. 1 " I t was t h e i n t e n t t o f r e e t h e B e n n e t t and F a l k , New C a r e e r s , p. 16. 2 . 3 Ibid. . Ibid. ^Bryce P e r k i n s , G e t t i n g B e t t e r R e s u l t s from S u b s t i t u t e s , T e a c h e r A i d e s , and V o l u n t e e r s (Englewood C l i f f s , N . J . : S u c c e s s f u l School Man­ agement S e r i e s , P r e n t i c e - H a l l , I n c . , 1 9 6 6 ) , p. 33. 16 t e a c h e r t o t e a c h so t h a t t h e p u p i l s would d e r i v e b e n e f i t s from g r e a t e r use o f h is p ro f e s s io n a l competencies."^ C o n n e c t i c u t and New J e r s e y Programs The C o n n e c t i c u t and New J e r s e y programs were d e s i g n e d t o a s s i s t a d m i n i s t r a t o r s in p r e s e r v i n g q u a l i t y e d u c a t i o n w h i l e f a c i n g s e v e r e shortages. "These two programs were funded by t h e Ford F o u n d a t i o n and 2 c l o s e l y re s e m b le d t h e Bay C i t y e x p e r i m e n t . " T e a c h in g p e r s o n n e l m t h e s e s t a t e s o b j e c t e d t o t h i s c o n c e p t on t h e g ro un ds t h a t r e s o u r c e s f o r e d u c a t i o n a l e x p e n d i t u r e s were s c a r c e ; t h e r e f o r e , a v a i l a b l e fu n d s s h o u l d be s p e n t f o r t e a c h e r s . B e r k e l e y , C a l i f o r n i a , Program A n o th e r r e c e n t f o r e r u n n e r o f t h e p a r a p r o f e s s i o n a l c o n c e p t was t h e u s e o f c o l l e g e s t u d e n t s as a i d e s and t u t o r s t o s c h o o l c h i l d r e n in e d u c a tio n a lly deprived a re a s . In 1961, t h e B e r k e l e y , C a l i f o r n i a , s cho ol s y s t e m , in c o o p e r a t i o n w i t h t h e U n i v e r s i t y o f C a l i f o r n i a , r e q u e s t e d u n iv e rs ity students to jo in t h e i r teaching s t a f f as v o lu n te e r teaching assistants. The s u c c e s s o f t h e program was n e v e r d o c u m en te d, b u t t e a c h e r s and c o l l e g e v o l u n t e e r s a t t e s t e d t o t h e e f f e c t i v e n e s s o f t h e program. "A C o o p e r a t i v e Study f o r t h e B e t t e r U t i l i z a t i o n o f T e a c h e r C o m p e t e n c i e s ," Second P r i n t e d R e p o r t (Mount P l e a s a n t , M ic hi ga n: C e n t r a l Michigan U n i v e r s i t y , 1955). ^Decade o f Ex pe rim en t: 1951-1961 (New York: The Fund f o r t h e Advancement o f E d u c a t i o n , The Ford F o u n d a t i o n , 1 9 6 1 ) , pp. 4 3 1 - 6 7 . 17 The Y a l e - F a i r f i e l d Study In 1954, Ya le U n i v e r s i t y and t h e s c h o o l d i s t r i c t o f t h e c i t y o f F a i r f i e l d , C o n n e c t i c u t , engaged in a c o o p e r a t i v e t w o - y e a r e x p e r i ­ ment t o u s e p a r a p r o f e s s i o n a l s i n a v a r i e t y o f ways. T h i s p r o j e c t was f i n a n c e d by a g r a n t from a fu n d known a s t h e Advancement o f E d u c a t i o n . The d i r e c t o r o f t h e Y a l e - F a i r f i e l d s t u d y made t h e f o l l o w i n g o b s e r v a ti ons: 1. 2. T he re i s c o n s i d e r a b l e e v i d e n c e t o s u p p o r t t h e c l a i m t h a t t e a c h e r a s s i s t a n t s r e lie v e teach ers of ro u tin e , non-professional d u tie s t h e r e b y p r o v i d i n g more ti m e f o r t e a c h i n g . T h i s , in t u r n , spreads th e competencies o f th e m aster te a c h e r f o r the b e n e f i t o f more p u p i l s . The s t u d y showed t h e r e i s v a l i d i t y t o t h e a s s e r t i o n t h a t t e a c h ­ ing a s s i s t a n t s c o n t r i b u t e t o t h e s o l u t i o n o f t h e t e a c h e r s h o r t ­ a ges pr o b le m . Working c o n d i t i o n s a r e improved when t e a c h e r a s s i s t a n t s a r e u sed and t e a c h e r a s s i s t a n t s t h e m s e l v e s become i n t e r e s t e d in p r o f e s s io n a l te a c h e r p r e p a r a t i o n . ' E l e m e n t a r y and S e c o n d a r y E d u c a t i o n A c t , 1965 In 1965, Co ng re ss p a s s e d t h e h i s t o r i c E l e m e n t a r y and Se co nd ary E d u c a ti o n A c t , which e a r m a r k e d l a r g e amounts o f money f o r d i r e c t a ss istan c e to schools. tion of th is The a c t was p a s s e d in p a r t t o improve e d u c a ­ in d i s a d v a n t a g e d n e i g h b o r h o o d s . Aseld o m -referred -to provision a c t was t h a t o f $ 7 5 , 0 0 0 , 0 0 0 f o r t h e us e o f p a r a p r o f e s s i o n a l s . "Passage o f t h i s a c t c l e a r l y dem onstrated t h a t o b s t a c l e s to f e d e r a l a id t o e d u c a t i o n can be overcome and t h a t t h e improvement and e q u a l i z a t i o n o f American e l e m e n t a r y and s e c o n d a r y e d u c a t i o n i s a l e g i t i m a t e , in d e ed m a n da to ry t a s k f o r t h e f e d e r a l g o v e r n m e n t. " V erkins, 2 " F a c t o r s , " p. 39. ^ " E d u c a t i o n , " C o l l i e r ' s Yearbook ( 1 9 6 6 ) , p. 201. 18 The S c h e u e r Amendment In 1966-1967 t h e S c h e u e r Amendment t o t h e Economic O p p o r t u n i t y Ac t was p a s s e d p r o v i d i n g $ 4 0 , 0 0 0 , 0 0 0 f o r t h e d e v e l o p m e n t o f d e m o n s t r a ­ t i o n progr ams f o r t h e p o o r . T h i s progr am may be c o n s i d e r e d a s an a n t i - p o v e r t y s t r a t e g y and more s p e c i f i c a l l y a s a manpower program. Thus j o b o p p o r t u n i t i e s f o r p a r a p r o f e s s i o n a l s who were i n d i g e n o u s t o t h e com­ m u n it y were made a v a i l a b l e . E d u c a t i o n P r o f e s s i o n Development A c t - - ! 968 "EPDA a u t h o r i z e d t h e most c o m p r e h e n s i v e t r a i n i n g program e v e r l a u n c h e d in any human s e r v i c e a r e a . " ^ This a c t a u th o riz e d $240,000,000 f o r c o l l e g e s , s t a t e and l o c a l a g e n c i e s , and n o n p r o f i t p r i v a t e a g e n c i e s t o i d e n t i f y and a s s i s t c a p a b l e y o u t h who were i n t e r e s t e d in c a r e e r s in education. I t a l s o a t t e m p t e d t o u t i l i z e l o c a l community p e o p l e i n p a r t - tim e o r t e m p o r a r y t e a c h i n g a c t i v i t i e s and p r o v i d e d t r a i n i n g f o r t e a c h e r s , t e a c h e r a i d e s , and a d m i n i s t r a t i o n . "Under t h e im pe tu s o f t h i s l e g i s ­ l a t i o n t h e u s e o f t e a c h e r a i d e s and t h e de v e lo p m e n t o f new c a r e e r s progr ams have grown r a p i d l y . " 2 In s p i t e o f t h e a f o r e m e n t i o n e d progr ams which were s u p p o r t i v e o f t h e p a r a p r o f e s s i o n a l c o n c e p t , t e a c h e r s q u e s t i o n e d t h e use o f p a r a ­ professionals. In t h e m i d - 1 9 6 0 ' s t h e y f e a r e d t h e i n t r o d u c t i o n o f a i d e s was an o p e n i n g wedge t o i n c r e a s e c l a s s s i z e o r t o i n f r i n g e on t h e i r own professional prerogatives. Some f e l t awkward s u p e r v i s i n g t h e i r new h e l p e r s and o t h e r s w o r r i e d t h a t p u p i l s would re s p o n d more r e a d i l y t o a i d e s b e c a u s e t h e l a t t e r would " al wa ys be on t h e c h i l d ' s ^Bennett and F a l k , op. c i t . , p. 18. ^ I b i d . , p. 20. 19 s i d e , " and " a g a i n s t t h e t e a c h e r . " Many f e l t t h a t p a r a p r o f e s ­ s i o n a l s would need so much d i r e c t i o n and f o l l o w - u p i t would be e a s i e r f o r t h e c l a s s r o o m t e a c h e r t o do t h e j o b h i m s e l f . Why P a r a p r o f e s s i o n a l s ? Every t e a c h e r , no m a t t e r w ha t t h e g r a d e l e v e l , s h o u l d have an a i d e , a h e l p e r , a c o - w o r k e r [ a p a r a p r o f e s s i o n a l ] w i t h h e r in th e classroom. I t makes no d i f f e r e n c e w h e t h e r t h e h e l p e r i s a p a i d a i d e o r an u n p a id v o l u n t e e r . . . . We have lon g o p e r a t e d on t h e a s s u m p t i o n t h a t one t e a c h e r can do a l l t h a t needs t o be done i n a good c l a s s r o o m . T h i s i s o u r t r a d i t i o n ; i t i s a bad t r a d i ­ tion. 2 U.S. S e n a t o r G a ylo rd Nelson e x p l i c i t l y s t a t e d a n o t h e r i m p o r t a n t f a c t o r in t h e i s s u e o f why p a r a p r o f e s s i o n a l s when he s a i d , " T e a c h e r s a r e a l o n e among p r o f e s s i o n a l p e o p l e i n volume o f n o n p r o f e s s i o n a l work 3 they a re re q u ire d to do." S u p ervising c a f e t e r i a s during th e lunch h o u r , h a l l d u t y between p e r i o d s , p la y g r o u n d s u p e r v i s i o n a t r e c e s s t i m e , and t h e d i s t r i b u t i o n and c o l l e c t i o n o f m a t e r i a l s , m o n i e s , and r e p o r t s a r e b u t a few o f t h e n o n t e a c h i n g r e s p o n s i b i l i t i e s c o n f r o n t i n g t o d a y ' s teacher. Esbensen c o n t e n d e d i n an e d i t o r i a l t h e d i s t i n g u i s h i n g c h a r a c t e r i s t i c s o f a q u a lifie d teach er are his a b i l i t y to analyze the i n s t r u c ­ t i o n a l need s o f h i s s t u d e n t s , and t o p r e s c r i b e t h e e l e m e n t s o f fo rm al s c h o o l i n g t h a t b e s t meet t h o s e n e e d s . He c o n t i n u e d t o e d i t o r i a l i z e , "Can we r e a s o n a b l y m a i n t a i n t h a t t h e r e g u l a r t e a c h e r i s t h e o n ly ^P a r a p r o f e s s i o n a l s in S c h o o l s : How New C a r e e r i s t s B o l s t e r Educ a t i o n (W a sh in gt on , D .C .: N a t i o n a l School P u b l i c R e l a t i o n s A s s o c i a t i o n 1 9 7 2 ), p. 50. ^ A s s o c i a t i o n f o r Ch ild hood E d u c a t i o n I n t e r n a t i o n a l , Aid es t o T e a c h e r s and C h i l d r e n , p. 43. o Ga ylord N e l s o n , " S -7 2 1 —T e a c h e r Aide Program S u p p o r t Act o f 19 6 7 ," The N a t i o n a l E l e m e n ta r y P r i n c i p a l 46 (1 9 6 7 ) : 40. 20 q u a l i f i e d t e a c h e r t o (1) h e a r a c h i l d r e a d D o l c h ' s n i n e t y - f i v e most common n o u n s , (2) r e a d t o c h i l d r e n , (3) h e l p s t u d e n t s l o c a t e m a t e r i a l s , (4) r e p e a t d i r e c t i o n s c o n c e r n i n g a s s i g n m e n t s . " ^ "Anyone who has t a u g h t knows t h a t a t e a c h e r — t o do e v e r y t h i n g e x p e c t e d —would need t h e e y e s o f Arg us , t h e arms o f S h i v a , t h e sp ee d o f Mercury and t h e S t r e n g t h o f ? Galahad." These c o n t e n t i o n s a r e n o t new. R e c e n t l i t e r a t u r e on t h i s s u b j e c t c o n s i s t e n t l y s u b s t a n t i a t e s t h e i d e a t h a t t e a c h e r s may do a b e t t e r job of teaching with p a ra p ro fe ssio n a l a s s i s t a n c e . Thu s, new e d u c a t i o n a l r o l e s a r e b e i n g c r e a t e d i n s c h o o l s y s te m s in t h i s c o u n t r y a s t h e need f o r i n c r e a s e d human s e r v i c e s e m er ges . Hadden f e l t t h a t a c t i o n s o f t h e f e d e r a l gove rn me nt have had a s i g n i f i ­ c a n t im p a c t on r e v i s i n g t h e s c h o o l s ' e d u c a t i o n a l pro g r a m s . She w r o t e , "To some e x t e n t , t h e im pe tu s f o r ch an ge st em s from f e d e r a l programs 3 d e s i g n e d t o b e n e f i t c h i l d r e n from low income f a m i l i e s . " Kvaraceus c o n t i n u e d , " I t w i l l be n e c e s s a r y t o make some w h o l e s a l e c h a n g e s — t o e s t a b l i s h new p o l i c i e s , s e e k new l e g i s l a t i o n , s e c u r e new m o n i e s , a r r a n g e time and o r g a n i z a t i o n o f s c h o o l , day and n i g h t d i f f e r e n t l y ; t o d e p l o y the p ro f e s s io n a l s t a f f more e f f e c t i v e l y , t o add new t y p e s o f school ^T. E s b e n s e n , "Should T e a c h e r Aide s Be More Than C l e r k s , " Phi D e l t a Kappan 47 ( J a n u a r y 1 96 0) : 237. 2 Aide s f o r B e t t e r S c h o o l s , E l e m e n t a r y and S e c o n d ar y Act o f 1965 ( R a l e i g h , North C a r o l i n a : S t a t e D e p a rt m e n t o f P u b l i c I n s t r u c t i o n , J u l y , 1962). 3 M ar is e Alvena Tabor B e l l Hadden, "An A n a l y s i s o f t h e Emerging Roles o f t h e P a r a p r o f e s s i o n a l School Community Aide With I m p l i c a t i o n s f o r S t r a t e g i e s f o r S o c i a l Change i n D i s a d v a n t a g e d A re a s " (Ph.D. d i s ­ s e r t a t i o n , U n i v e r s i t y o f M i c h i g a n , 1 9 6 9 ) , p. 44. 21 w o r k e r s such a s c o o r d i n a t o r s and p a r a p r o f e s s i o n a l a s s i s t a n t s . " ^ We must g i v e more a t t e n t i o n t o i d e n t i f y i n g d i f f e r e n t i a t e d s t a f f i n g r e s p o n ­ s i b i l i t i e s as they r e l a t e to s p e c i f i c ta s k s . In t h i s v ie w , i t i s q u i t e p r o p e r f o r t h e p a r a p r o f e s s i o n a l t o be more t h a n a c l e r i c a l a s s i s t a n t . "The u s e f u l n e s s o f t h e t e a c h e r a i d e s h o u l d be r e s t r i c t e d o n l y by h i s own p e r s o n a l l i m i t a t i o n i n w h a t e v e r d u t i e s t h a t may be a s s i g n e d t o him by t h e r e g u l a r c l a s s r o o m t e a c h e r . " 2 " T h e re i s a need a t most l e v e l s o f e d u c a t i o n f o r d e t e r m i n i n g t h o s e a c t i v i t i e s , r e s p o n s i b i l i t i e s , t a s k s and b e h a v i o r s n e c e s s a r y f o r 3 s u c c e s s f u l p a r t i c i p a t i o n o f t e a c h e r a i d e s i n t h e school s e t t i n g . " Bryce P e r k i n s i n d i c a t e d , Grade l e v e l has a d e c i d e d b e a r i n g on t h e t a s k s t h a t p a r a p r o f e s ­ s i o n a l s may p e rf o rm a s do a l s o s p e c i a l c o m p e t e n c i e s o f t h e p a r a ­ p r o f e s s i o n a l and h e r i n t e r e s t and a b i l i t y t o work w i t h c h i l d r e n and a d u l t s , v a r i a t i o n s i n t h e l e g a l r e q u i r e m e n t s r e g a r d i n g t h e u s e o f non c e r t i f i e d p e r s o n n e l i n t h e c l a s s r o o m , and views and c o n v ictio n s o f educators concerning the r o le of p r o f e s s io n a lly trained te a c h e rs.4 E f f e c t o f P a r a p r o f e s s i o n a l A s s i s t a n c e on T e a c h e r s and t h e T e a c h in g P r o f e s s i o n On t h e b a s i s o f a s t u d y d e a l i n g w i t h t h e imp ac t o f p a r a p r o f e s ­ s i o n a l s on t e a c h e r s in New York C i t y , t h e f o l l o w i n g f i n d i n g s were listed: W il l i a m K v a ra c e u s , " P o v e r t y , E d u c a t i o n , and Race R e l a t i o n s , " in P o v e r t y , E d u c a t i o n and Race R e l a t i o n s , e d . W il l i a m Kvaraceus ( B o s to n : A l l y n and Bacon, 1967). 2 Esbensen, lo c . c i t . O G a r l a n d W. McNutt, "An A n a l y s i s o f t h e Role E x p e c t a t i o n s o f P r o f e s s i o n a l T e a c h e r s and Non P r o f e s s i o n a l T e a c h e r A id e s" (Ed.D. d i s ­ s e r t a t i o n , U n i v e r s i t y o f Oklahoma, 1 9 6 9 ) , p. 37. ^ P e r k i n s , G e t t i n g B e t t e r R e s u l t s , p. 34. 22 1. 2. 3. 4. The r e s u l t s o f i n t e r v i e w s w i t h t e a c h e r s showed s t r o n g s u p p o r t fo r paraprofessionals. About h a l f o f t h e t e a c h e r s r e p o r t e d a b e t t e r r e l a t i o n s h i p w i t h c h i l d r e n i n t h e i r c l a s s e s and h a l f i n d i c a t e d a b e t t e r u n d e r ­ s t a n d i n g o f t h e s u r r o u n d i n g community and o f m i n o r i t y g r o u p s . Most t e a c h e r s s a i d t h a t t h e i r own work had changed a s a r e s u l t , in t h a t t h e y were ass uming a d d i t i o n a l j o b s and u s i n g new s k i l l s . Teachers re p o rte d g iving in c re ase d r e s p o n s i b i l i t y to p a ra p ro ­ fessio n als.' The use o f p a r a p r o f e s s i o n a l s e r v i c e s w i l l a l s o a f f e c t t e a c h e r e d u c a t i o n a l pro g ra m s. Under t h e c a r e e r l a t t i c e p l a n , t h e p a r a p r o f e s ­ s i o n a l c l a s s i f i c a t i o n may become a r e g u l a r p a r t o f t e a c h e r t r a i n i n g p ro g r a m s . Students w ill re c e iv e v a luable classroom exp erien c e . C o l­ l e g e s o f e d u c a t i o n can work c l o s e l y w i t h s c h o o l s so t h a t v a r i o u s p r o ­ grams o f work and s t u d y w i l l complement one a n o t h e r . Employment o f P a r a p r o f e s s i o n a l s and t h e I n v o l v e d Expense I m p l i c i t w i t h i n c r e a s e d employment o f p a r a p r o f e s s i o n a l s i s t h e concomitant in c re ase d e x p en d itu re o f funds. Though c o s t s may be m i n i ­ mized t o a s i g n i f i c a n t d e g r e e by f e d e r a l f u n d s , improvement in any f i e l d c o s t s money. P r o b a b l y t h e most i m p o r t a n t q u e s t i o n i s w h e th e r t h e a d v a n t a g e s g a i n e d from p a r a p r o f e s s i o n a l s e r v i c e s w a r r a n t a d d i t i o n a l costs. " A l l o c a t i n g fu n d s f o r p a r a p r o f e s s i o n a l s can h e l p t o p r e v e n t t h e w a s te o f t i m e , money, and r e s o u r c e s which o c c u r when p r o f e s s i o n a l p e o p l e who a r e p r e p a r e d t o t e a c h a r e p r e v e n t e d from d e v e l o p i n g t h e i r p o t e n t i a l . " " P a r a p r o f e s s i o n a l I n f l u e n c e on S t u d e n t Achievement and A t t i ­ t u d e s , " A S tu d y f o r t h e Board o f E d u c a t i o n o f t h e C i t y o f New York, I n s t i t u t e f o r E d u c a t i o n a l Development (New York: S e p te m b e r , 1971, E x e c u t i v e Summary), p. 5. ^ " A u x i l i a r y School P e r s o n n e l , " The N a t i o n a l School P r i n c i p a l 46 (1 9 6 7 ) : 11. 2 23 When t e a c h e r s have t h e t i m e t o d e v e l o p e x p e r t i s e i n more p r o f e s s i o n a l a c t i v i t i e s t h i s i s an i m p o r t a n t s t e p toward e n s u r i n g t h a t t h e e d u c a ­ tion students receive is the b e st a v a ila b le . Training the Paraprofessional No d e f i n i t e g u i d e l i n e s can be found r e l a t i v e t o d e s i r a b l e e d u ­ cational levels of p arap ro fessio n als. P r i o r t o r e p o r t i n g on t h e j o b , p a r a p r o f e s s i o n a l s a r e t h e r e c i p i e n t s o f l i t t l e o r no t r a i n i n g — e x c e p t for b rie f o rien tatio n sessions. Once t h e p a r a p r o f e s s i o n a l b e g i n s t o work, he i s g e n e r a l l y t a u g h t by t h e t e a c h e r . I n s e r v i c e workshop c l a s s e s a r e u s u a l l y h e ld and i t i s in t h e s e c l a s s e s t h a t p a r a p r o f e s s i o n a l s l e a r n how t o make i n s t r u c t i o n a l m a t e r i a l s , o p e r a t e a u d i o - v i s u a l e q u i p ­ ment, and engage i n a v a r i e t y o f a d d i t i o n a l e d u c a t i o n a l e x p e r i e n c e s . ^ E x p 1 o i t a t i o n - - H o w I t Can Be Avoided P r o f e s s i o n a l s f e a r t h a t i n c r e a s e d us e o f p a r a p r o f e s s i o n a l a s s i s ­ t a n c e c o u l d v e r y e a s i l y become a c o s t - c u t t i n g scheme. To p r e v e n t such e x p l o i t a t i o n , i t i s encumbent upon t e a c h e r s , a d m i n i s t r a t o r s , p a r e n t s , and members o f b o a r d s o f e d u c a t i o n t o n e g a t e t h e p o s s i b i l i t y o f t h i s s i t u a t i o n e v e r d e v e l o p i n g by b e i n g aware o f t h e i s s u e i n v o l v e d . One s a f e g u a r d a g a i n s t t h i s t y p e o f e x p l o i t a t i o n i s t o have t h e f u n c t i o n o f p a r a p r o f e s s i o n a l s s p e c i f i e d by c e r t i f i e d t e a c h e r s . 2 Role o f I n s t i t u t i o n s o f H ig h e r L e a r n i n g P r o b a b l y t h e most i m p o r t a n t s e r v i c e t o be r e n d e r e d by i n s t i t u ­ t i o n s o f h i g h e r l e a r n i n g i s t o p r o v i d e i n t e r n s h i p s and s t u d e n t t e a c h i n g 1 1 b i d . , p. 11. 2Ib id . 1 24 i n s c h o o l s e mp loy ing p a r a p r o f e s s i o n a l p e r s o n n e l . U n iv ersities, colleges, and j u n i o r c o l l e g e s may a l s o c o n s i d e r programs p r o v i d i n g d i r e c t t r a i n i n g for paraprofessionals.^ Role o f Local Boards o f E d u c a t i o n , S t a t e Boards o f E d u c a t i o n , and Local E d u c a t i o n A s s o c i a t i o n s Board members and c i t i z e n s o f t h e l o c a l c o n s t i t u e n c y s h o u l d become k n o w le d g e a b le a b o u t t h e i s s u e s , p r o b l e m s , and a d v a n t a g e s i n v o l v e d i n employ ing p a r a p r o f e s s i o n a l p e r s o n n e l . Most s t a t e d e p a r t m e n t s o f e d u c a t i o n a r e c h a r g e d w i t h s p e c i f i c r e s p o n s i b i l i t i e s b e c a u s e c e r t a i n f e d e r a l l y fu nde d programs such a s ESEA T i t l e I e n c o u r a g e t h e employment o f p a r a p r o f e s s i o n a l s . Therefore, g u i d e l i n e s s h o u l d be d e v i s e d f o r s c h o o l d i s t r i c t s t o implement r e a s o n ­ able p ro ficien cy requirem ents. Methods o f p r o t e c t i n g a l l parties a f f e c t e d by employment o f p a r a p r o f e s s i o n a l s s h o u l d be d e v i s e d a n d , in a d d i t i o n , e x p e r i m e n t a t i o n s h o u l d be e n c o u r a g e d . Members o f p r o f e s s i o n a l o r g a n i z a t i o n s can become inf orm ed a b o u t t h e i s s u e s c o n c e r n i n g t h e s e l e c t i n g , t r a i n i n g , and a s s i g n i n g o f p a r a ­ professional personnel. In a d d i t i o n , l o c a l a s s o c i a t i o n o f f i c e r s s h o u l d be p r e p a r e d t o be o f a s s i s t a n c e t o l o c a l a d m i n i s t r a t o r s and boa rd mem­ b e r s , when n e e d e d . P r o f i l e o f C u rren t National P a r a p r o f e s s i o n a l Programs "The c e n t r a l i t y o f c r e a t i n g j o b s f o r t h e unemployed in t h e NYA a p p r o a c h , and t h e em ph as is upon b u d g e t a r y c o n s i d e r a t i o n s which p r e v a i l e d 1 I b i d . , p. 12. 25 i n t h e Bay C i t y e x p e r i m e n t had n o t pro du c e d l a s t i n g r e s u l t s . Planners o f t h e . c u r r e n t new c a r e e r s movement s o u g h t a r a t i o n a l e and a f o c u s ha v in g a more l a s t i n g i m p a c t . " ^ I n n o v a t i v e c h a r a c t e r i s t i c s o f t h e new a p p r o a c h were a s f o l l o w s : 1. 2. 3. 4. The em pha si s o f t h e r i g h t o f a l l p e o p l e t o e s s e n t i a l human services. The s h i f t from t h e c r e a t i o n o f e n t r y l e v e l j o b s l e a d i n g no where, to th e concept o f a c a r e e r la d d e r , with t r a i n i n g a v a i l a b l e a t e ach s t e p f o r t h o s e who s ee k and m e r i t upward m o b i l i t y . The e mp has is upon t h e i n v o l v e m e n t o f low-income w o rk e rs a s p a r ­ t i c i p a n t s in t h e p r o c e s s o f p r o b l e m - s o l v i n g , r a t h e r t h a n a s r e c i p i e n t s o f t h e wisdom and b e n e f i c e n c e o f t h o s e f a r removed from t h e r e a l i t i e s o f p o v e r t y . A more s y s t e m a t i c a p pr oa ch t o t h e pr ogra m , i n c l u d i n g r o l e d e v e l o p m e n t , t r a i n i n g and i n s t i t u t i o n a l i z a t i o n o f a u x i l i a r y p e r s o n n e l a s a s t a b l e and i n t e g r a l p a r t o f p u b l i c s e r v i c e . The human v a l u e s i n h e r e n t i n t h e new c a r e e r s movement i n c l u d e n o t o n l y s e l f - f u l f i l l m e n t , b u t a l s o g i v e t o i n d i v i d u a l s an o p p o r t u n i t y t o make s i g n i f i c a n t c o n t r i b u t i o n s t o t h e e d u c a t i o n o f y o u t h . I f we a r e goin g t o make t h e l e a r n i n g e x p e r i e n c e m e an i ng fu l and r e w a r d i n g f o r o u r s t u d e n t s , t h e n we must a v o i d u s i n g p a r a p r o f e s ­ s io n a l s p r im a r i ly as d i s c i p l i n a r i a n s , housekeepers, or monitors of student a c ti v ity . We must b e g i n t o i n v o l v e them i n e x p e r i e n c e s r e l e v a n t t o t h e i r own s k i l l s and t a l e n t s and t o t h e l e a r n i n g growth of students.3 The f o l l o w i n g examples o f c o n te m p o r a r y n a t i o n a l and s t a t e w i d e programs w i l l e x e m p l i f y new c a r e e r p r i o r i t i e s a s c i t e d ab ove. ^Bowman and K l o p f , New C a r e e r s , p. 7. ^ I b i d . , p. 8. ^Dwight W. A l l e n and Gary L. M o r r i s o n , " D i f f e r e n t i a t e d S t a f f i n g and t h e N o n - P r o f e s s i o n a l : A Need f o r E d u c a t i o n a l P e r s o n n e l D e v el o p m e n t, " J o u r n a l o f R e s e a r c h and Development in E d u c a t i o n 5 ( W in te r 1 9 72 ): 53. 26 M i n n e a p o l i s , M in n e s o ta P a r a p r o f e s s i o n a l prog ra ms i n M i n n e a p o l i s a r e r e g a r d e d a s among t h e n a t i o n ' s most o u t s t a n d i n g . B e gi nn in g i n 1965 un d e r T i t l e I , ESEA, t h e M i n n e a p o l i s sch ool d i s t r i c t p r e s e n t l y employs a p p r o x i m a t e l y 650 e l e m e n t a r y a i d e s and 350 s e c o n d a r y a i d e s in more t h a n 100 s c h o o l s . The $ 1 . 5 m i l l i o n program i s f i n a n c e d by f e d e r a l , s t a t e , and l o c a l f u n d s . P r o s p e c t i v e em ployees mu st t a k e o r a l and w r i t t e n t e s t s and a r e hired according to c i v i l s e r v i c e procedures. The main c o n d i t i o n f o r employment i s t h e d e s i r e t o work w i t h c h i l d r e n and an a b i l i t y t o r e l a t e meaningfully to stu d e n ts. R e s i d e n t s o f t h e s c h o o l community a r e g i v e n preference. In n u m e ra b le t r a i n i n g o p p o r t u n i t i e s e x i s t f o r ea c h t y p e o f a i d e . T r a i n i n g i n c l u d e s p r e s e r v i c e and i n s e r v i c e p r o g r a m s , c o u r s e work a t t h e l o c a l v o c a t i o n a l h ig h s c h o o l , s c h o o l - i n i t i a t e d w o r k s h o p s , a d u l t e d u c a t i o n , day o r e x t e n s i o n c o u r s e s a t M i n n e s o t a U n i v e r s i t y , and s p e c i a l ­ iz e d c o u r s e work t a u g h t by KTCA-TV. A v e r y a p p e a l i n g f e a t u r e o f t h e M i n n e a p o l i s program i s c a r e e r ladder p ro v is io n s c o n s is tin g of th r e e p r o g r e s s iv e ly re s p o n s ib le c a t e ­ g o r i e s and s i x s t e p s w i t h i n ea c h c a t e g o r y . For e ach t y p e p a r a p r o f e s ­ s i o n a l t r a i n i n g p r o c e d u r e s and s e l e c t i o n c r i t e r i a a r e c a r e f u l l y worked out. M i n n e a p o l i s program d i r e c t o r s c l a i m t h a t by i n v e s t i n g $ 5 ,4 0 0 p e r t r a i n e e , t h e y g e t a r e t u r n o f from $ 1 . 0 4 t o $ 1 .5 9 f o r e ach d o l l a r i n v e s t e d . New c a r e e r i s t s a l s o do well in c o l l e g e , p e r f o r m i n g b e t t e r th a n most j u n i o r c o l l e g e s t u d e n t s . . . . The M i n n e a p o l i s f i n d i n g s on how a i d e s do i n c o l l e g e s were echoed by a s u r v e y by t h e New C a r e e r s Development C e n t e r , NYU, which f o c u s e d on programs d e s i g n e d f o r f u l l t i m e employees in human s e r v i c e a g e n c i e s ( i n c l u d ­ i n g s c h o o l s ) who were g i v e n t i m e o f f w i t h pay t o a t t e n d c o l l e g e . The p a r a p r o f e s s i o n a l s - i n - t r a i n i n g d i d a s w e l l as o r b e t t e r th a n 27 o t h e r s t u d e n t s i n s i m i l a r c o u r s e s ; some 60% matched t h e p e r f o r m a n c e o f o t h e r s , and 20% s u r p a s s e d t h a t l e v e l . In o n e - h a l f o f t h e p r o ­ gr a m s , t h e d r o p o u t r a t e s were lo w e r t h a n f o r o t h e r s t u d e n t s and Ohio U n i v e r s i t y fo und t h a t t h e d r o p o u t r a t e f o r p a r a p r o f e s s i o n a l s was 11% compared t o 40% f o r t h e a v e r a g e f r e s h m a n . 1 New York C i t y In 1957, t h e p o s i t i o n o f " s c h o o l a i d e " was c r e a t e d and f un de d by t h e New York S t a t e Urban E d u c a t i o n Program. Employees d e s i g n a t e d as " s c h o o l a i d e s " were d i r e c t l y r e s p o n s i b l e t o t h e p r i n c i p a l and were a s s i g n e d no i n s t r u c t i o n a l t a s k s . A ss ig nm e nts were q u i t e me nia l and ta s k s in clu d ed r e l i e v i n g t e a c h e r s o f playground d u t i e s , ta k in g stock i n v e n t o r i e s , and a s s i s t i n g in t h e lunchroom. With t h e i m p l e m e n t a t i o n o f t h e ESEA i n 1965 and t h e New York S t a t e Urban E d u c a t i o n P r o g ra m s , a d d i t i o n a l t h e l o c a l s c h o o l b o a rd o f New York C i t y . p o s i t i o n s were c r e a t e d by " U n l i k e t h e c i t y funded s ch ool a i d e s , p e r s o n s employed u n d e r f e d e r a l and s t a t e a u s p i c e s were 2 r e g a r d e d as ' p a r a p r o f e s s i o n a l s ' r a t h e r t h a n ' a i d e s . ' " Under t h i s c l a s s i f i c a t i o n , p a r a p r o f e s s i o n a l s were e x p e c t e d t o p e r f o r m sem ip ro fe ssio n a l task s in assigned classroom s. In a d d i t i o n , p a r a p r o f e s ­ s i o n a l s were e x p e c t e d t o a f f e c t t h e a t t i t u d e s and a c h i e v e m e n t o f s t u ­ d e n t s by work ing d i r e c t l y w i t h them i n s e m i - i n s t r u c t i o n a l c a p a c i t i e s . H e i g h t e n e d a w a r e n e s s f o r what p a r a p r o f e s s i o n a l s c o u l d e f f e c t was accompa nied by an e x p a n s i o n o f j o b t i t l e s and j o b d e s c r i p t i o n s f o r paraprofessionals. The Board o f E d u c a t i o n c r e a t e d f o u r k i n d s o f p a r a ­ p r o f e s s io n a l p o s i t i o n s f o r th e classroom: V a r a p r o f e s s i o n a l s i n S c h o o l s , p. 58. 2 I b i d . , p. 59. 28 1. 2. 3. 4. E d u c a t i o n a l a s s i s t a n t s were employed t o h e l p c l a s s r o o m t e a c h e r s p l a n and c o n d u c t l e s s o n s . E d u c a t i o n a l a s s o c i a t e s w e re g i v e n d u t i e s w i t h g r e a t e r r e s p o n s i ­ b i l i t i e s than educational a s s i s t a n t s . S t u d e n t a i d e s were employed t o h e l p y o u n g e r c h i l d r e n w i t h homework. T e a c h e r a i d e s were a p p o i n t e d t o a s s i s t c l a s s r o o m t e a c h e r s in ro u tin e non-professional t a s k s . ' Dade C o u n ty , F l o r i d a Dade County employs i n e x c e s s o f 1 ,2 0 0 p a r a p r o f e s s i o n a l s o f a l l races. Quick i d e n t i f i c a t i o n o f t h e p o t e n t i a l employee i s h e l p f u l t o p l a n n i n g and im p le m e nt in g a s u b s t a n t i a l program. T h us , t h e Dade County d i r e c t o r o f t r a i n i n g programs f o r l a y a s s i s t a n c e em phasized two s e l e c ­ tive c rite ria : 1. 2. t h e d e s i r e t o work and h e l p c h i l d r e n l e a r n . ? t o commit t h e m s e l v e s t o a t r a i n i n g program. In view o f t h e f o r e g o i n g i n f o r m a t i o n , t h e pay s c h e d u l e i s as follow s: 1. 2. The s t a r t i n g s a l a r y i s $ 1 6 . 5 9 p e r d a y ; a f t e r f i v e y e a r s t h e s a l a r y i s $2 1 .1 7 p e r day. P a r a p r o f e s s i o n a l s who have r e c e i v e d a t l e a s t two y e a r s (60 h o u r s ) o f c o l l e g e t r a i n i n g s t a r t a t $21 .1 7 d a i l y and r e a c h a maximum o f $27 .0 2 p e r day a f t e r f i v e y e a r s o f s e r v i c e . 3 A m a j o r i t y o f p a r a p r o f e s s i o n a l s work toward a s s o c i a t e d e g r e e s — s o m e t h in g t h a t i s made p o s s i b l e th r o u g h t h e c o o r d i n a t e d e f f o r t s o f t h e Miami-Dade J u n i o r C o l l e g e . Two c o u r s e s a r e s e t up e s p e c i a l l y f o r p a r a ­ p r o f e s s i o n a l s and such c o u r s e s a r e o f f e r e d t o them d u r i n g r e g u l a r s cho ol h ours and c r e d i t i s e a r n e d f o r t a k i n g one o r a l l ten i n d i v i d u a l i z e d t e a c h e r a i d e t r a i n i n g c o u r s e s , which c o v e r a wide r a n g e o f t o p i c s i n c l u d i n g r e c o g n i z i n g how c h i l d r e n d e v e l o p , d e m o n s t r a t i n g map and g l o b e 1I b i d . 2Ibid. 3 I b i d . , p. 62. 29 s k i l l s , pr om ot ing human r e l a t i o n s t h r o u g h team t e a c h i n g , and c l a r i f y ­ ing p a r a p r o f e s s i o n a l r o l e s and r e s p o n s i b i l i t i e s . A v a i l a b l e fu n d s d e t e r m i n e t h e number o f p a r a p r o f e s s i o n a l s t h e s ys te m may employ. Most s c h o o l s a r e e n t h u s i a s t i c a b o u t t h e p o t e n t i a l of paraprofessionals. The d i r e c t o r i n d i c a t e d , "A ide s a r e h e r e t o s t a y . The r e s u l t s a r e o b v i o u s . Most t e a c h e r s a r e d e l i g h t e d t o have them. In f a c t , t h e demand e x ce e d s t h e s u p p l y . " ^ P r o f i l e o f S e l e c t e d P a r a p r o f e s s i o n a l Programs i n t h e S t a t e o f Michigan Saginaw Saginaw i s l o c a t e d i n t h e e a s t e r n s e c t i o n o f c e n t r a l M ic h i g an . In 1970, i t had a p o p u l a t i o n o f 9 0 , 6 0 3 . The t o t a l number o f s t u d e n t s e n r o l l e d in t h e p u b l i c s c h o o l s in t h e s p r i n g o f 1969 was a p p r o x i m a t e l y 2 3, 0 0 0 w i t h 3 , 7 4 0 T i t l e I e l i g i b l e s t u d e n t s i n c l u s i v e . The school d i s t r i c t o f t h e c i t y o f Saginaw had a p e r c a p i t a e v a l u a t i o n f o r each c h i l d o f $18, 055 and i t s o p e r a t i o n a l m i l l a g e was 2 3 . 8 . ments were r e p o r t e d a s 47 p e r c e n t b l a c k . School e n r o l l ­ "C omposite t e s t s c o r e s o f b a s i c s k i l l s i n t h e e l e m e n t a r y g r a d e s u n i f o r m l y t u r n e d o u t t o be below national averages. T e a c h e r t u r n o v e r i n t h e i n n e r c i t y was r e p o r t e d as 25%." 2 ^ I b i d . , p. 63. 2F i n a l T e c h n ic a l R e p o r t on 1969 F i s c a l Year E.P .D .A . B-2 Programs ( L a n s i n g : S t a t e o f M i c h i g a n , 1 9 6 9 ) , p. 4. 30 R e c r u i t m e n t and S e l e c t i o n T r a i n e e s f o r t h i s program were r e c r u i t e d by e l e m e n t a r y p r i n c i ­ p a l s who c o n t a c t e d f o r m e r a i d e s and a l s o by c h e c k i n g f e d e r a l f i l e s f o r previous a p p lic a n ts . applicants. In a d d i t i o n t h e program d i r e c t o r i n t e r v i e w e d However, f i n a l employment and p l a c e m e n t was e f f e c t e d by principals. S e l e c t i v e c r i t e r i a were a s f o l l o w s : 1. A b i l i t y t o communicate 2. P e r s o n a l i t y and a t t i t u d e 3. Ap pe ara nc e 4. C om ple tio n o f an a p p l i c a t i o n form 5. E v i d en c e o f some p r e v i o u s e x p e r i e n c e in w orki ng w i t h c h i l ­ dren, i . e . , Sunday s ch oo l t e a c h e r , summer camp c o u n s e l o r , etc. T h i r t y - f i v e p o t e n t i a l p a r a p r o f e s s i o n a l s were r e c r u i t e d by t h e p r o j e c t d i r e c t o r , p r i n c i p a l s , and t e a c h e r s . T h i r t y - o n e r e c r u i t s com­ p l e t e d t h e pro gr am ; t w e n t y - e i g h t were a s s i g n e d t o t h e la n g u a g e m a s t e r pro gr am , and t h r e e t o l i b r a r i a n s . T e a c h e r s and p r i n c i p a l s were p a r t i c i ­ p a n t s i n an o r i e n t a t i o n program i n s t r u c t i n g t r a i n e e s in t h e i r r e s p o n s i ­ b i l i t i e s as p a r a p r o f e s s i o n a l s . Trainee P r o file Of t h o s e p a r a p r o f e s s i o n a l s r e p o r t i n g : 1. T w e n t y - f i v e were f e m a l e . 2. S i x t e e n were p r e v i o u s l y employed in T i t l e I pro gra m s. 3. Tw enty-one were m a r r i e d , one was s i n g l e , and one was a divorcee. 31 4. 5. 6. Fam ily income was a s f o l l o w s : Less th a n $ 1 , 0 0 0 $2,000-$2,999 $3,000-$3,999 1 1 1 $4,000-$4,999 $5,000-$5,999 2 4 $7,000+ No Response 15 1 Educational T ra in in g : a. F iv e t r a i n e e s had l e s s t h a n a h ig h s cho ol d i p l o m a . b. S i x t e e n t r a i n e e s were h ig h s ch oo l g r a d u a t e s . c. Four t r a i n e e s had one y e a r o f c o l l e g e . Race: Black 15 White S p a n is h -A m e ri c a n 7 3 P r e s e r v i c e Programs A f o u r - w e e k n o n c r e d i t p r e s e r v i c e program was o f f e r e d p a r a p r o ­ fessional tra in e e s. needs w er e f e a t u r e d . Communication s k i l l s r e l e v a n t t o p a r a p r o f e s s i o n a l I t was i n t e n d e d t h a t a p p l i c a n t s would u n d e r s t a n d t h e i r r o l e s as a complement t o t e a c h i n g e f f o r t s . Therefore, the f o l ­ lo w ing s k i l l s were t a u g h t : 1. I n s t r u c t i o n in r e a d i n g and t e l l i n g s t o r i e s . 2. P r o p e r us e o f t h e i n s t r u c t i o n a l m a t e r i a l s c e n t e r . 3. M a i n t a i n i n g good human r e l a t i o n s p r a c t i c e s . 3. Use o f a c c e p t a b l e sp e e c h p a t t e r n s . 5. Legible handw riting. D u t i e s Perf orm ed by P a r a p r o f e s s i o n a l s All t w e n t y - f i v e p a r a p r o f e s s i o n a l s o f f e r e d t u t o r i a l individual s tu d en ts. s e rv ic e s to N i n e t e e n p a r a p r o f e s s i o n a l s a s s i s t e d s t u d e n t s in 32 impr oving s p e c i a l s k i l l s , s i x t e e n h e l p e d c h a p e r o n e f i e l d t r i p s , s e v e n t e e n worked w i t h small g r o u p s , and s i x t e e n to o k smal l g ro u p s t o t h e l i b r a r y . A reas o f i n f r e q u e n t i n v o l v e m e n t i n c l u d e d c o u n s e l i n g p u p i l s and d i r e c t ­ in g program l e a r n i n g e x p e r i e n c e s . N o n in s tr u c tio n a l t a s k s in cluded changing b u l l e t i n b o a rd s, d u p lic a tin g i n s t r u c t i o n a l m a t e r i a l s , d u tie s f o r the general appearance o f t h e c l a s s r o o m , and h a l l and lunchroom s u p e r v i s i o n . Infrequent a c t i v i t i e s i n c l u d e d o p e r a t i o n o f a u d i o - v i s u a l e q u i p m e n t , f i l i n g , and cataloging in s tru c tio n a l a id s. Trainee Evaluation P a ra p ro fe ssio n a ls highly regarded inform ation received in the p r e s e r v i c e prog ram. They f e l t t o o l i t t l e , i f a n y , g u i d a n c e was g iv e n re g a rd in g the use o f o f f i c e m achines, te ch n iq u es in a d m in is te r in g f i r s t a i d , and f i l i n g and c a t a l o g i n g s k i l l s . P a r a p r o f e s s i o n a l s were i n v o l v e d , t o some e x t e n t , i n s t a f f m e e t i n g s and some c o n t a c t s w i t h s p e c i a l i z e d p e r s o n n e l were e x p e r i e n c e d . N e v e rth e le s s, they in d ic a te d a d e s i r e to r e c e i v e more i n s t r u c t i o n i n t e s t a d m i n i s t r a t i o n and i n c r e a s e d a s s i s ­ t a n c e from s p e c i a l i z e d p e r s o n n e l . Evaluation of S u p e rv isin g Teachers T e a c h e r r e a c t i o n s t o q u a l i t y o f s e r v i c e s r e n d e r e d by p a r a p r o ­ f e s s i o n a l s i n d i c a t e d improved d i s c i p l i n e , improved p u p i l p e r f o r m a n c e , m o d e r a te i n c r e a s e in use o f i n n o v a t i v e t e c h n i q u e s , s i g n i f i c a n t i n c r e a s e i n i n s t r u c t i o n a l t i m e w i t h p u p i l s a s w e ll as i n d i v i d u a l i z a t i o n o f instruction. 33 P r i n c i p a l s r a t e d t h e i r b e h a v i o r a s a l e r t and c o n f i d e n t . This was p a r t i c u l a r l y t r u e where e n t h u s i a s m and i n t e r e s t in p u p i l s , p a t i e n c e , and a s e n s e o f humor were c o n c e r n e d . The p e r v a d i n g view was s u p p o r t i v e of a refinem ent o f study s k i l l s . The d i r e c t o r a g r e e d t h e r e was i n c r e a s e d t e a c h e r e f f e c t i v e n e s s , c o n tr ib u tio n to q u a l i t y edu catio n , increased p u p il- a d u lt i n t e r a c t i o n , i n c r e a s e d s t u d e n t a c h i e v e m e n t , and i n c r e a s e d s t a f f a w a r e n e s s o f e t h n i c g ro u p s and d i s a d v a n t a g e d c h i l d r e n . Ev id en c e i n d i c a t e d t h e Saginaw P a r a p r o f e s s i o n a l Program was ap p ro v e d by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s t h e m s e l v e s . I n d i c a t i v e o f t h e p r o g r a m ' s s u c c e s s was a s cho ol d i s t r i c t r e p o r t o f employment f o r t h e s ch oo l y e a r 1970-1971. T w en ty- se ven p a r a p r o f e s ­ s i o n a l s were reem p lo y ed in v a r y i n g p o s i t i o n s d u r i n g 1970-1971. Wayne I n t e r m e d i a t e School D i s t r i c t The Wayne County I n t e r m e d i a t e School D i s t r i c t i s an a r e a o f 622 s q u a r e m i l e s . A p p r o x i m a t e l y 69 5,5 08 s t u d e n t s in 37 l o c a l s ch oo l d i s t r i c t s a t t e n d 1 ,0 37 s c h o o l s . D e t r o i t , t h e l a r g e s t c i t y in t h e Wayne I n t e r m e d i a t e School D i s t r i c t , i s l o c a t e d on t h e s o u t h e a s t e r n b o r d e r o f Michi gan and has a p o p u l a t i o n o f 1 , 4 9 2 , 9 1 4 . The e d u c a t i o n a l pro ble m s e x i s t i n g in t h i s m e t r o p o l i t a n complex a r e l i k e t h o s e i n s i m i l a r m e t r o ­ p o l i t a n a r e a s t h r o u g h o u t t h e U n it e d S t a t e s . The e d u c a t i o n a l and p h y s i ­ c al d r a i n on t e a c h e r s in t h i s i n t e r m e d i a t e d i s t r i c t i s ov e rw he lm in g. These demands hamper e f f o r t s t o p r e v e n t r e a d i n g f a i l u r e s d u r i n g t h e im portant y e ars o f elem entary education. "Improved l e a r n i n g o f s t u ­ d e n t s w i l l come o n l y when t h e p o s i t i o n o f t h e t e a c h e r i s more m a n a g e a b l e . P a r a p r o f e s s i o n a l s i n s c h o o l s p ro m i se i n c r e a s e d s t u d e n t l e a r n i n g , 34 o t h e r w i s e l a r g e numbers o f m i n o r i t y gr ou p s t u d e n t s from low income f a m i l i e s in Wayne County a r e d e s t i n e d t o r e a d i n g f a i l u r e . " ^ R e c r u i t m e n t and S e l e c t i o n Local sch ool d i s t r i c t s c o n d u c te d t h e i r own r e c r u i t i n g . O ffi­ c e r s w i t h i n t h o s e d i s t r i c t s , u s u a l l y f e d e r a l and s t a t e program c o o r ­ d i n a t o r s , assumed t h i s r e s p o n s i b i l i t y . N inety-eight re s id e n ts of the Wayne I n t e r m e d i a t e School D i s t r i c t were s e l e c t e d and t r a i n e d a s p a r a ­ p r o f e s s i o n a l s t o t e a c h e r s w i t h t h e r e a d i n g prog ram. A lt h o u g h im mediate employment o f p a r a p r o f e s s i o n a l s in t h e s cho ol s e t t i n g s o l v e d b a s i c ne e d s o f t h e employed p e r s o n s f o r new c a r e e r s , p e r s o n n e l in t h e v a r i o u s s cho ol d i s t r i c t s r e c o g n i z e d t h a t such employment " m i t i g a t e s a g a i n s t d e s i r a b l e outcomes w i t h o u t c o n t i n u e d t r a i n i n g o f b o th p a r a p r o f e s s i o n a l s and p r o fessio n als." 2 A p l a n o f upward m o b i l i t y was an i n t e g r a l p a r t o f t h i s s p e c i f i c t r a i n i n g program. Such t r a i n i n g i s e s s e n t i a l i f paraprofes­ s i o n a l s a r e t o become an i n t e g r a l p a r t o f t h e e d u c a t i o n a l e n t e r p r i s e . A cco rd in g t o Bowman and K l o p f , t h e need i s t o " s h i f t from t h e c r e a t i o n o f e n t r y l e v e l j o b s l e a d i n g nowhere t o t h e c o n c e p t o f a c a r e e r l a d d e r w i t h t r a i n i n g a v a i l a b l e a t e ach s t e p f o r t h o s e who s e e k and m e r i t upward m o b ility ."3 ^S t a t e o f Michi gan F i n a l E v a l u a t i o n R e p o r t o f F i s c a l Year 1 9 7 1 , E.P.D.A. B-2 Programs ( L a n s i n g : Michigan D e par tm en t o f E d u c a t i o n , 1 9 7 1 ) , p. 45. o Wayne County I n t e r m e d i a t e School D i s t r i c t , " A p p l i c a t i o n f o r Approved Local E d u c a t i o n P r o p o s a l f o r P a r a p r o f e s s i o n a l T r a i n i n g " ( D e t r o i t Wayne County I n t e r m e d i a t e School D i s t r i c t , March 4 , 1 9 7 1 ) , p. 2. O Garda W. Bowman and Gordon J . K l o p f , A u x i l i a r y School P e r s o n n e l : T h e i r R o l e s , T r a i n i n g , and I n s t i t u t i o n a l i z a t i o n (New York: Bank S t r e e t C o l l e g e o f E d u c a t i o n , 1 9 6 7 ) , p. 3. 35 Trainee P r o file T w e n t y - f i v e p r o s p e c t i v e p a r a p r o f e s s i o n a l s were A m e r i c a n - I n d i a n the r e s t Caucasian. F i f t e e n p e r s o n s were r e s i d e n t s o f i n n e r - c i t y D e t r o i t , t w e l v e p e r s o n s b e i n g s e l e c t e d from t h e D e t r o i t A r c h d i o c e s a n E l e m e n ta r y S c h o o l s . N i n e t y - t h r e e o f t h e n i n e t y - s i x t r a i n e e s who com­ p l e t e d t h e program were f e m a l e and t h r e e were m a le . High school d ip lo m a s were h e l d by t h i r t y - s i x i n d i v i d u a l s , t e n p e r s o n s had some c o l l e g e t r a i n i n g , f o r t y - e i g h t h e l d c o l l e g e d e g r e e s b u t were unemployed One t r a i n e e e a r n e d l e s s t h a n $ 4 ,0 0 0 p e r y e a r , w h i l e f o r t y - t w o i n d i ­ v i d u a l s had an an n u al income o f $1 0,0 00+. The r e m a i n i n g f i f t y - t h r e e p e r s o n s were unemployed. P r e - and I n s e r v i c e T r a i n i n g Four h ou rs o f i n t e n s i v e t r a i n i n g were o f f e r e d s t u d e n t s a t Wayne S t a t e U n i v e r s i t y . The program f o c u s e d on em erging e d u c a t i o n a l r o l e s and was aimed a t d e v e l o p i n g p a r a p r o f e s s i o n a l p r o f i c i e n c y t o p r o ­ v i d e d i r e c t s e r v i c e t o p u p i l s d u r i n g t h e s ch ool da y. The most i n n o ­ v a t i v e e x p e r i e n c e s p r o v i d e d s t u d e n t s were: 1. 2. 3. 4. P a r a p r o f e s s i o n a l s l e a r n e d how t o u s e a v a r i e t y o f r e a d i n g in s tru c tio n a l techniques. P a r a p r o f e s s i o n l s were e xpo sed t o v a r i o u s c u l t u r a l e n r i c h m e n t components such a s t h e a t e r s , c o n c e r t s , museums, and l i b r a r y tours. P a r a p r o f e s s i o n a l s d e v e l o p e d s k i l l s in u s i n g t h e Wayne County Pre-Reading Kit M a te r ia ls e f f e c t i v e l y . P a r a p r o f e s s i o n a l s d e v e l o p e d s k i l l s f o r a d m i n i s t e r i n g and u s i n g d ia g n o stic reading t e s t s J V i n a l E v a l u a t i o n R e p o r t , 1 9 7 1 , p. 46. 36 Evaluation Res pon ses from t r a i n e e s were i n g e n e r a l p o s i t i v e . t h a t i n s e r v i c e t r a i n i n g was b e n e f i c i a l . Most f e l t S ix ty -fo u r students in d icated s a t i s f a c t i o n in program o r g a n i z a t i o n and c o n t e n t r e l e v a n c y a s p e r t a i n ­ ing t o i n s e r v i c e workshop p a r t i c i p a n t s . N evertheless, forty-tw o p er­ so ns d i d n o t c o n c u r w i t h t h e m a j o r i t y o p i n i o n . These i n d i v i d u a l s f e l t t h e i r t r a i n i n g was n o t r e l e v a n t t o t h e t a s k s e x p e c t e d o f them— t a s k s such as c l e r i c a l s k i l l s , f i r s t - a i d , and r e c o r d - k e e p i n g t e c h n i q u e s . Most c o o p e r a t i n g t e a c h e r s i n d i c a t e d s a t i s f a c t i o n w i t h t h e p r o ­ gram and e x p r e s s e d a d e s i r e t o be s i m i l a r l y i n v o l v e d i n t h e f u t u r e . Teacher r e a c t i o n re v e a le d th e fo llo w in g f a c t s : 1. S t u d e n t s were t h e r e c i p i e n t s o f i n c r e a s e d i n s t r u c t i o n a l t im e on an i n d i v i d u a l b a s i s . 2. The a c q u i s i t i o n o f r e a d i n g s k i l l s by p a r a p r o f e s s i o n a l s was i n d i c a t i v e o f t h e s u c c e s s o f t h e i n s t r u c t i o n a l program o f f e r e d a t Wayne S t a t e U n i v e r s i t y . 3. P a r a p r o f e s s i o n a l c o n f i d e n c e i n t h e m s e l v e s was enh anc ed by t h e i r e x p e r i e n c e s a t Wayne S t a t e U n i v e r s i t y . 4. Mixed f e e l i n g s r e l a t i v e t o i n c r e a s e d a t t e n d a n c e and p u p i l discipline. As r e f l e c t e d by t h e a t t i t u d e s o f s u p e r v i s i n g t e a c h e r s , members o f t h e p r o j e c t s t a f f were c o n v i n c e d o f t h e p r o g r a m ' s s u c c e s s . program o b j e c t i v e s had been r e a c h e d . They f e l t In a d d i t i o n , s t a f f members were now c o n f i d e n t t h a t p a r a p r o f e s s i o n a l s c o u l d a c q u i r e t h e s k i l l s n e c e s ­ s a r y t o work e f f e c t i v e l y w i t h s t u d e n t s who had r e a d i n g d i s a b i l i t i e s . 37 F l i n t Community Sc h o o ls The s c h o o l d i s t r i c t o f t h e c i t y o f F l i n t , M i c h i g a n , i s t h e second l a r g e s t i n t h e s t a t e o f M ic hig an . During t h e 1971-1972 s c h o o l y e a r , 10,5 78 s t u d e n t s were i n v o l v e d in T i t l e I programs and 7 , 1 0 0 ADC c h ild re n re s id e d in the d i s t r i c t . F l i n t had a wide v a r i e t y o f f e d e r a l , s t a t e , and l o c a l l y funded programs p r i o r t o t h e b e g i n n i n g o f i t s p a r a professional p retrain in g p ro je c t. Hence, a p p r o x i m a t e l y 350 p a r a p r o - f e s s i o n a l s were a l r e a d y employed i n programs such a s H e a d s t a r t , F o l l o w Through, Model C i t i e s P r e - S c h o o l , Middle C i t i e s , and A c t i o n Now. Pe rs o n n e l who were c l o s e l y a s s o c i a t e d w i t h p a r a p r o f e s s i o n a l employees f e l t t h a t newly h i r e d p a r a p r o f e s s i o n a l s had l i t t l e o r no u n d e r s t a n d i n g o f t h e s k i l l s needed t o work e f f e c t i v e l y w i t h s t u d e n t s . R e c r u i t m e n t and S e l e c t i o n The F l i n t Community School D i s t r i c t r e c r u i t e d t w e n t y - f i v e com­ m un it y p e r s o n s and p r o v i d e d them w i t h t r a i n i n g t o a s s i s t t e a c h e r s i n working w i t h d i s a d v a n t a g e d c h i l d r e n . T w e n t y - t h r e e r e c r u i t s c o m p le te d t h e program and were employed by t h e F l i n t s ch ool d i s t r i c t f o r t h e 1972-1973 s ch oo l y e a r . T hr ee t r a i n e e s d i d n o t c o n t i n u e i n t h e program due t o i l l n e s s o r i n a b i l i t y t o meet t h e d a i l y t a s k s r e q u i r e d i n t h e classroom. Trainee P r o f ile All t r a i n e e s were f e m a l e s . f i v e were C a u c a s i a n . N in e t e e n p e r s o n s were B la ck and Twenty-two p e r s o n s o f t w e n t y - f i v e had a h ig h sch oo l e d u c a t i o n b u t no c o l l e g e . ing b u t were n o t g r a d u a t e s . Three p e r s o n s had some c o l l e g e t r a i n ­ P r i o r t o e n t e r i n g t h e p ro g r a m , o n l y two 38 persons earned o v e r $10,000. below $ 4 ,0 0 0 p e r y e a r . residents. Income o f t h e r e m a i n i n g t w e n t y - t h r e e was T r a i n e e s were e i t h e r i n n e r - c i t y o r model c i t y In a d d i t i o n , a l l t r a i n e e s e x c e p t two were unemployed p e r ­ sons and on ADC. P r e - and I n s e r v i c e E d u c a t i o n P re s e rv ic e t r a i n i n g c o n s is te d o f a planned, sy ste m a tic s e r i e s o f c o u r s e s n e c e s s a r y f o r o u t s t a n d i n g p e r f o r m a n c e as p a r a p r o f e s s i o n a l s in an e d u c a t i o n a l s e t t i n g . I n s e r v i c e a c t i v i t i e s c o n s i s t e d o f fo u r two-hour s e s s io n s during the t r a i n e e ' s practicum experience. Thes e a c t i v i t i e s were ba se d upon t h e e x p r e s s e d needs o f p r o f e s s i o n a l s and p a r a p r o f e s s i o n a l s and a c t u a l l y e n l a r g e d upon t h e sc ope o f p r e s e r v i c e s e s s i o n s . Four tw o - h o u r c o n c u r ­ r e n t s e s s i o n s e n a b l e d t e a c h e r s and p a r a p r o f e s s i o n a l s t o work t o g e t h e r c l a r i f y i n g job d e s c r i p t i o n s . S p e c i f i c t e c h n i q u e s were us ed a t t h e workshops i n c l u d i n g r o l e - p l a y i n g , s e n s i t i v i t y t r a i n i n g , and p r a c t i c e s e s s i o n s u s i n g i n s t r u c t i o n a l h a rd w a r e . E v a l u a t i o n by T r a i n e e s Most t r a i n e e s r e g a r d e d h i g h l y t h e o p p o r t u n i t y t o o b s e r v e and p a r t i c i p a t e in c l a s s r o o m a c t i v i t i e s on a l i m i t e d b a s i s . They f e l t t h e o p p o r t u n i t y f o r c o n s i s t e n t d i a l o g u e between t h e m s e l v e s and an e v a l u ­ a t o r enhanced t h e i r e f f e c t i v e n e s s a s a s s i s t a n t s t o t e a c h e r s in t h e i n s t r u c t i o n a l prog ram. All t r a i n e e s f e l t a need f o r more t e c h n i q u e s in b e h a v i o r m o d i f i c a t i o n p r i o r t o any c l a s s r o o m a s s i g n m e n t s . 39 E v a l u a t i o n by T e a c h e r s and A d m i n i s t r a t o r s Most t e a c h e r s and a d m i n i s t r a t o r s i n d i c a t e d g r e a t s a t i s f a c t i o n with assigned p a ra p ro fe ss io n a ls. S t a f f members r e p o r t e d n o t i c e a b l e p r o f i c i e n c y on t h e p a r t o f p a r a p r o f e s s i o n a l s who had been t h e r e c i p ­ i e n t s o f i n s e r v i c e t r a i n i n g programs a s opposed t o t h o s e p a r a p r o f e s ­ s i o n a l s who had had no t r a i n i n g . The m a jo r problem e n c o u n t e r e d was i n c om mu nic ati ng t o a d m i n i s t r a t o r s p e r f o r m a n c e and p e r s o n a l i t y proble ms which a r o s e d u r i n g workshop p a r t i c i p a t i o n . T e a c h e r s f e l t some o f t h e m a jo r pro bl e m s t h e y d e a l t w i t h m ig h t have been a v o i d e d had a s s i g n m e n t s been d i f f e r e n t . E v a l u a t i o n by P r o j e c t D i r e c t o r s The m a jo r o b j e c t i v e o f t h e F l i n t program was t o a d e q u a t e l y t r a i n competent personnel f o r assignment as p a r a p r o f e s s i o n a l s . The p r o j e c t d i r e c t o r f e l t program o b j e c t i v e s were r e a l i z e d and she b e l i e v e d t h e y wer e r e l e v a n t . P u p il l e a r n i n g had i n c r e a s e d , community r e l a ­ t i o n s had im pr oved, and t e a c h e r s had more ti m e t o d e v o t e t o s t u d e n t s . Review o f R e l a t e d S t u d i e s In 1961, Bryce P e r k i n s c o n d u c t e d a s t u d y which was c o n c e r n e d w i t h d e f i n i n g t h e r o l e o f t h e p a r a p r o f e s s i o n a l and w i t h i d e n t i f y i n g c r i t e r i a for th e ir selection. In a d d i t i o n , P e r k i n s was i n t e r e s t e d in t h e c o n t r i b u t i o n s p a r a p r o f e s s i o n a l s c o u l d make f o r t h e p u r p o s e o f a p p r a i s i n g t h e d e ve lo pm en t o f t h e r o l e o f p a r a p r o f e s s i o n a l s in t h e e l e m e n t a r y s c h o o l s o f Norwalk, C o n n e c t i c u t . Most o f t h e e d u c a t i o n a l programs u s i n g p a r a p r o f e s s i o n a l p e r s o n n e l were s u r v e y e d and t h e s e l e c t i o n o f a pa nel o f j u r o r s who a s s i s t e d i n t h e 40 s t u d y was made from l i s t s o b t a i n e d from f o r t y - s e v e n s c h o o l s u p e r i n ­ t e n d e n t s o r members o f t h e i r s u p e r v i s o r y s t a f f s . From r e l a t e d r e s e a r c h , P e r k i n s f o r m u l a t e d t h r e e d e f i n i t i o n s o f the r o l e o f p a r a p r o f e s s i o n a l s , twelve c r i t e r i a f o r t h e i r s e l e c t i o n , and e i g h t e e n c r i t e r i a f o r t h e a c t u a l r o l e p a r a p r o f e s s i o n a l s may assume w ithin the educational process. These d e f i n i t i o n s and c r i t e r i a were s u b m i t t e d f o r v a l i d a t i o n t o s i x t y - n i n e j u r o r s who had been a s s o c i a t e d w i t h programs f e a t u r i n g p a r a p r o f e s s i o n a l p e r s o n n e l . J u r o r s were a s k e d t o a c c e p t , r e j e c t , c h a n g e , o r s u g g e s t new d e f i n i t i o n s o r c r i t e r i a . S i x t y - o n e r e s p o n d e n t s were s u b m i t t e d in t i m e t o be i n c l u d e d i n t h e v a lid a tio n of the instrum ent. On t h e of the r o le o f b a s i s o f i n f o r m a t i o n s u b m i t t e d by j u r o r s , a d e f i n i t i o n the paraprofessional b a sis f o r t h i s study. was f o r m u l a t e d which s e r v e d a s t h e From t h e r e s p o n s e s o f t h e j u r o r s t o t h e c r i ­ t e r i a f o r t h e i r s e l e c t i o n and c r i t e r i a f o r t h e a c t u a l r o l e o f p a r a ­ p r o f e s s i o n a l s , an e v a l u a t i v e o p i n i o n n a i r e was d e v e l o p e d . The f i n a l i n s t r u m e n t c o n t a i n e d tw e n t y a c t u a l t a s k s and f o u r t e e n c r i t e r i a f o r selection. In o r d e r t o d e t e r m i n e t h e e x t e n t t h a t t h e c r i t e r i a had been r e a l i z e d in t h e Norwalk School Syste m, a t h r e e - p o i n t s c a l e was used which t h e r e s p o n d e n t s ch ecked t o i n d i c a t e j u d g m e n t s . In a d d i t i o n , a special column f o r comments on each c r i t e r i o n was p r o v i d e d . Si x p r i n ­ cipals, e l e v e n team t e a c h e r s , and s i x t e a c h e r a i d e s c o n s t i t u t e d t h e p o p u la tio n in t h i s study. I t was c o n t e n d e d t h a t th r o u g h an i n t e g r a t i o n o f o p i n i o n s and ideas of educators, a d e f in i tio n of the ro le of the p a rap ro fessio n al c o u l d be f o r m u l a t e d which m ig h t be u s e f u l i n e s t a b l i s h i n g c r i t e r i a f o r 41 the use of p a ra p ro fe ss io n a l p e rso n n el. Furthermore, the study a t t e m p t e d t o i d e n t i f y t h e p e r s o n a l c h a r a c t e r i s t i c s , p r a c t i c e s , compe­ t e n c i e s which c o n t r i b u t e t o t h e d e v e l o p m e n t and s u c c e s s o f t h e p a r a ­ p r o f e s s i o n a l w o rk e r in t h e p u b l i c s c h o o l s . A d e f i n i t i o n a g r e e d upon by t h e pa nel o f e x p e r t s was a s f o l l o w s The r o l e o f t h e p a r a p r o f e s s i o n a l i s t o a s s i s t t h e c l a s s r o o m t e a c h e r w i t h r o u t i n e p r o c e d u r e s and u n d e r h i s d i r e c t i o n t o p e r ­ form s p e c i a l a s s i g n m e n t s . The a s s i g n m e n t s w i l l v a r y a c c o r d i n g t o t h e n a t u r e o f t h e s p e c i a l c o m p e t e n c i e s and t o t h e d e g r e e o f i n t e r e s t and a b i l i t y t o work w i t h c h i l d r e n and a d u l t s t h a t t h e p a r a p r o f e s s i o n a l may h a v e J A f u r t h e r conclusion included ten c r i t e r i a fo r s e le c tio n of p a r a p r o f e s s i o n a l s and tw e n ty c r i t e r i a f o r t h e a c t u a l r o l e o f p a r a p r o ­ fessionals. The t e n c r i t e r i a f o r s e l e c t i o n were a s f o l l o w s : 1. Good moral c h a r a c t e r 2. Ev id en c e o f good p h y s i c a l and me nta l h e a l t h 3. Good grooming 4. Good E n g l i s h us ag e 5. Pleasing p e rs o n a lity 6. Average i n t e l l i g e n c e 7. S u c c e s s f u l e x p e r i e n c e w or kin g w i t h c h i l d r e n 8. Some formal e d u c a t i o n 9. L i k i n g f o r c h i l d r e n and y o u t h 10. A b i l i t y t o work u n d e r beyond h ig h sch ool d e s i r a b l e th e s u p e rv isio n of the classroom te a c h e r P e r k i n s a l s o e n um er at e d t h e c r i t e r i a which may be d e s i r e d f o r specific positions. They a r e a b i l i t y t o p l a y t h e p i a n o , a r t i s t i c V e r k i n s , " F a c t o r s , " p. 138. 42 a b i l i t y , and s u b j e c t m a t t e r background o r s p e c i a l i z a t i o n i f t h e p a r a ­ p r o f e s s i o n a l i s t o c o r r e c t E n g l i s h th e m e s. Some s p e c i f i c r o l e a s s i g n m e n t s o u t l i n e d in P e r k i n s ' s t u d y were as fo llo w s : 1. S e r v e s as a r e s o u r c e p e r s o n i n s u b j e c t m a t t e r c o n t e n t d e p e n d ­ ing upon t r a i n i n g and e x p e r i e n c e 2. P r e p a r e s v i s u a l m a t e r i a l s f o r i n s t r u c t i o n as d e t e r m i n e d by the teacher 3. Operates a u d io -v is u a l devices 4. S u p e r v i s e s c e r t a i n w o r k - s t u d y p e r i o d s when s t a n d a r d s a r e s e t by t h e t e a c h e r 5. S e rv e s as a l i b r a r y a s s i s t a n t 6. Reads s t o r i e s t o c h i l d r e n when t h e p u r p o s e s have been c l e a r l y e s t a b l i s h e d by t h e t e a c h e r 7. S u p e r v i s e s t h e p l a y g ro u n d un d e r c e r t a i n 8. S u p e r v i s e s t h e school lunchroom 9. Provides t u t o r i a l a s s i s t a n c e under th e d i r e c t i o n o f th e conditions teacher 10. C o r r e c t s c e r t a i n E n g l i s h themes a c c o r d i n g t o c r i t e r i a e s t a b ­ l i s h e d by t h e t e a c h e r 11. C orre c ts o b je c t iv e t e s t s under t e a c h e r s u p e r v is io n 12. P r e p a r e s c e r t a i n r e c o r d s and r e p o r t s a s d i r e c t e d by t h e and r e p r o d u c e s o t h e r s p r e p a r e d by t h e t e a c h e r 13. Gives c e r t a i n d r i l l s r e l a t e d t o l e s s o n s when t h e m a t e r i a l pla nn ed by t h e t e a c h e r and p r e p a r e d u n d e r h e r d i r e c t i o n 14. S u p e r v i s e s money c o l l e c t i o n 15. Handles r o u t i n e i n t e r r u p t i o n s 16. Provides c l e r i c a l a s s is t a n c e 17. Serves as a piano accompanist f o r 18. A s s i s t s w i t h hous ek e e p in g c h o r e s and b u l l e t i n b o a rd a r r a n g e m e n t s teacher is music and games 43 19. A s s i s t s w i t h bus d u t y and r e l a t e d t a s k s 20. A s s i s t s t h e t e a c h e r w i t h o p e n i n g e x e r c i s e s , l a r g e gr oup l e s s o n s , and d e m o n s t r a t i o n s In 1970, G. W. McNutt c o m p l e t e d a s t u d y d e v o t e d t o exam in ing t h e r o l e e x p e c t a t i o n s o f p r o f e s s i o n a l t e a c h e r s and n o n p r o f e s s i o n a l t e a c h e r a i d e s as p e r c e i v e d by r o l e i n c u m b e n t s . A d d i t i o n a l l y , t h e non­ p r o f e s s i o n a l t e a c h e r a i d e p o s i t i o n was examined t o d e t e r m i n e i f d i s s e n ­ s i o n was i n d i c a t e d by s e l e c t e d v a r i a b l e s . The p o p u l a t i o n i n c l u d e d a l l t e a c h e r a i d e s and one s u p e r v i s i n g t e a c h e r f o r each a i d e . Four s e l e c t e d sch oo l sy ste ms were used i n t h e s t u d y . Responses c o n c e r n i n g r o l e r e l a t i o n s h i p s were e l i c i t e d by means o f two i n s t r u m e n t s : a d i v i s i o n - o f - l a b o r in stru m e n t developed to a s s e s s e x p e c t a t i o n s f o r t a s k s and f u n c t i o n s p e r f o r m e d , and an o n - t h e - j o b e x p e c ta tio n s instrum ent developed to a s s e s s e x p e c ta tio n s f o r a t t r i ­ b u t e s and b e h a v i o r s o f t h e in c u m b e n ts o f b o th p o s i t i o n s . The d i v i s i o n - o f - l a b o r i n s t r u m e n t i n c l u d e d t h r e e s u b m e a s u r e s , one f o r " t h e most t e c h n i c a l " t a s k s , one f o r " t h e l e s s t e c h n i c a l " t a s k s . Thes e t a s k s were c l a s s i f i e d by t h e j u d g e s a c c o r d i n g t o t h e d e g r e e o f p r o f e s s i o n a l com­ p e t e n c e r e q u i r e d f o r e ach g r o u p . A n a l y s i s o f t h e d a t a c o l l e c t e d f o r t h e s t u d y r e s u l t e d in t h e f i n d i n g s enum erated below: 1. Incumbents o f b o t h t h e p r o f e s s i o n a l and n o n p r o f e s s i o n a l p o s i ­ t i o n s p e c i f i e d a d i v i s i o n su ch t h a t t h e r e was a s t a t i s t i c a l l y s i g n i f i c a n t d i f f e r e n c e between t a s k f u n c t i o n s a s s i g n e d t o t h e i r own p o s i t i o n and t o t h e c o u n t e r p o s i t i o n . 2. Th er e was no s t a t i s t i c a l l y s i g n i f i c a n t d i f f e r e n c e between t h e assignments o f " l e a s t t e c h n i c a l " f u n c tio n s to th e p r o f e s s i o n a l s by inc umbents o f t h e n o n - p r o f e s s i o n a l p o s i t i o n and in c um be nts of the p ro fessio n al p o s itio n . 44 3. T h e r e was s t a t i s t i c a l l y s i g n i f i c a n t d i f f e r e n c e between t h e a s s i g n m e n t s o f t h e "most t e c h n i c a l " f u n c t i o n s t o t h e p r o f e s ­ s i o n a l s by in c um be nt s o f t h e n o n - p r o f e s s i o n a l p o s i t i o n and in c u m b e nts o f t h e p r o f e s s i o n a l p o s i t i o n . 4. T h e re was s t a t i s t i c a l l y s i g n i f i c a n t d i f f e r e n c e between t h e assignments of th e " l e s s te c h n i c a l" fu n c tio n s to p r o f e s s i o n a ls by in c um be nts o f t h e n o n - p r o f e s s i o n a l p o s i t i o n . 5. T h e re were no s t a t i s t i c a l l y s i g n i f i c a n t d i f f e r e n t o n - t h e - j o b e x p e c t a t i o n s between t h e p r o f e s s i o n a l s and n o n - p r o f e s s i o n a l s fo r the non-professional p o s itio n . 6. T he re were no s t a t i s t i c a l l y s i g n i f i c a n t d i f f e r e n t o n - t h e - j o b e x p e c t a t i o n s between t h e p r o f e s s i o n a l s and n o n - p r o f e s s i o n a l s fo r the p ro fessio n al p o s itio n . 7. T he re was no s t a t i s t i c a l l y s i g n i f i c a n t d i f f e r e n c e between r o l e e x p ectatio n s of n o n -p ro fessio n als according to race. 8. T he re was s t a t i s t i c a l l y s i g n i f i c a n t d i f f e r e n c e between r o l e e x p e c ta tio n s o f n o n -p ro fe s s io n a ls according to previous t r a i n ­ ing. 9. Th ere was no s t a t i s t i c a l l y s i g n i f i c a n t d i f f e r e n c e between r o l e e x p e c ta tio n s o f n o n - p r o f e s s io n a l s a ccording t o age. 10. T he re was s t a t i s t i c a l l y s i g n i f i c a n t d i f f e r e n c e between r o l e e x p e c ta tio n s of n o n -p ro fe s s io n a ls according to educational le v e l . 11. T h e re was no s t a t i s t i c a l l y s i g n i f i c a n t d i f f e r e n c e between r o l e e x p e c ta tio n s of n o n -p ro fe s s io n a ls according to previous e x p e r i ­ ence. 12. T he re was s t a t i s t i c a l l y s i g n i f i c a n t d i f f e r e n c e between r o l e , e x p e c t a t i o n s o f n o n - p r o f e s s i o n a l s a c c o r d i n g t o economic s t a t u s . Summary The l i t e r a t u r e re v ie w e d i n t h i s c h a p t e r has p r o v i d e d a t h e o ­ r e t i c a l framework f o r a c o m par is on o f t h e r o l e c o n c e p t o f p a r a p r o ­ f e s s i o n a l s by t h e i r p e e r s . A r e v i e w o f t h e l i t e r a t u r e has f o c u s e d a t t e n t i o n on i d e a s o f c e n t r a l im p o r t a n c e t o t h i s s t u d y . ^McNutt, "An A n a l y s i s . " One o f t h e s e 45 i s t h a t i f p a r a p r o f e s s i o n a l s a r e t o make t h e i r f u l l e s t c o n t r i b u t i o n t o s cho ol p ro gr am s , t h e i r t a s k s must be c l e a r l y d e f i n e d so t h e y can be t r a i n e d t o p r o v i d e maximum s e r v i c e . T e a c h e r s and p r i n c i p a l s must a l s o understand th e p a r a p r o f e s s i o n a l 's r o l e . Second, q u e s t i o n s c o n c e r n i n g t h e l i m i t a t i o n s o f t h e sch ool p a ra p ro fe ss io n a l a re f r e q u e n t ly r a is e d in th e l i t e r a t u r e . t h e p a r a p r o f e s s i o n a l be p e r m i t t e d t o do? s i o n a l n o t be p e r m i t t e d t o do? What s h o u l d What s h o u l d t h e p a r a p r o f e s ­ Such q u e s t i o n s a r e c e n t r a l t o t h e i s s u e o f r o l e d e f i n i t i o n and p r o c e d u r e s t o be e s t a b l i s h e d a s r e l a t e d t o c re d e n tia lin g or lic e n sin g . A t h i r d idea of c e n tr a l importance i s t h a t the u l t im a te o b je c ­ t i v e s o f c a r e e r d e ve lo pm en t i n c l u d e b o t h d i f f e r e n t i a t e d s t a f f i n g and d i f f e r e n t i a t e d e d u c a t i o n so t h a t improved e d u c a t i o n a l s e r v i c e s m ig ht be p r o v i d e d s t u d e n t s . F o u r t h , com mun ities a r e i n s i s t i n g t h a t s ch o ol p e r s o n n e l e x p e c t more from y o u n g s t e r s . T he re i s a new demand f o r a c c o u n t a b i l i t y which i s l i k e l y t o m a n i f e s t i t s e l f i n new me thods f o r e v a l u a t i o n and q u a l i t y control. Sc hools have t o c o n c e n t r a t e on c o g n i t i v e d e v e lo p m e n t i n a v a r i e t y o f a p p r o a c h e s t h a t w i l l be o f e d u c a t i o n a l v a l u e t o s t u d e n t s . I t i s n o te w o r th y t h a t t h e us e o f p a r a p r o f e s s i o n a l s has some added hope for success. They may s e r v e as models and g e n e r a l l y a s s i s t in t h e de velopm ent o f s e l f - c o n c e p t o f t h e y o u n g s t e r s o r may be a b l e t o e s t a b ­ l i s h c o n t a c t w i t h s t u d e n t s i n a more i n f o r m a l way. CHAPTER I I I DESIGN OF THE STUDY Introduction The p r i n c i p a l aim o f t h i s s t u d y was t o compare t h e r o l e p e r ­ c e p t i o n s o f p a r a p r o f e s s i o n a l s a s p e r c e i v e d by c e r t a i n p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s . In a d d i t i o n , t h i s s t u d y i n v e s t i g a t e d the a c tu a l r o l e d e le g a te d to p a r a p r o f e s s i o n a l s in the school d i s t r i c t s o f Grand R a p i d s , L a n s i n g , and P o n t i a c , M i c h i g a n . This c h a p te r is p r i m a r i l y c o n c e r n e d w i t h a d e s c r i p t i o n o f t h e l o c a l e s in which t h i s study took p l a c e , com position o f th e sample, d a ta c o l l e c t i o n p ro c e ­ dures u t i l i z e d , and methods us ed f o r t r e a t m e n t o f t h e d a t a . tion, t h e r e s e a r c h h y p o t h e s e s t o be t e s t e d a r e l i s t e d . In a d d i ­ Demographic S t r u c t u r e o f S e l e c t e d School D i s t r i c t s Grand R api ds Grand Rapids^ i s a c i t y o f a p p r o x i m a t e l y 2 55 ,0 00 r e s i d e n t s w i t h i n a m e t r o p o l i t a n a r e a o f 550,0 00 p e o p l e . I t i s t h e s e a t o f c o u n t y gov­ e rnm en t t h a t i n c l u d e s e l e v e n s u r r o u n d i n g m e t r o p o l i t a n a r e a s . The Grand Rapids c i t y commission g o v e r n s t h e Grand Rapids School D i s t r i c t . The B lack p o p u l a t i o n o f Grand R api ds c o m p r i s e s a p p r o x i m a t e l y 20 p e r c e n t o f t h e t o t a l population. Most o f t h e s e r e s i d e n t s l i v e n e a r ^All d a t a on Grand R a p i d s , M i c h i g a n , were t a k e n from P a r a p r o ­ f e s s i o n a l Aide P r e - S e r v i c e and I n - S e r v i c e ( A b s t r a c t , Grand Rapids S p e c i a l Programs O f f i c e , March 4 , 1 9 7 1 ) , p. 2. 46 47 the so u th east sec tio n of the c i t y . L a t i n o s make up 2 p e r c e n t o f t h e t o t a l p o p u l a t i o n , t h e m a j o r i t y o f whom l i v e i n t h e s o u t h e a s t - s o u t h w e s t s e c t i o n o f Grand R a p i d s . The s cho ol d i s t r i c t o f Grand R a p i d s , M i c h i g a n , c o n s i s t s o f the follow ing schools: 55 4 5 4 elem entary schools middle schools j u n i o r h ig h s c h o o l s s e n i o r h ig h s c h o o l s 7 s p e c ia l educationschools 1 e d u ca tio n a l park 1 ju n io r college P a r o c h i a l s c h o o l s a r e a t t e n d e d by some 16 ,0 0 0 s t u d e n t s , t h e m a j o r i t y o f whom a r e w h i t e . Grand R api ds i s p r e s e n t l y o p e r a t i n g u n d e r a b o a r d - a p p r o v e d d e s e g r e g a t i o n p l a n pen din g a d e c i s i o n by t h e c o u r t s on t h i s i s s u e . Lan si ng The L a n s in g School D i s t r i c t ^ f i f t y square m ile s. The s ch oo l d i s t r i c t o f L a n s in g i s l a r g e r t h a n t h e c i t y o f L a n s i n g , and i t s direction. i n c l u d e s an a r e a o f a p p r o x i m a t e l y bou ndary e x t e n d s beyond t h e c i t y in e v e r y T h i r t y - t h r e e th o u s a n d s t u d e n t s a t t e n d s cho ol in t h e L a ns in g s cho ol d i s t r i c t . The number o f e d u c a t i o n a l f a c i l i t i e s a v a i l a b l e t o s tu d e n ts is as fo llo w s: 48 e l e m e n t a r y s c h o o l s (K-6) 5 j u n i o r h ig h s c h o o l s ( 7 - 9 ) 4 s e n i o r h ig h s c h o o l s (1 0 - 1 2 ) Racial d i s t r i b u t i o n o f s tu d e n ts i s : 2 5 ,0 1 0 4,600 2,400 990 o r 77 p e r c e n t o r 13 p e r c e n t or 7 percent o r .3 p e r c e n t C a u c a si a n Black S p a n is h -A m e ri c a n American I n d i a n ^A11 d a t a on L a n s i n g , M i c h i g a n , were t a k e n from D e s e g r e g a t i o n P la n P r o p o s a l ( L a n s i n g : L a n s in g Board o f E d u c a t i o n , 1 9 7 2 ) , i n t r o d . , p. 5. 48 The t o t a l p r o f e s s i o n a l s t a f f numbers a p p r o x i m a t e l y 1 ,7 50 members w i t h 1 3 . 5 p e r c e n t o r 236 b e i n g m i n o r i t y members. The Lansi n g School D i s t r i c t has implemented a n o n - c o u r t o r d e r e d d e s e g r e g a t i o n p l a n o f i t s own t o e l i m i n a t e , r e d u c e , and p r e v e n t m i n o r i t y group i s o l a t i o n in L a ns in g s c h o o l s . The i n t e n t i s t o e l i m i ­ n a t e m i n o r i t y group s e g r e g a t i o n , t o e l i m i n a t e d i s c r i m i n a t i o n among s t u d e n t s and f a c u l t y , and t o overcome t h e e d u c a t i o n a l d i s a d v a n t a g e s o f m inorities. Pontiac i The c i t y o f P o n t i a c i s an i n d u s t r i a l c i t y o f 8 5 , 0 0 0 p e o p l e l o c a t e d in t h e n o r t h e r n s e c t i o n o f Oakland Co unty. m i l e s n o r t h w e s t o f downtown D e t r o i t . I t is tw enty-five P o n t i a c o p e r a t e s u n d e r a com­ m i s s i o n and c i t y manager form o f go ve rnm en t. T h r e e l a r g e G en era l Motors p l a n t s a r e l o c a t e d w i t h i n t h e c i t y and o f f e r employment, d i r e c t l y o r i n d i r e c t l y , to a la rg e m a jo rity o f the p o p u la tio n . The t h r e e p l a n t s c o n t r i b u t e a b o u t 50 p e r c e n t o f t h e l o c a l t a x r e v e n u e . f o r c e i s a b o u t h a l f b l u e c o l l a r and h a l f w h i t e c o l l a r . The working A c c o rd i n g t o t h e 1970 c e n s u s , t h e school d i s t r i c t o f t h e c i t y o f P o n t i a c i n c l u d e s 120,000 p e o p l e as compared t o a l m o s t 700,00 0 i n Oakland Co unty. The 30 p e r c e n t Negro p o p u l a t i o n e xc e e d s t h e B lack p e r c e n t a g e o f b o th t h e s t a t e and c o u n ty l e v e l . The p e r c e n t a g e o f e c o n o m i c a l l y d e p r i v e d p e r s o n s a l s o e x c e e d s t h e s t a t e and co u n ty l e v e l , as e v i d e n c e d by t h e d i s t r i b u t i o n o f ESEA T i t l e I and 0E0 prog rams . Of t h e e i g h t Michi gan c i t i e s h a v in g t h e ^Data on P o n t i a c , M ic h i g a n , were t a k e n from D e m o n s t r a t i o n C i t y Pr op osal ( P o n t i a c , Mich iga n: Comprehensive C a r e e r E d u c a t i o n , O f f i c e o f Community A c t i o n Prog ram s, 1973 ). 49 l a r g e s t number o f B l a c k s , P o n t i a c r a n k s f i f t h . T h e re a r e 8 , 5 0 0 Mexican-Americans and 1 ,5 0 0 P u e r t o R ican r e s i d e n t s i n P o n t i a c . The number o f s c h o o l s a v a i l a b l e t o s t u d e n t s i n P o n t i a c i s a s follows: 23 e l e m e n t a r y s c h o o l s 6 j u n i o r high sch o o ls 2 s e n i o r h ig h s c h o o l s A c a d e m i c a l l y , P o n t i a c has t h e same pro ble m s t h a t f a c e a l l m a j o r urb a n c i t i e s . A s i g n i f i c a n t p o r t i o n o f he ad s o f h o u s e h o l d s i n P o n t i a c a r e s e r i o u s l y l a c k i n g in e d u c a t i o n . The a v e r a g e number o f y e a r s com­ p l e t e d i n school by males i n P o n t i a c i s 1 0 .5 a s compared t o 1 0 . 8 f o r females. In c o m p a r i s o n , t h e a v e r a g e y e a r s o f s c h o o l i n g co m p le te d in Oakland County i s 12 .4 f o r m a le s as compared w i t h 1 2 . 3 f o r f e m a l e s . P r i o r t o t h e 1971-1972 s c h o o l y e a r , t h e s ch oo l d i s t r i c t o f t h e c i t y o f P o n t i a c was o r d e r e d t o d e s e g r e g a t e i t s s c h o o l s . ^ To comply w i t h t h i s c o u r t o r d e r , t h e sch ool d i s t r i c t d e v e l o p e d and implemented a p l a n t o a c h i e v e r a c i a l b a l a n c e t h r o u g h t h e b u s i n g o f s t u d e n t s and reassignment of p ro f e s s io n a l s t a f f . S e l e c t i o n o f t h e Sample The p o p u l a t i o n f o r t h i s s t u d y i n c l u d e d a random s a m p l in g o f f o r t y e x p e r t s s e l e c t e d from a l i s t i n g o f l o c a l , s t a t e , and n a t i o n a l C a r e e r O p p o r t u n i t y D i r e c t o r s and c o o p e r a t i n g c o l l e g e and u n i v e r s i t y representatives. Thes e names were o b t a i n e d from t h e C a r e e r O p p o r t u n i t i e s ^A p p l i c a t i o n f o r A s s i s t a n c e Under t h e Emergency School Aid A c t , School D i s t r i c t o f t h e C i t y o f P o n t i a c , F e b r u a r y 1, 1973. Appendix A, p. 1. Summary and F i n a l R e p o r t o f t h e R e s e a r c h - E v a l u a t i o n . 50 Program D i r e c t o r y f o r 19 72 . ^ P a n e l i s t s were c l a s s i f i e d by o c c u p a t i o n as f o l l o w s : 1. C o l l e g e and u n i v e r s i t y f a c u l t y members 2. Employees o f s t a t e and l o c a l a d m i n i s t r a t i v e u n i t s 3. S p e c i a l i s t s w i t h i n t h e U n i t e d S t a t e s O f f i c e o f E d u c a ti o n The panel o f e x p e r t s was randomly s e l e c t e d u s i n g t h e f o l l o w i n g f o r m u l a : x where: X 40 Ni = Number o f p a n e l i s t s i n group S t a t e and l o c a l = 181 C o l l e g e and u n i v e r s i t y = 60 Federal s p e c i a l i s t s 40 = N = T o t a l number o f p a n e l i s t s l i s t e d in t h e C a r e e r O p p o r t u n i t y Program D i r e c t o r y = 281 T h e r e f o r e , t h e t o t a l number o f p a n e l i s t s w i t h i n a s p e c i f i c o c c u p a t i o n a l t r a c k i s i n d i c a t e d below. C o l l e g e and u n i v e r s i t y f a c u l t y members — 8 o r 20 p e r c e n t S t a t e and l o c a l a d m i n i s t r a t i v e u n i t s -- 26 o r 70 p e r c e n t S p e c i a l i s t s - - U . S . O ffice o f Education -- 6 o r 10 p e r c e n t The panel o f e x p e r t s was a n a t i o n a l l y r e p r e s e n t a t i v e sample o f f o r t y e x p e r t s from t w e n t y - t h r e e s t a t e s w i t h i n t h e U n i t e d S t a t e s o f America and Washingto n, D.C. P a n e l i s t s in t h i s s t u d y were c l o s e l y ^ " C a r e e r O p p o r t u n i t i e s Program D i r e c t o r y f o r 1972" (W a sh in gt on , U.S. O f f i c e o f E d u c a t i o n , C a r e e r O p p o r t u n i t i e s Program, 1972 ). 2 R es e ar ch a s s i s t a n c e p r o v i d e d by t h e Dep art me nt o f Re se ar ch C o n s u l t a t i v e S e r v i c e s , C o l l e g e o f E d u c a t i o n , Michigan S t a t e U n i v e r s i t y . D.C.: 2 51 a s s o c i a t e d w i t h programs making us e o f p a r a p r o f e s s i o n a l s and were cho sen b e c a u s e o f r e s e a r c h t h e y have c o n d u c t e d in t h e a r e a o f p a r a ­ professional u ti l iz a ti o n . D i r e c t o r s o f p a r a p r o f e s s i o n a l programs i n t h e Michi gan s c h o o l d i s t r i c t s o f Grand R a p i d s , L a n s i n g , and P o n t i a c s u b m i t t e d r e p o r t s i n d i e a t i n g t h e number o f e l e m e n t a r y s c h o o l s u t i l i z i n g p a r a p r o f e s s i o n a l services. One p r i n c i p a l , one t e a c h e r , and one p a r a p r o f e s s i o n a l s e l e c t e d from c e r t a i n s c h o o l s p a r t i c i p a n t s were u s e d . i n t h r e e s ch ool d i s t r i c t s . were Ninety For p u r p o s e s o f t h i s r e s e a r c h , n i n e t y was r e g a r d e d as h ig h enough p r o p o r t i o n a l l y t o be r e p r e s e n t a t i v e o f a randomly sampled p o p u l a t i o n . The number o f p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s s e l e c t e d was d e t e r m i n e d by t h e f o l l o w i n g f o r m u l a : T x 90 Where: Ni = Number o f e l e m e n t a r y s c h o o l s in ea c h s cho ol d i s t r i c t N = T o t a l number o f e l e m e n t a r y s c h o o l s = 126 Grand R a p i d s : Lansing: Pontiac: 48 x 90 = 40 x 90 = 34 vPt- x 90 = 16 126 Using a t a b l e o f random numbers, f o r t y p r i n c i p a l s , f o r t y t e a c h e r s , and f o r t y p a r a p r o f e s s i o n a l s were s e l e c t e d from Grand R a p i d s ; t h i r t y - f o u r p r i n c i p a l s , t h i r t y - f o u r t e a c h e r s , and t h i r t y - f o u r 52 p a r a p r o f e s s i o n a l s were s e l e c t e d from L a n s i n g ; and s i x t e e n p r i n c i p a l s , s i x t e e n t e a c h e r s , and s i x t e e n p a r a p r o f e s s i o n a l s were s e l e c t e d from Pontiac. These s ch ool d i s t r i c t s were s e l e c t e d b e c a u s e o f s i m i l a r i t i e s i n m u l t i - r a c i a l c o m p o s i t i o n and a l s o b e c a u s e o f t h e m u l t i p l i c i t y o f f e d e r a l programs p e r m i t t i n g u s e o f p a r a p r o f e s s i o n a l s i n c l a s s r o o m s . Procedures S e l e c t e d s cho ol d i s t r i c t s were c o n t a c t e d by m a il r e q u e s t i n g t h e i r cooperation in the study. affirm atively. Each o f t h e s e l e c t e d s c h o o l s r e s p o n d e d A l e t t e r o f p r o c e d u r e was f i r s t s e n t t o a d m i n i s t r a t o r s i n c h a r g e o f p a r a p r o f e s s i o n a l pro gra m s. T h e r e a f t e r , 270 q u e s t i o n n a i r e s were s e n t t o p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s in p a r t i c i p a t ­ in g s c h o o l s . Each p a c k e t was coded f o r each s cho ol d i s t r i c t i n v o l v e d and s e n t t o p r i n c i p a l s o f t h e r e s p e c t i v e s c h o o l s . Packets c ontained a l e t t e r o f e x p l a n a t i o n t o each p a r t i c i p a n t , a q u e s t i o n n a i r e , and a st a m p e d , a d d r e s s e d e n v e l o p e . P a r t i c i p a n t s were r e q u e s t e d t o c o m p l e t e t h e i n v e n t o r i e s a c c o r d i n g t o d i r e c t i o n s , p l a c e them i n t h e e n c l o s e d st a m p e d , a d d r e s s e d e n v e l o p e s , and r e t u r n t o p r i n c i p a l s , who, i n t u r n , were r e q u e s t e d t o mail them. The d a t a o f t h i s r e s e a r c h p r o j e c t were programmed f o r c om pu te r analysis. Data were a n a l y z e d t o a s c e r t a i n p e r c e p t i o n s o f r e s p o n d e n t s r e g a r d i n g t h e d e g r e e t o which programs in D i s t r i c t A, D i s t r i c t B, and D i s t r i c t C were in harmony w i t h c r i t e r i a e s t a b l i s h e d by s e l e c t e d authorities. 53 Instrum entation S i n c e t h i s s t u d y was done s u b s e q u e n t t o a p r e v i o u s s t u d y c o n ­ d u c t e d by Bryce P e r k i n s in 1961 a t New York U n i v e r s i t y , q u e s t i o n n a i r e s used by t h e a u t h o r were r e p l i c a t e d f o r t h i s s t u d y . A ll i t e m s were v a l i d a t e d as a r e s u l t o f p e r s o n a l c o n f e r e n c e s by Bryc e P e r k i n s w i t h u n i v e r s i t y o f f i c i a l s , s cho ol s u p e r i n t e n d e n t s , t e a c h e r s , and p r i n c i p a l s i n M ic h i g an , C o l o r a d o , M a s s a c h u s e t t s , and C o n n e c t i c u t . Further v a l i ­ d a t i o n was o b t a i n e d from t h e l i t e r a t u r e , s t u d i e s c o n d u c t e d a t C e n t r a l Michigan U n i v e r s i t y , and s t u d i e s c o n d u c t e d by t h e N a t i o n a l A s s o c i a t i o n o f Se co nda ry School P r i n c i p a l s . Three i d e n t i c a l q u e s t i o n n a i r e s were s e n t t o a p a ne l o f f o r t y experts in v itin g t h e i r responses. P a r t one f o c u s e d on t h e d e f i n i t i o n o f t h e r o l e o f t h e p a r a p r o f e s s i o n a l and c o n s i s t e d o f t h r e e d e f i n i t i o n s . The r e s p o n d e n t s s e l e c t e d one o f t h e d e f i n i t i o n s o r i n c l u d e d a new definition. P a r t two was r e l a t e d t o t h e r o l e o f t h e p a r a p r o f e s s i o n a l and c o n t a i n e d tw e n ty r o l e f u n c t i o n s . P a r t t h r e e was c o n c e r n e d w i t h c r i t e r i a f o r s e l e c t i o n and c o n t a i n e d t w e l v e i t e m s . The pa ne l o f e x p e r t s was as ke d t o a c c e p t , a c c e p t i n p a r t , o r r e j e c t t h e it e m s i n c l u d e d in p a r t s two and t h r e e o f t h e q u e s t i o n n a i r e . The p u r p o s e o f d i s t r i b u t i n g q u e s t i o n n a i r e s t o t h e f o r t y members o f t h e p a n el o f e x p e r t s was t o v a l i d a t e t h e d e f i n i t i o n , t h e r o l e f u n c t i o n , and c r i t e r i a f o r s e l e c t i n g paraprofessionals. Responses t o t h e q u e s t i o n n a i r e s were t a b u l a t e d and r e p o r t e d in p e r c e n t a g e s ; i t e m s a c c e p t e d by a t h r e e - f o u r t h s m a j o r i t y o f t h e panel o f e x p e r t s were r e t a i n e d and recommended c han ge s i n p h r a s e o l o g y were made. Once t h e s e changes were made, t h e q u e s t i o n n a i r e was d i s t r i b ­ u t e d t o p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s i n Michi gan s c h o o l 54 d i s t r i c t s to respond to s ta te m e n ts r e g a rd in g th e a c tu a l r o l e o f p a r a ­ professionals. These d a t a were e x p e c t e d t o p r o v i d e i n s i g h t s i n t o t h e p e r c e p t i o n s each o c c u p a t i o n a l g ro up h e l d a b o u t t h e em erg in g r o l e o f the p a r a p ro fe s s io n a l. Hy po th e se s Problem The p u r p o s e o f t h i s r e s e a r c h was t o s t u d y r o l e p e r c e p t i o n s o f p a r a p r o f e s s i o n a l s as p e r c e i v e d by c e r t a i n p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s , and t o d e t e r m i n e i f t h e r e i s a r e l a t i o n s h i p between t h e r o l e p e r c e p t i o n o f p a r a p r o f e s s i o n a l s when compared w i t h p r i n c i p a l s ' , t e a c h e r s ' , and p a r a p r o f e s s i o n a l s ' r o l e p e r c e p t i o n s . Null H y p o t h e s i s 1: T h e re a r e no s i g n i f i c a n t d i f f e r e n c e s i n t h e d i s ­ t r i b u t i o n of responses to s p e c if ic questions r e l f e c t ing t h e r o l e c o n c e p t o f p a r a p r o f e s s i o n a l s as measure d by t h e D e f i n i t i o n o f t h e Role o f t h e P a r a ­ p r o f e s s i o n a l Survey I n s t r u m e n t . Null H y p o t h e s i s 2: T h e r e a r e no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o i te m two ( p r e p a r e s and p r e v ie w s f i l m ) r e f l e c t i n g t h e a c t u a l r o l e o f t h e p a r a p r o f e s s i o n a l by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s by p o s i t i o n . Null H y p o t h e s i s 3: T he re a r e no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o it e m f i v e ( s u p e r v i s e s v a r i o u s a u x i l i a r y s ch oo l s e r ­ v ices) r e f l e c t i n g the actual ro le o f the parapro­ f e s s i o n a l by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s ­ s i o n a l s by p o s i t i o n . Null H y p o t h e s i s 4: T h e re a r e no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o it e m se v e n ( a s s i s t s t u d e n t s on d i f f i c u l t i n f o r ­ m a t i o n o r make-up work) r e f l e c t i n g t h e a c t u a l r o l e o f t h e p a r a p r o f e s s i o n a l by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s by p o s i t i o n . Null H y p o t h e s i s 5: T h e re a r e no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o it e m e i g h t ( s e t t i n g up m a t e r i a l s t o c r e a t e an environment f o r l e a r n i n g ) r e f l e c t i n g th e a c tu a l r o l e o f t h e p a r a p r o f e s s i o n a l s by p r i n c i p a l s , t e a c h ­ e r s , and p a r a p r o f e s s i o n a l s by p o s i t i o n . 55 Null H y p o t h e s i s 6: The re a r e no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o it e m t w e l v e ( p r e p a r a t i o n o f m a t e r i a l s f o l l o w i n g te a c h e r p a ra p ro fe s s io n a l planning s e s s i o n s ) r e f l e c t ­ in g t h e a c t u a l r o l e o f t h e p a r a p r o f e s s i o n a l by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s by position. Null H y p o t h e s i s 7: T he re a r e no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o it e m f i f t e e n ( c o n f e r s w i t h t e a c h e r r e g a r d i n g a p p ro p ria te s t r a t e g i e s fo r le arn in g ) r e f l e c t i n g the a c t u a l r o l e o f t h e p a r a p r o f e s s i o n a l by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s by p o s i t i o n . Null H y p o t h e s i s 8: Th e re a r e no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o it e m s i x t e e n ( r e c o r d s d a t a on c u m u l a t i v e r e c o r d s ) r e f le c tin g the actual ro le of the paraprofessional by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s by position. Null H y p o t h e s i s 9: Th ere a r e no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o it e m tw e n ty ( a r r a n g e s f o r f i e l d t r i p s ) r e f l e c t ­ in g t h e a c t u a l r o l e o f t h e p a r a p r o f e s s i o n a l by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s by position. Null H y p o t h e s i s 10: Th ere a r e no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o it e m n i n e ( l i k i n g o f c h i l d r e n ) r e f l e c t i n g t h e c r i t e r i a f o r s e l e c t i o n o f p a r a p r o f e s s i o n a l s by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s by position. Null H y p o t h e s i s 11 Th ere a r e no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o it e m tw e l v e ( a b i l i t y t o work w i t h s c h o o l p e r ­ sonnel) r e f l e c t i n g the c r i t e r i a f o r s e l e c t i o n of p a r a p r o f e s s i o n a l s by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s by p o s i t i o n . Null H y p o t h e s i s 12: T he re a r e no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o it e m s i x ( a v e r a g e i n t e l l i g e n c e ) r e f l e c t i n g t h e c r i t e r i a f o r s e l e c t i n g p a r a p r o f e s s i o n a l s by p r i n ­ c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s by p o s i t i o n . Null H y p o t h e s i s 13: T he re a r e no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o it e m t h i r t e e n ( a r t i s t i c a b i l i t y ) r e f l e c t i n g t h e c r i t e r i a f o r s e l e c t i n g p a r a p r o f e s s i o n a l s by p r i n ­ c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s in D i s t r i c t A, D i s t r i c t B, and D i s t r i c t C. 56 Null H y p o t h e s i s 14: T he re a r e no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o it e m f o u r t e e n ( w i l l i n g t o a c c e p t r e s p o n s i b i l i t y ) r e f le c tin g the c r i t e r i a fo r s e le c tin g p arap ro fes­ s i o n a l s by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s ­ s i o n a l s in D i s t r i c t A, D i s t r i c t B, and D i s t r i c t C. Null H y p o t h e s i s 15: T he re a r e no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o it e m f i f t e e n ( s e n s i t i v i t y t o ne ed s o f y o u t h ) r e f l e c t i n g the c r i t e r i a f o r s e l e c t i n g p a ra p r o f e s ­ s i o n a l s by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s ­ s i o n a l s i n D i s t r i c t A, D i s t r i c t B, and D i s t r i c t C. All h y p o t h e s e s were t e s t e d a t t h e .05 l e v e l o f c o n f i d e n c e . Data A n a l y s i s The ch i s q u a r e t e s t was used t o d e t e r m i n e t h e s i g n i f i c a n t d i f ­ f e r e n c e s e x i s t i n g among p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s by p o s i t i o n and by d i s t r i c t . y2 _ (0 - E) 2 x ' E Where: 0 = Observed f r e q u e n c y E = P red icted frequency ( r - 1) (c - 1) Where: r = number o f rows in a p a r t i c u l a r c o n t i n g e n c y t a b l e c = number o f columns in a p a r t i c u l a r c o n t i n g e n c y t a b l e O b s e r v a t i o n s were c l a s s i f i e d i n t o d i s c r e t e c a t e g o r i e s and r e c o r d e d i n t o c o n t i n g e n c y t a b l e s as o b s e r v e d r e s p o n s e s and t h e c o r r e s p o n d i n g chi-square c o n trib u tio n s. Where a p p l i c a b l e , d a t a were s e l e c t e d from computer p r i n t - o u t s t o d e t e r m i n e i f t h e n u l l s h o u l d be r e j e c t e d . 57 Strongly Agree Agree Undecided Disagree Strongly Disagree Principals Teachers Paraprofessionals The p r e c e d i n g i s an example o f a p p l i c a t i o n o f c h i s q u a r e method p f t e s t i n g s i g n i f i c a n t d i f f e r e n c e s among t h e t h r e e g r o u p s . Summary Th is s t u d y was d e s i g n e d t o compare t h e r o l e c o n c e p t o f p a r a ­ p r o f e s s i o n a l s as p e r c e i v e d by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n ­ als. S e l e c t e d e l e m e n t a r y s c h o o l s in t h e s cho ol d i s t r i c t s o f Grand R a p i d s , L a n s i n g , and P o n t i a c were used i n t h i s s t u d y . The p o p u l a t i o n i n c l u d e d f o r t y p a n e l i s t s , n i n e t y p r i n c i p a l s , n i n e t y t e a c h e r s , and n i n e t y p a r a p r o f e s s i o n a l s from t h r e e s e l e c t e d s ch ool d i s t r i c t s . Q u e stio n n a ire s designed to a s c e r t a i n respondent p e rc ep tio n s were m a i l e d t o c e r t a i n a u t h o r i t i e s t h r o u g h o u t t h e U n it e d S t a t e s and t o a d m i n i s t r a t o r s , t e a c h e r s , and p a r a p r o f e s s i o n a l s in t h e Michigan d i s ­ t r i c t s o f Grand R a p i d s , L a n s i n g , and P o n t i a c . R e s e a r c h h y p o t h e s e s were developed re g a rd in g r o l e d e f i n i t i o n s o f p a r a p r o f e s s i o n a l s , a c tu a l r o l e o f p a r a p r o f e s s i o n a l s , and c r i t e r i a f o r s e l e c t i o n . t e s t e d a t t h e .05 l e v e l o f s i g n i f i c a n c e . All h y p o t h e s e s were The s t a t i s t i c a l instrum ents i d e n t i f i e d as a p p r o p r i a t e were a t h r e e - d i m e n s i o n a l chi s q u a r e a n a l y s i s technique. CHAPTER IV ANALYSIS OF THE DATA In t h i s c h a p t e r a r e p r e s e n t e d t h e r e s u l t s o f co mparing and analyzing d a ta. The m a jo r problem o f t h i s r e s e a r c h was t o s t u d y t h e r o l e p e r c e p t i o n o f p a r a p r o f e s s i o n a l s as p e r c e i v e d by c e r t a i n p r i n c i ­ p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s . In a d d i t i o n , t h e p o s i t i o n o f t h e p a r a p r o f e s s i o n a l was examined t o d e t e r m i n e t h e c r i t e r i a f o r s e l e c ­ t i o n and t h e a c t u a l r o l e o f t h e p a r a p r o f e s s i o n a l i n t h e Michigan s ch ool d i s t r i c t s t o be known as D i s t r i c t A, D i s t r i c t B, and D i s t r i c t C. In t h i s s t u d y a n a t i o n a l l y r e p r e s e n t a t i v e sam p li ng o f f o r t y p a n e l i s t s from t w e n t y - t h r e e s t a t e s was used t o v a l i d a t e t h e q u e s t i o n ­ n a ire instrum ent. T hi s pa nel i n c l u d e d e d u c a t o r s who were c o n s i d e r e d e x p e r t s in t h e a r e a o f p a r a p r o f e s s i o n a l management. A dditionally, ninety p r i n c i p a l s , n i n e t y t e a c h e r s , and n i n e t y p a r a p r o f e s s i o n a l s c hose n p r o ­ p o r t i o n a l l y from D i s t r i c t A, D i s t r i c t B, and D i s t r i c t C were i n c l u d e d in t h i s s t u d y . These d a t a were g a t h e r e d from r e s p o n s e s by s e l e c t e d p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s t o t h i r t y - n i n e it e m s c o n ­ t a i n e d on t h r e e q u e s t i o n n a i r e s d i s t r i b u t e d f o r t h i s p u r p o s e . Questions were d e s i g n e d t o e l i c i t t h e p e r c e p t i o n o f r e s p o n d e n t s as r e l a t e d t o t h e r o l e d e f i n i t i o n , c r i t e r i a f o r s e l e c t i o n , and a c t u a l r o l e o f t h e paraprofessional. Data from t h e q u e s t i o n n a i r e s were t a b u l a t e d by t h e C o n t r o l Data C o r p o r a t i o n (CDC) 6500 co mputer a t Michigan S t a t e U n i v e r s i t y . 58 A 59 c h i s q u a r e t e s t was us ed t o d e t e r m i n e w h e t h e r v a r i a t i o n s i n r e s p o n s e s were a s s o c i a t e d w i t h c e r t a i n c h a r a c t e r i s t i c s o f r e s p o n d e n t s by s c h o o l d i s t r i c t o r by p o s i t i o n . Analysis of D e f in itio n Statements D e f i n i t i o n One T h irty -tw o p a n e l i s t s responded to a q u e s t i o n n a i r e concerning the ro le d e fin itio n of paraprofessionals. R espons es t o d e f i n i t i o n one were c a t e g o r i z e d and su mmarized, and t h e r e s u l t s a r e p r e s e n t e d in T a b l e 1. The r o l e o f t h e p a r a p r o f e s s i o n a l i s t o f r e e t h e t e a c h e r from c e r t a i n c l e r i c a l and r o u t i n e c h o r e s i n o r d e r t o e n a b l e him t o spend more t i m e in p l a n n i n g , e v a l u a t i n g , and i n s t r u c t i n g . T a b l e 1 . — Summary o f r e s p o n s e s by p a n e l i s t s on r o l e d e f i n i t i o n o f paraprofessionals. R esp onde nts College D efinition 1 D efinition 2 D efinition 3 0% 60% 40% L ocal-state 14% 38% 48% Federal-speciali sts 17% 50% 33% Findings T a b l e 1 i n d i c a t e s t h a t no c o l l e g e r e s p o n d e n t s s u p p o r t e d t h e f i r s t definition. S e v e n t e e n p e r c e n t o f t h e f e d e r a l s p e c i a l i s t s and 14 p e r c e n t o f t h e l o c a l and s t a t e employee group a c c e p t e d t h e f i r s t d efinition. Thu s, p a n e l i s t s r e j e c t e d d e f i n i t i o n o n e , w h e t h e r c o n s i d e r e d c o l l e c t i v e l y o r on t h e b a s i s o f s p e c i f i c g r o u p s . 60 D e f i n i t i o n Two Responses t o d e f i n i t i o n two by t h i r t y - t w o p a n e l i s t s were c a t e ­ g o r i z e d and summarized, and t h e r e s u l t s a r e p r e s e n t e d i n T a b l e 1. The r o l e o f t h e p a r a p r o f e s s i o n a l i s t o f r e e t h e t e a c h e r from c e r t a i n c l e r i c a l and r o u t i n e c h o r e s ; t o a s s i s t t h e t e a c h e r w i t h th e p re p a ra tio n of i n s t r u c t i o n a l m a t e r i a l s ; to a s s i s t with o b j e c t i v e e v a l u a t i o n when s p e c i a l i z e d knowledge i s n o t r e q u i r e d ; and t o a s s i s t i n t h e s u p e r v i s i o n o f c e r t a i n i n d e p e n d e n t workplay a c t i v i t i e s . Findings A cco rdi ng t o T a b l e 1 , 60 p e r c e n t o f c o l l e g e s t a f f members, 50 p e r c e n t o f f e d e r a l s p e c i a l i s t s , and 38 p e r c e n t o f t h e l o c a l r e s p o n ­ d e n t s s u p p o r t e d d e f i n i t i o n two. T hus , d e f i n i t i o n two was a c c e p t e d by the p a n e l i s t s . D e f i n i t i o n Three Below a r e t h e r e s u l t s o f t h i r t y - t w o p a n e l i s t s ' d e fin itio n three. responses to E l i c i t e d r e s p o n s e s were c a t e g o r i z e d and sum marize d, and a r e p r e s e n t e d in T a b l e 1. The r o l e o f t h e p a r a p r o f e s s i o n a l i s t o s u p e r v i s e c e r t a i n i n d e ­ p e n d e n t work a c t i v i t i e s o f p u p i l s ; t o p r o v i d e r o u t i n e t u t o r i a l s e r v i c e ; and t o p r o v i d e r e s e a r c h a s s i s t a n c e t o t h e c l a s s r o o m t e a c h e r when none o f t h e a c t i v i t i e s r e q u i r e p r o f e s s i o n a l t e a c h e r preparation. Findings T a b l e 1 i n d i c a t e s t h a t 48 p e r c e n t o f t h e r e s p o n s e s e l i c i t e d from l o c a l and s t a t e a g e n c i e s s u p p o r t e d d e f i n i t i o n t h r e e . In a d d i t i o n , 40 p e r c e n t o f t h o s e c a t e g o r i z e d a s c o l l e g e empl oye es s u p p o r t e d d e f i ­ n i t i o n t h r e e , as was t r u e o f 33 p e r c e n t who re s p o n d e d from t h e s p e c i a l i s t 61 category. F u r t h e r t a b u l a t i o n o f d a t a r e v e a l e d t h a t t w e n t y - e i g h t pa t e l - i s t s , o r 88 p e r c e n t , a c c e p t e d e i t h e r d e f i n i t i o n two o r t h r e e . Response p a t t e r n s by c o l l e g e , s t a t e , and f e d e r a l r e s p o n d e n t s in d ic a te d acceptance o f the r o l e concept o f p a r a p r o f e s s io n a ls in theory and i n p r a c t i c e . D i s a g r e e m e n t on a s p e c i f i c d e f i n i t i o n can be a t t r i b ­ uted to th e d i f f i c u l t ta s k o f w r iti n g a s i n g l e , a l l - i n c l u s i v e job d e sc rip tio n of the p arap ro fessio n al. A c tu a l Role Q u e s t i o n n a i r e F i n d i n g s A l i s t o f twenty items r e l a t i n g to th e a c tu a l r o l e o f th e p a r a ­ p r o f e s s i o n a l was i n c l u d e d in a t h r e e - p a r t q u e s t i o n n a i r e t o p a n e l i s t s . A summary o f r e s p o n s e s i s p r e s e n t e d i n T a b l e 2. Findings A c o n d i t i o n f o r r e t a i n i n g any o f t h e t w e n t y it e m s f o r t h e r e v i s e d q u e s t i o n n a i r e was by 75 p e r c e n t a g r e e m e n t by p a n e l i s t s . P e r c e n t a g e s g i v e n in t h e a c c e p t column i n T a b l e 2 were used t o r e t a i n ite m s where t h e r e was 75 p e r c e n t o r more a g r e e m e n t . t i o n , recommended c ha nge s i n p h r a s e o l o g y were c o n s i d e r e d . In a d d i ­ On t h i s b a s i s , s i x i t e m s were r e t a i n e d , se v e n it e m s wer e d e l e t e d , and seve n new i t e m s were added a s recommended by t h e p a n e l i s t s . D e l e t e d ite m s from t h e o r i g i n a l q u e s t i o n n a i r e a r e l i s t e d below: 5. Serves as a l i b r a r y a s s i s t a n t 7. S u p e r v i s e s t h e p la y g r o u n d u n d e r c e r t a i n c o n d i t i o n s 8. S u p e r v i s e s t h e s c h o o l lunchroom 14. S u p e r v i s e s money c o l l e c t i o n s 15. H an dle s r o u t i n e i n t e r r u p t i o n s 62 T a b l e 2 . — Summary o f r e s p o n s e s by p a n e l i s t s on a c t u a l r o l e o f p a r a p ro fessio n al s. Item Number A c ce pt Number A c ce pt i n P a r t Percent Number Percent Reject Number Percent 1 24 75 6 19 2 29 91 3 9 • • • • 3 30 94 2 6 • • • • 4 27 84 4 13 5 22 69 10 31 • • 6 27 84 5 16 • • 7 23 72 7 22 2 6 8 12 38 16 50 4 12 9 23 72 7 22 2 6 10 16 50 12 37 4 12 11 25 78 8 22 12 25 78 6 19 13 26 81 6 19 14 19 60 10 15 16 50 16 15 17 2 1 • 6 3 • 1 3 31 3 9 13 41 3 9 47 14 44 3 9 18 56 13 41 1 3 18 29 91 3 9 19 27 84 4 13 1 3 20 26 81 6 19 63 16. Provides c l e r i c a l a s s i s t a n c e 17. S e r v e s a s a p i a n o a c c o m p a n i s t f o r mu si c and games R e t a i n e d it e m s w ere: 1. S e rv e s a s a r e s o u r c e p e r s o n i n s u b j e c t m a t t e r c o n t e n t a c c o r d i n g t o t r a i n i n g and e x p e r i e n c e 2. Prepares visual m a te ria ls fo r i n s t r u c t i o n a f t e r c o n s u lta tio n with th e te a c h e r 3. Operates audio v is u a l devices 11. Corrects o b je c tiv e t e s t s 18. A s s i s t s w i t h h o u s e k e e p in g c h o r e s and b u l l e t i n boa rd arrangements 20. A s s i s t s t h e t e a c h e r w i t h ope nin g e x e r c i s e s , l a r g e group l e s s o n s , and d e m o n s t r a t i o n s S u g g e s t e d chang es were s u b m i t t e d by t h e p a n e l i s t s . The r e v i s e d it e m s a r e l i s t e d below: 4. Perf orm s a v a r i e t y o f i n s t r u c t i o n a l t a s k s a f t e r m u t u a l l y a g r e e d upon s t a n d a r d s a r e s e t by t e a c h e r and p a r a p r o f e s s i o n a l 6. Reads s t o r i e s t o c h i l d r e n o r l i s t e n s t o c h i l d r e n r e a d s t o r i e s 9. A s s is ts s tu d e n ts with b asic w r itin g s k i l l s 10. P r o v i d e s t u t o r i a l a s s i s t a n c e f o r i n d i v i d u a l s o r small gr oups o f c h i l d r e n on w e l l - d e f i n e d s u b j e c t s 12. P r e p a r e s and r e p r o d u c e s m a t e r i a l s f o l l o w i n g t e a c h e r / p a ra p ro fe ss io n a l planning se s sio n s 13. Leads t h e c l a s s o r small gro up s in s i m p l e c o m p r e h e n s i v e , s k i l l , or d r i l l ex ercises following pre-palnning discu ssio n s by t e a c h e r and p a r a p r o f e s s i o n a l 19. A r r a n g e s f o r f i e l d t r i p s and a s s i s t s w i t h r e l a t e d t a s k s 64 It em s P e r t a i n i n g t o C r i t e r i a f o r Selection of P araprofessionals A l i s t of f o u r t e e n items p e r t a i n i n g to th e c r i t e r i a f o r s e l e c t i n g p a r a p r o f e s s i o n a l s was s e n t t o f o r t y n a t i o n a l l y l o c a t e d panelists. T h i r t y - t w o re s p o n d e d and t h e i r a n sw e rs a r e summarized in T a b l e 3. Findings Upon t h e recommendation o f r e s p o n d i n g p a n e l i s t s , t h r e e it e m s were d e l e t e d and r e p l a c e d by f i v e new i t e m s . Thus, th e q u e s ti o n ­ n a i r e was i n c r e a s e d t o a s i x t e e n - i t e m q u e s t i o n n a i r e . D e l e t e d i t e m s from t h e o r i g i n a l q u e s t i o n n a i r e a r e l i s t e d below: 11. C lerical s k i l l s 12. A b i l i t y t o p la y piano 14. S u b j e c t m a t t e r back gr oun d o r s p e c i a l i z a t i o n i f to c o rre c t E n g l i s h theme o r t o s e r v e as i n s t r u c t i o n a s s i s t a n t R e t a i n e d it e m s i n o r i g i n a l q u e s t i o n n a i r e were: 2. E vi den ce o f good p h y s i c a l and me nta l h e a l t h 3. Good grooming 5. Pleasing p e rs o n a lity 6. Average i n t e l l i g e n c e 7. S u c c e s s f u l e x p e r i e n c e work ing w i t h c h i l d r e n 8. Some formal e d u c a t i o n beyond h ig h s c h o o l d e s i r a b l e most p o s i t i o n s 9. 13. L i k i n g f o r c h i l d r e n and y o u t h A rtistic a b ility for 65 T a b l e 3 . — Summary o f r e s p o n s e s by p a n e l i s t s t o c r i t e r i a f o r s e l e c t i n g paraprofessionals. Item A c c e p t______ A c ce pt in P a r t umber Number Percent Number Percent 1 26 81 4 13 2 29 91 3 9 3 24 75 8 25 4 18 56 13 5 24 75 6 27 7 Reject Number Percent 2 6 41 1 3 7 22 1 3 84 4 13 1 3 25 78 6 19 1 3 8 24 75 9 28 8 25 9 30 . 94 1 3 1 3 10 27 84 5 16 11 11 34 14 12 5 16 13 24 14 16 • • 44 7 22 9 28 18 56 75 16 50 9 28 50 8 25 8 25 ■ • 66 New i t e m s i n t h e r e v i s e d q u e s t i o n n a i r e a r e l i s t e d below: 1. D edication, s i n c e r i t y , perceptiveness 4. R estra in e d use o f crude o r ab u siv e language 10. A b i l i t y t o work w i t h a t e a c h e r i n an a t m o s p h e r e o f mutual t r u s t and f l e x i b i l i t y 15. D e m onst r at e d s e n s i t i v i t y t o t h e need s o f y o u th 16. R e s t r a i n t o f p e r s o n a l b i a s and p r e j u d i c e A n a l y s i s o f Data From P r i n c i p a l s , T e a c h e r s , and P a r a p r o f e s s i o n a l s t o D e f i n i t i o n o f Role o f Paraprofessional, C rite ria for S election, and A c tu al Role I n s t r u m e n t s The second p a r t o f t h i s c h a p t e r i n c l u d e s t h e r e s u l t s o f 216 q u e s t i o n n a i r e s r e t u r n e d by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s from t h e Michigan s c h o o l d i s t r i c t s d e s i g n a t e d D i s t r i c t A, D i s t r i c t B, and D i s t r i c t C. Of 270 q u e s t i o n n a i r e s s e n t , 216 were r e t u r n e d , r e p r e ­ s e n t i n g an 80 p e r c e n t r e s p o n s e . D i s t r i b u t i o n o f Responses t o D e f i n i t i o n o f Role I n s t r u m e n t R esp onde nts a p p a r e n t l y were s u p p o r t i v e o f t h e r o l e c o n c e p t o f p a r a p r o f e s s i o n a l s b e c a u s e t h e r e was g e n e r a l a g re e m e n t t h a t more e f f e c ­ t i v e u s e o f p a r a p r o f e s s i o n a l s 1 ti m e i s an e d u c a t i o n a l i m p e r a t i v e . One r e s p o n d e n t commented he p r e f e r r e d a d e f i n i t i o n p l a c i n g t h e p a r a p r o f e s ­ sional in an i n s t r u c t i o n a l a s s i s t a n t ' s r o l e , s h a r i n g i n p l a n n i n g , and making t e n t a t i v e s u g g e s t i o n s t o p r o v i d e m e a n i n g fu l l e a r n i n g e x p e r i e n c e s f o r the stu d e n ts. 67 Role D e f i n i t i o n I n s t r u m e n t T a b l e 4 r e v e a l s t h e s t r o n g s u p p o r t g i v e n d e f i n i t i o n one o f t h e D e f i n i t i o n o f t h e Role o f t h e P a r a p r o f e s s i o n a l dents. i n s t r u m e n t by r e s p o n ­ As a c o n se q u e n ce o f t h e e x p r e s s e d o p i n i o n s o f a m a j o r i t y o f t h e p a n e l i s t s , two d e f i n i t i o n s were m o d i f i e d and s u b m i t t e d t o Michigan p a r t i c i p a n t s w i t h an o p t i o n t o w r i t e a d e f i n i t i o n o f t h e i r own. T a b le 4 . —T o t a l p e r c e n t a g e o f r e s p o n d e n t s t o D e f i n i t i o n o f Role i n s t r u m e n t . D efinition 1 Number 135 D efinition 2 Percent Number Percent 6 2 .5 76 35.2 D efinition 3 Number Percent 5 2.3 C r i t e r i a f o r S e le c tio n Instrum ent Ta b le 5 i n d i c a t e s t h e g e n e r a l s u p p o r t o f it e m s i n c l u d e d in t h e C r i t e r i a fo r S electio n instrum ent. However, d i f f e r e n c e s i n t h e r a n g e o f an sw e rs e x i s t e d a l o n g t h e s t r o n g l y a g r e e / s t r o n g l y d i s a g r e e r e s p o n s e c o n ­ tin u u m . C e r t a i n it e m s were t h e r e f o r e s e l e c t e d on t h e b a s i s o f s i g n i f i ­ c a n t v a r i a t i o n in e x t e n t o f a g r e e m e n t between r e s p o n s e c a t e g o r i e s . These it e m s a r e a s f o l l o w s : 6. Average i n t e l l i g e n c e 13. A rtistic ability 14. W illingness to accept r e s p o n s i b i l i t y 15. Dem onstrated s e n s i t i v i t y t o t h e ne ed s o f y o u t h A d d i t i o n a l a n a l y s i s was made o f t h e s e i t e m s . T a b le 5 . - - T o t a l number and p e r c e n t a g e breakdown o f r e s p o n s e s t o c r i t e r i a f o r s e l e c t i o n o f p a r a p r o f e s s i o n a 1s . Item Agree S t r o n g l y Agree Undecided S tro n g ly D isagree Disagree Number Number Percent Number Percent Number Percent Percent 1 153 61.57 74 34. 25 9 4.16 2 126 58. 33 87 40. 27 3 1. 38 • 3 66 30. 55 135 6 2 .5 0 14 6.48 1 0 .4 6 3 4 162 75. 00 52 24 .07 2 0 .9 2 5 2 0 .4 6 3 5 100 46 .2 9 109 5 0 .4 6 7 3. 2 4 6 85 39.35 125 57.87 6 2. 77 7 93 4 3 .0 5 90 4 1 .6 6 24 11.11 8 3 .7 0 1 8 18 8.33 61 2 8.2 4 47 2 1.7 5 73 3 3. 79 17 9 162 7 5 .0 0 51 23.61 3 1 .3 8 • • • 10 155 7 1 .7 5 57 2 6 .3 8 4 1 .3 8 • • • 11 143 6 6 .2 0 67 31.01 5 2.31 1 0 .4 6 3 12 1 0 .4 63 90 4 1. 66 114 52.77 8 13 5 2.31 53 24.5 3 64 2 9. 63 14 118 54.63 87 40.2 7 8 15 122 56.4 8 70 3 2. 40 16 140 64.81 69 31.9 4 • Number Percent • 0 .4 6 3 7 .8 7 • . • • • 3.70 3 1 .3 8 73 3 3 .7 9 21 9 .7 2 3 .7 0 3 1. 3 8 12 5 .5 5 10 4.63 7 3. 2 4 • • 2 • • 0.926 69 A c tu al Role I n s t r u m e n t Table 6 i n d i c a t e s s i g n i f i c a n t d i f f e r e n c e s in th e range o f a ns w e rs a lo n g t h e a g r e e - d i s a g r e e c o n ti n u u m . C e r t a i n it e m s were s e l e c t e d due t o v a r i a t i o n i n e x t e n t o f a g r e e m e n t between r e s p o n s e categories. 2. S e le c te d items a r e as fo llo w s: P r e p a r e s and p r e v ie w s f i l m and v i s u a l m a t e r i a l s f o r i n s t r u c ­ tio n a f t e r c o n s u lt a tio n with th e te a c h e rs 5. 7. S u p erv ises v a rio u s a u x i l i a r y school a c t i v i t i e s A s s i s t s s t u d e n t s w i t h d i f f i c u l t i n f o r m a t i o n on m is se d a s s i g n m e n t s o r make-up work 8. A s s i s t s in s e t t i n g up m a t e r i a l s t o c r e a t e an e n v ir o n m e n t f o r learning 12. P r e p a r e s and r e p r o d u c e s m a t e r i a l s f o l l o w i n g t e a c h e r p a r a ­ p ro fe s sio n a l planning sessio n s 15. Confers w ith te a c h e r re g a rd in g a p p r o p r i a t e c o r r e c t i v e s t r a t e ­ g ies f o r le a rn in g an d /o r behavior 16. Records d a t a on c u m u l a t i v e r e c o r d s 20. A r r a n g e s f o r f i e l d t r i p s and a s s i s t s w i t h re la te d tasks These s e l e c t e d i t e m s were a n a l y z e d u s i n g a ch i s q u a r e t e s t . Data were r e c o r d e d i n c o n t i n g e n c y t a b l e s , and o b s e r v a t i o n s c l a s s i f i e d i n d isc re te categories. T e s t o f Hypo the ses In o r d e r t o t e s t t h e g e n e r a l h y p o t h e s i s o f no s i g n i f i c a n t d i f f e r e n c e in t h e r o l e c o n c e p t o f p a r a p r o f e s s i o n a l s as p e r c e i v e d by s e l e c t e d p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s , f i f t e e n n u l l Ta b le 6 . - - T o t a l number and p e r c e n t a g e o f r e s p o n s e s t o a c t u a l r o l e o f p a r a p r o f e s s i o n a l s . Item S t r o n g l y Agree Agree Undecided Disagree S t r o n g l y Disagree Number Percent Number Percent Number Percent Number Percent Number Percent 1 35 16.20 91 4 2 .1 3 32 14.81 54 2 5 .0 0 4 1. 85 2 18 8.33 90 4 1 .6 6 ■ 37 17.13 58 26.8 5 13 6.01 3 44 20.37 121 56.01 26 12.03 22 1 0. 18 3 1 .3 8 4 103 47.68 97 44 .9 0 8 3 .7 0 5 2.31 3 1.3 8 5 22 10.18 88 40.74 28 12.9 6 59 27.31 19 8.79 6 67 31.01 128 59 .2 5 8 3 .7 0 11 5 .0 9 1 0.463 7 81 37.05 115 5 3 .2 4 9 4 .1 6 8 3.70 3 1 .3 8 8 77 35.6 4 121 56.01 5 2.31 12 5 .5 5 1 0.463 9 44 20.37 126 58. 33 21 9 .7 2 18 8.33 7 3.24 10 119 5 5. 09 89 4 1 .2 0 3 1. 3 8 5 2.31 •• 11 54 2 5 .0 0 115 5 3. 24 21 9 .7 2 22 10.18 4 1. 8 5 12 90 4 1 .6 6 115 5 3. 24 5 2.31 4 1. 8 5 2 0 .9 2 6 13 92 4 2 .5 9 102 47.2 2 8 3.70 10 4.63 4 1. 8 5 14 24 11.11 89 4 1 .2 0 43 19.9 0 51 23.61 9 4.16 15 73 3 3.7 9 115 5 3.2 4 13 6.01 13 6.01 2 0 .9 2 6 15 53 24.5 3 81 3 7 .5 0 23 10.64 42 19.4 4 17 7 .8 7 17 24 11.11 92 4 2 .5 9 39 18.05 46 2 1 .2 9 15 6.94 18 76 3 5.1 8 117 5 4.1 6 10 4 .6 3 10 4.63 3 1. 3 8 19 53 24. 53 96 4 4 .4 4 21 9 .7 2 36 16.66 10 4.63 20 36 16.66 92 4 2 .5 9 29 13.42 49 2 2 .2 8 10 4.63 •. 71 h y p o t h e s e s were f o r m u l a t e d and t e s t e d . H yp o th e se s were s t a t e d i n t h e n u l l form a s f o l l o w s : Null H y p o t h e s i s 1: T he re a r e no s i g n i f i c a n t d i f f e r e n c e s i n t h e r e s p o n s e p a tte r n s to s p e c i f i c q u e s tio n s r e f l e c t i n g th e r o l e p e r c e p t i o n o f p a r a p r o f e s s i o n a l s a s measu red by t h e D e f i n i t i o n o f t h e Role o f t h e P a r a p r o f e s s i o n a l Survey I n s t r u m e n t . The p r o c e d u r e used t o e v a l u a t e t h i s h y p o t h e s i s was t h e c h i square t e s t . O b s e r v a t i o n s were c l a s s i f i e d i n t o d i s c r e t e c a t e g o r i e s and r e c o r d e d in c o n t i n g e n c y t a b l e s as o b s e r v e d r e s p o n s e s and t h e c o r ­ responding chi square c o n t r i b u t i o n s . A p p r o p r i a t e i n f o r m a t i o n was s e l e c t e d from co mputer p r i n t - o u t l i s t s as needed t o d e t e r m i n e i f t h e n u l l h y p o t h e s i s s h o u l d be r e j e c t e d . The lo w e r r i g h t hand c o r n e r o f each c e l l p r e s e n t s t h e chi s q u a r e c o n t r i b u t i o n . The d a t a a r e p r e s e n t e d below by p o s i t i o n and by d i s t r i c t . Ta bl e 7 . - - O b s e r v e d and c h i s q u a r e c o n t r i b u t i o n f o r e a c h c e l l a s t a b u l a t e d from t h e r o l e d e f i n i t i o n i n s t r u m e n t by p o s i t i o n . 2 Principals Teachers Paraprofessionals .40 .70 .39 .69 .00 .00 72 Findings Ac co rd in g t o t h e d a t a p r e s e n t e d i n T a b l e 7 , t h e computed c h i s q u a r e s t a t i s t i c was 2 . 1 8 2 . In r e f e r e n c e t o t h e c h i s q u a r e d i s ­ t r i b u t i o n t a b l e , a v a l u e o f 6 . 0 was found f o r t h e .05 l e v e l o f s i g ­ n i f i c a n c e w i t h 2 d e g r e e s o f fr eed om. S i n c e t h e computed v a l u e was below t h e t a b l e d v a l u e , t h e n u l l h y p o t h e s i s was n o t r e j e c t e d . T a b le 8 . - - C o n t i n g e n c y t a b l e w i t h f r e q u e n c i e s from t h e r o l e d e f i n i t i o n i n s t r u m e n t by s ch ool d i s t r i c t . 2 D istrict A D istrict B .44 . 78 1.04 1.85 D istrict C .20 Findings T a b l e 8 i n d i c a t e s t h e computed c h i s q u a r e s t a t i s t i c was 4 . 4 2 8 . The c h i s q u a r e t a b l e r e v e a l e d a v a l u e o f 6 . 0 a t t h e .05 l e v e l w i t h 2 d e g r e e s o f free dom . The n u l l h y p o t h e s i s was n o t r e j e c t e d s i n c e t h e computed v a l u e was l e s s t h a n t h e t a b l e d v a l u e . Data f o r Act ual Role I n s t r u m e n t by P o s i t i o n S i n c e t h e r e was o v e r a l l c o n s e n s u s r e g a r d i n g t h e a c t u a l r o l e i n s t r u m e n t , i t was d e c i d e d t o a n a l y z e o n l y t h o s e i t e m s where s i g n i f i c a n t 73 v a r i a t i o n s in r e s p o n s e s were f o u n d . In t h e a c t u a l r o l e c a t e g o r y , it e m s 2, 5 , 7, 8 , 12, 15, 16, and 20 i n d i c a t e d v a r i a t i o n s and were analyzed s e p a r a t e l y . O b s e r v a t i o n s were c l a s s i f i e d i n t o d i s c r e t e c a t e g o r i e s and r e c o r d e d i n t o 5 x 3 contingency t a b l e s as observed r e s p o n s e s and t h e c o r r e s p o n d i n g c o n t r i b u t i o n s . A p p r o p r i a t e d a t a from co mp ute r p r i n t - o u t s were s e l e c t e d as needed t o d e t e r m i n e w h e t h e r o r n o t t h e n u l l s h o u l d be r e j e c t e d . The d a t a are p r e s e n t e d below by position. Null H y p o t h e s i s 2: Item 2: T h e re a r e no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o it e m two r e f l e c t i n g t h e a c t u a l r o l e o f t h e p a r a p r o f e s s i o n a l by p r i n c i p a l s , t e a c h e r s , and paraprofessionals. P r e p a r e s and p r e v ie w s f i l m and v i s u a l m a t e r i a l s f o r i n s t r u c ­ tio n a f t e r c o n s u lta tio n with th e te a c h e rs . The r e s u l t s o f t h e d a t a f o r it e m 2 a r e r e p o r t e d i n T a b l e 9. T a b le 9 . - - C o n t i n g e n c y t a b l e w i t h f r e q u e n c i e s from t h e a c t u a l r o l e i n s t r u m e n t by p o s i t i o n , it e m 2. 2 1 Principals Teachers Parapro­ fessionals 4 3 5 1.20 .03 .90 .01 .64 .67 .03 .44 .70 .03 .03 2.60 .57 .41 74 Findings I n f o r m a t i o n from T a b l e 9 i n d i c a t e s t h e computed c h i s q u a r e s t a t i s t i c was 8 . 6 9 0 . I n f o r m a t i o n from t h e c h i s q u a r e t a b l e i n d i c a t e d a v a l u e o f 1 5 . 5 a t t h e .05 l e v e l w i t h 8 d e g r e e s o f f r e e d o m . Since the computed c h i s q u a r e was l e s s t h a n t h e t a b l e v a l u e , t h e n u l l h y p o t h ­ e s i s was n o t r e j e c t e d . Null H y p o t h e s i s 3: Item 5: Th er e a r e no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o it e m 5 r e f l e c t i n g t h e a c t u a l r o l e o f t h e p a r a ­ p r o f e s s i o n a l by p r i n c i p a l s , t e a c h e r s , and p a r a p r o ­ fessionals. S u p e r v i s e s v a r i o u s a u x i l i a r y s cho ol a c t i v i t i e s . The r e s u l t s o f t h e d a t a f o r ite m 3 a r e r e p o r t e d in T a b l e 10. T a b le 1 0 . - - C o n t i n g e n c y t a b l e w i t h f r e q u e n c i e s from t h e a c t u a l r o l e i n s t r u m e n t by p o s i t i o n , it e m 5. 4 Principals T e a ch e rs Parapro­ fessionals 5 .97 1 .09 2.01 .07 .24 .06 .09 2.73 .28 .24 .64 6.30 .36 .07 Findings I t was d e t e r m i n e d from T a b l e 10 t h a t t h e computed c h i s q u a r e was 17 .3 7 4. A v a l u e o f 1 5 .5 was i n d i c a t e d on t h e c h i s q u a r e t a b l e a t t h e .05 l e v e l w i t h 8 d e g r e e s o f free dom. S i n c e t h e computed c h i s q u a r e was more th a n t h e t a b l e v a l u e , t h e n u l l was r e j e c t e d . 75 An e x a m i n a t i o n o f T a b le 10 i n d i c a t e s t h a t p a r a p r o f e s s i o n a l s te n d t o be more un d e c id e d t h a n e i t h e r p r i n c i p a l s o r t e a c h e r s a b o u t w h e th e r o r n o t t h e y s h o u l d s u p e r v i s e v a r i o u s a u x i l i a r y a c t i v i t i e s . Null H y p o t h e s i s 4: Item 7: There a r e no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o it e m 7 r e f l e c t i n g t h e a c t u a l r o l e o f t h e p a r a ­ p r o f e s s i o n a l by p r i n c i p a l s , t e a c h e r s , and p a r a p r o ­ fessionals. A s s i s t s t u d e n t s w i t h d i f f i c u l t i n f o r m a t i o n on m i s s e d a s s i g n ­ ments o r make-up work. Data as r e l a t e d t o ite m 7 a r e r e p o r t e d in T a b l e 11. Ta bl e 11 . - - C o n t i n g e n c y t a b l e w i t h f r e q u e n c i e s from t h e a c t u a l r o l e i n s t r u m e n t by p o s i t i o n s , i t e m 7. 1 Principals 2 .04 T e a ch e rs Parapro­ fessional s .93 3 4 5 .07 .00 .00 1. 00 .74 3.00 .04 4.00 .35 3.00 1. 00 Findings I t was d e t e r m i n e d from T a b l e 11 t h a t t h e computed c h i s q u a r e was 15 .7 1 2 . The ch i s q u a r e t a b l e i n d i c a t e d a 1 5 . 5 a t t h e .05 l e v e l w i t h 8 d e g r e e s o f fr eedom. The n u l l h y p o t h e s i s was r e j e c t e d s i n c e t h e computed ch i s q u a r e was more th a n t h e t a b l e v a l u e . 76 A c c o rd i n g t o t h e d a t a p r e s e n t e d in T a b l e 11, s i g n i f i c a n t l y more t e a c h e r s were s t r o n g l y d i s a g r e e d w i t h it e m 7 t h a n e i t h e r t h e p rin c ip a l or p a ra p ro fe ss io n a l groups. Null H y p o t h e s i s 5: Item 8: T he re a r e no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o it e m 8 r e f l e c t i n g t h e a c t u a l r o l e o f t h e p a r a ­ p r o f e s s i o n a l by p r i n c i p a l s , t e a c h e r s , and p a r a p r o ­ fessionals. A s s i s t s in s e t t i n g up m a t e r i a l s t o c r e a t e an e n v i r o n m e n t fo r learning. Data as r e l a t e d t o i t e m 8 a r e r e p o r t e d i n T a b l e 12. Ta b le 1 2 . — C o n ti n g e n c y t a b l e w i t h f r e q u e n c i e s from t h e a c t u a l r o l e i n s t r u m e n t by p o s i t i o n , it e m 8. 1 Principals T e a c h e rs Parapro­ fessional s 2 3 .21 .07 .07 .28 .52 .07 5 4 1. 00 .33 1. 07 .00 1. 3 3 .07 1. 00 .33 Findings I n f o r m a t i o n from T a b l e 12 i n d i c a t e d t h e computed c h i s q u a r e v a l u e was 8 . 0 . I n f o r m a t i o n from t h e ch i s q u a r e t a b l e i n d i c a t e d a v a l u e o f 1 5 .5 a t t h e .05 l e v e l w i t h 8 d e g r e e s o f fr e e d o m . Since the 77 computed c h i s q u a r e was l e s s th a n t h e t a b l e v a l u e , t h e n u l l was n o t rejected. Null H y p o t h e s i s 6: Item 12: T h e re a r e no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o i t e m 12 r e f l e c t i n g t h e a c t u a l r o l e o f t h e p a r a ­ p r o f e s s i o n a l by p r i n c i p a l s , t e a c h e r s , and p a r a ­ professionals. P r e p a r e s and r e p r o d u c e s m a t e r i a l s f o l l o w i n g t e a c h e r p a r a p r o ­ fe s s io n a l planning s e s s io n s . The r e s u l t s o f d a t a f o r i t e m 12 a r e r e p o r t e d in T a b l e 13. T a b l e 13. C o n ti n g e n c y t a b l e w i t h f r e q u e n c i e s from t h e a c t u a l r o l e i n s t r u m e n t by p o s i t i o n , ite m 12. 2 Principals Teachers Parapro­ fessionals 4 3 5 1. 2 0 .84 1.07 1 .3 3 2.70 1 .4 0 1. 67 .08 .00 .30 .07 .08 .17 .67 Findings I n f o r m a t i o n from T a b l e 13 i n d i c a t e d t h e computed c h i s q u a r e v a l u e was 1 3 .8 1 3 . I n f o r m a t i o n from t h e c h i s q u a r e t a b l e i n d i c a t e d a v a l u e o f 15 .5 a t t h e .05 l e v e l w i t h 8 d e g r e e s o f fr eedom. Since the computed c h i s q u a r e was l e s s th a n t h e t a b l e v a l u e , t h e n u l l was n o t rejected. 78 Null H y p o t h e s i s 7: Item 15: T h e re was no s i g n i f i c a n t d i f f e r e n c e o f r e s p o n s e s t o i te m 15 r e f l e c t i n g t h e a c t u a l r o l e o f t h e p a r a ­ p r o f e s s i o n a l by p r i n c i p a l s , t e a c h e r s , and p a r a p r o ­ fessionals. C o n fe rs w i t h t e a c h e r r e g a r d i n g a p p r o p r i a t e c o r r e c t i v e s t r a t e g i e s f o r learn in g and/or behavior. Data a s r e l a t e d t o item 15 a r e r e p o r t e d in T a b l e 14. T a b le 1 4 . - - C o n t i n g e n c y t a b l e w i t h f r e q u e n c i e s from t h e a c t u a l r o l e i n s t r u m e n t by p o s i t i o n , i t e m 15. 1 2 Principals 3 .19 Teachers .46 Parapro­ fessionals 4 .41 5 .10 .03 .74 .64 .41 .67 Findings T a b l e 14 r e v e a l s t h e computed c h i s q u a r e was 5 .8 05 w i t h 8 d e g r e e s o f free dom. I n f o r m a t i o n from t h e c h i s q u a r e t a b l e i n d i c a t e d a v a l u e o f 15 .5 a t t h e .05 l e v e l w i t h 8 d e g r e e s o f fr eed om. Since t h e computed v a l u e was n o t l a r g e r t h a n t h e t a b l e v a l u e , t h e n u l l h y p o t h e s i s was n o t r e j e c t e d . Null H y p o t h e s i s 8: Item 16: There a r e no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o it e m 16 r e f l e c t i n g t h e a c t u a l r o l e o f t h e p a r a ­ p r o f e s s i o n a l by p r i n c i p a l s , t e a c h e r s , and p a r a ­ professionals. Records d a t a on c u m u l a t i v e r e c o r d s . 79 Data a s r e l a t e d t o i te m 16 a r e r e p o r t e d i n T a b l e 15. T a b l e 1 5 . - - C o n t i n g e n c y t a b l e w i t h f r e q u e n c i e s from t h e a c t u a l r o l e i n s t r u m e n t by p o s i t i o n s , i t e m 16. 1 Principals Teachers Parapro­ fessionals 2 3 4 5 1.8 2 .15 .36 3.50 .96 1 .0 6 .93 .06 .00 .31 .71 3.50 2.37 .10 Findings I n f o r m a t i o n from T a b l e 15 r e v e a l s t h e computed c h i s q u a r e v a l u e was 17.7. I n f o r m a t i o n from t h e c h i s q u a r e t a b l e i n d i c a t e d a v a l u e o f 1 5 .5 w i t h .8 d e g r e e s o f fr eed om . null hypothesis. The c o n c l u s i o n was t o r e j e c t t h e As i n d i c a t e d in T a b le 15, p r i n c i p a l s and p a r a p r o f e s ­ s i o n a l s tended to d i s a g r e e t h a t p a r a p r o f e s s i o n a l s should re c o rd d a ta on c u m u l a t i v e r e c o r d s . T e a c h e r s were g e n e r a l l y a g r e e d t h a t p a r a p r o ­ f e s s i o n a l s s h o u l d r e c o r d d a t a on c u m u l a t i v e r e c o r d s . Null H y p o t h e s i s 9: Item 20: T he re a r e no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o it e m 20 r e f l e c t i n g t h e a c t u a l r o l e o f t h e p a r a ­ p r o f e s s i o n a l by t e a c h e r s , p r i n c i p a l s and p a r a p r o ­ fessionals. A rr a n g e s f o r f i e l d t r i p s and a s s i s t s w i t h r e l a t e d t a s k s . Data a s r e l a t e d t o it e m 20 a r e r e p o r t e d in T a b l e 16. 80 T a b l e 1 6 . - - C o n t i n g e n c y t a b l e w i t h f r e q u e n c i e s from t h e a c t u a l r o l e i n s t r u m e n t by p o s i t i o n , it e m 20. 1 Principals Teachers Parapro­ fessionals 2 3 4 3.00 6.70 2 .2 5 .08 1.92 .18 2.08 1.45 5 1 .3 5 .01 Findings T a b l e 16 c o n t a i n s i n f o r m a t i o n i n d i c a t i n g t h e computed c h i s q u a r e was 2 2 . 1 0 8 . The c h i s q u a r e t a b l e i n d i c a t e d a v a l u e o f 15 .5 w i t h 8 d e g r e e s o f fr eed om . The n u l l h y p o t h e s i s was r e j e c t e d s i n c e t h e computed c h i s q u a r e was l a r g e r t h a n t h e t a b l e v a l u e . T a b l e 16 shows g e n e r a l s u p p o r t f o r it e m 20 by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s . T e a c h e r s w e r e , in g e n e r a l , i n d e ­ c i s i v e in t h e i r o p i n i o n s a s r e l a t e d t o it e m 20. Data f o r C r i t e r i a f o r S e l e c t i n g P a r a p r o f e s s i o n a l s by P o s i t i o n P r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s showed a h ig h lev el of agreement re g a rd in g the c r i t e r i a f o r s e l e c t i n g p a r a p r o f e s ­ sionals. Of s i x t e e n ite m s l i s t e d in t h e c r i t e r i a f o r s e l e c t i o n i n s t r u m e n t , T a b l e 5 r e v e a l e d s i g n i f i c a n t d i f f e r e n c e s o f o p i n i o n s on two i t e m s - - 9 and 12. E l i c i t e d o p i n i o n s were a n a l y z e d s e p a r a t e l y . .53 81 Null H y p o t h e s i s 10: Item 9: Th e re a r e no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o it e m n i n e r e f l e c t i n g t h e c r i t e r i a f o r s e l e c t i o n o f p a r a p r o f e s s i o n a l s by t e a c h e r s , p r i n c i p a l s and paraprofessionals. L i k i n g f o r c h i l d r e n and y o u t h . The r e s u l t s o f t h e d a t a f o r i te m 9 a r e r e p o r t e d i n T a b l e 17. T a b l e 1 7 . - - C o n t i n g e n c y t a b l e w i t h f r e q u e n c i e s from t h e c r i t e r i a f o r s e l e c t i o n i n s t r u m e n t by p o s i t i o n , i t e m 9. Principals Teachers Parapro­ fessionals .17 .53 .00 1.5 0 4.76 .00 .67 2.12 .00 Findings I n f o r m a t i o n from T a b l e 17 i n d i c a t e s t h e computed c h i s q u a r e s t a t i s t i c was 9 . 7 4 5 . I n f o r m a t i o n from t h e c h i s q u a r e t a b l e i n d i c a t e d a v a l u e o f 9 . 5 a t .05 w i t h 4 d e g r e e s o f fr eedom. S i n c e t h e computed c hi s q u a r e was more t h a n t h e t a b l e v a l u e , t h e n u l l was r e j e c t e d . P r i n c i p a l s , t e a c h e r s , and p a r a p r o f r e s s i o n a l s a g r e e d w i t h it e m 9 b u t t h e r e was a d i f f e r e n c e in t h e d e g r e e o f a g r e e m e n t . P r i n c i p a l s and p a r a p r o f e s s i o n a l s s t r o n g l y a g r e e d w i t h it e m 9 , w h i l e t e a c h e r s g e n e r a l l y agreed. 82 Null H y p o t h e s i s 11: Item 12: T h e re a r e no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o i t e m 12 r e f l e c t i n g t h e c r i t e r i a f o r s e l e c t i o n o f p a r a p r o f e s s i o n a l s by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s . A b i l i t y t o work w i t h v a r i o u s s c h o o l p e r s o n n e l . The r e s u l t s o f t h e d a t a f o r it e m 12 a r e r e p o r t e d i n T a b l e 18. T a b l e 1 8 . - - C o n t i n g e n c y t a b l e w i t h f r e q u e n c i e s from t h e c r i t e r i a f o r s e l e c t i o n i n s t r u m e n t by p o s i t i o n , it e m 12. 1 2 Principals Teachers Parapro­ fessional s 3 4 2.63 1 .0 4 .00 .30 .24 .04 .00 2.70 1 .2 9 .67 .00 Findings T a b le 18 i n d i c a t e s t h e computed c h i s q u a r e was 1 7 .7 0 8 . chi s q u a r e t a b l e i n d i c a t e s a s t a t i s t i c o f 1 5 . 5 a t t h e .05 l e v e l w i t h 8 d e g r e e s o f free dom . the The Because t h e computed ch i s q u a r e was l a r g e r t h a n t a b l e v a l u e , t h e n u l l h y p o t h e s i s was r e j e c t e d . T a b le 18 r e v e a l s t h a t p r i n c i p a l s and p a r a p r o f e s s i o n a l s were more s u p p o r t i v e o f it e m 12 t h a n t h e t e a c h e r g ro up . Data f o r C r i t e r i a f o r S e l e c t i n g P a r a p r o f e s s i o n a l s by D i s t r i c t Data from t h e c r i t e r i a f o r s e l e c t i o n i n s t r u m e n t , by d i s t r i c t , in d ic a te d s i g n i f i c a n t v a r i a t i o n of responses in fo u r o f s ix te e n item s. 83 S p e c i f i c a l l y , t h o s e i t e m s were 6 , 13, 14, and 15. Such i t e m s were s e p a r a t e l y c o n s i d e r e d and v a r i a t i o n s o f r e s p o n s e s w er e a n a l y z e d . O b s e r v a t i o n s were c l a s s i f i e d i n t o d i s c r e t e c a t e g o r i e s and r e c o r d e d in c o n t i n g e n c y t a b l e s a s o b s e r v e d r e s p o n s e s and t h e c o r r e s p o n d i n g contributions. The d a t a a r e p r e s e n t e d below: Null H y p o t h e s i s 12: Item 6: T h e re a r e no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o it e m 6 r e f l e c t i n g t h e c r i t e r i a f o r s e l e c t i n g p a r a p r o f e s s i o n a l s by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s i n D i s t r i c t A, D i s t r i c t B, and D i s t r i c t C. Average i n t e l l i g e n c e . The r e s u l t s o f t h e d a t a f o r it e m 9 a r e r e p o r t e d in T a b l e 19. T a b l e 1 9 . - - C o n t i n g e n c y t a b l e w i t h f r e q u e n c i e s from t h e c r i t e r i a f o r s e l e c t i o n i n s t r u m e n t by d i s t r i c t , it e m 6. 2 1 Principals Teachers Paraprofessionals 3 .72 1.32 .21 .49 .41 .60 2.08 Findings I n f o r m a t i o n from T a b le 19 r e v e a l s t h a t t h e computed c h i s q u a r e •was 1 1 . 2 5 6 . The ch i s q u a r e t a b l e s t a t i s t i c a t t h e .05 l e v e l was 9 . 5 w i t h 4 d e g r e e s o f free dom . S in c e t h e computed ch i s q u a r e was l a r g e r th a n t h e t a b l e v a l u e , t h e n u l l h y p o t h e s i s was r e j e c t e d . 84 T a b l e 19 i n d i c a t e s t h a t r e s p o n d e n t s from D i s t r i c t A were more u n d e c i d e d t h a n r e s p o n d e n t s from e i t h e r D i s t r i c t B o r D i s t r i c t C. Null H y p o t h e s i s 13: Item 13: T h e re a r e no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o it e m 13 r e f l e c t i n g t h e c r i t e r i a f o r s e l e c t i n g p a r a p r o f e s s i o n a l s by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s i n D i s t r i c t A, D i s t r i c t B, and D i s t r i c t C. A rtistic ability. The r e s u l t s o f t h e d a t a f o r it e m 13 a r e r e p o r t e d in T a b l e 20. T a b l e 2 0 . - - C o n t i n g e n c y t a b l e w i t h f r e q u e n c i e s from t h e c r i t e r i a f o r s e l e c t i o n i n s t r u m e n t by d i s t r i c t , i t e m 13. 1 D istrict A D istrict B D istrict C 2 3 .27 4 5 .21 3.43 1 .0 4 4.02 .47 3 .4 5 4.47 .88 .84 2 .4 1 . 10 1 .2 9 Findings: I n f o r m a t i o n from T a b l e 20 i n d i c a t e d t h e computed c h i s q u a r e was 2 6 . 0 6 6 . The ch i s q u a r e t a b l e s t a t i s t i c was 1 5 .5 a t t h e .05 l e v e l w i t h 8 d e g r e e s o f fr eedom. S i n c e t h e computed v a l u e was l a r g e r t h a n t h e t a b l e s t a t i s t i c t h e n u l l h y p o t h e s i s was r e j e c t e d . T a b l e 20 i n d i c a t e s t h a t r e s p o n d e n t s from D i s t r i c t A g e n e r a l l y were i n d i s a g r e e m e n t t h a t a r t i s t i c a b i l i t y i s a f a c t o r i n s e l e c t i n g 85 paraprofessionals. D i s t r i c t B r e s p o n d e n t s w ere a m b i v a l e n t in t h e i r o p i n i o n s b e c a u s e answe rs were e i t h e r i n g e n e r a l a g r e e m e n t o r i n g e n e r a l d i s a g r e e m e n t w i t h i te m 13 as a s e l e c t i v e f a c t o r . D istrict B r e s p o n d e n t s more s t r o n g l y d i s a g r e e d w i t h i t e m 13 t h a n r e s p o n d e n t s from D i s t r i c t s A o r C. Null H y p o t h e s i s 14: Item 14: T h e re a r e no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o it e m 14 r e f l e c t i n g t h e c r i t e r i a f o r s e l e c t i n g p a r a p r o f e s s i o n a l s by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s i n D i s t r i c t A, D i s t r i c t B, and D i s t r i c t C. W illing to accept r e s p o n s i b i l i t i e s . The r e s u l t s o f t h e d a t a f o r i t e m 14 a r e r e p o r t e d i n T a b l e 21. Ta b le 2 1 . - - C o n t i n g e n c y t a b l e w i t h f r e q u e n c i e s from t h e c r i t e r i a f o r s e l e c t i o n i n s t r u m e n t by d i s t r i c t , it e m 14. 1 D istrict A D istrict B D istrict C 2 .01 3 .35 1.1 9 2 .0 7 4 1.68 .33 1 .1 4 1 .0 4 .27 .23 Findings I t was d e t e r m i n e d from T a b l e 21 t h a t t h e computed c h i s q u a r e was 13.1 4 4 . A v a l u e o f 12 .6 was i n d i c a t e d on t h e c h i s q u a r e t a b l e a t t h e .05 l e v e l w i t h 6 d e g r e e s o f fr e e d o m . S i n c e t h e computed c h i 86 s q u a r e was l a r g e r t h a n t h e t a b l e v a l u e t h e n u l l h y p o t h e s i s was rejected. T a b l e 21 i n d i c a t e s g e n e r a l a g r e e m e n t w i t h it e m 14 by D i s t r i c t s A, B, and C. S i g n i f i c a n t d i f f e r e n c e s a s r e l a t e d t o an a n a l y s i s o f t h e c h i s q u a r e were due t o t h e d e g r e e o f a g r e e m e n t . Where D i s t r i c t s A and B s tro n g ly agreed, D i s t r i c t B agreed. Null H y p o t h e s i s 15: Item 15: T h e re a r e no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o it e m 15 r e f l e c t i n g t h e c r i t e r i a f o r s e l e c t i n g p a r a p r o f e s s i o n a l s by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s in D i s t r i c t A, D i s t r i c t B, and D i s t r i c t C. D e m on st r at e d s e n s i t i v i t y t o t h e needs o f y o u t h . The r e s u l t s o f t h e d a t a f o r it e m 15 a r e r e p o r t e d i n T a b l e 22. T a b l e 2 2 . - - C o n t i n g e n c y t a b l e w i t h f r e q u e n c i e s from t h e c r i t e r i a f o r s e l e c t i o n i n s t r u m e n t by d i s t r i c t , i t e m 15. 2 D istrict A D istrict B D istrict C 5 4 3 .14 .54 .52 .04 .01 .04 2 .4 4 2.41 1 .7 6 .69 .08 .88 .90 4.08 .82 Findings I t was d e t e r m i n e d from T a b l e 22 t h a t t h e computed c h i s q u a r e was 1 5 .3 6 5 . A v a l u e o f 1 5 . 5 was i n d i c a t e d on t h e c h i s q u a r e t a b l e 87 a t t h e .05 l e v e l w i t h 8 d e g r e e s o f fr e e d o m . Thus t h e n u l l was n o t rejected. T a b le 22 i n d i c a t e s t h a t r e s p o n s e s from p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s from D i s t r i c t B t e n d e d to w a rd a m b i v a l e n c y w h i l e r e s p o n d e n t s from D i s t r i c t were i n g e n e r a l a g r e e m e n t , t h o u g h t h e r e was i n d i c a t i o n o f some i n d e c i s i o n . D i s t r i c t C respondents in d ic a te d d i s ­ a g r e e m e n t w i t h item 15 as a c r i t e r i o n f o r s e l e c t i n g p a r a p r o f e s s i o n a l s . Summary F o ll ow in g i s a summary o f t h e n u l l h y p o t h e s e s which showed no s i g n i f i c a n t d i f f e r e n c e s : 1. T he re was no s i g n i f i c a n t d i f f e r e n c e i n t h e r e s p o n s e p a t p a tte rn s to s p e c ific questions r e f l e c t i n g th e ro le concept o f p a r a p r o f e s s i o n a l s a s measu red by t h e D e f i n i t i o n o f t h e Role o f t h e P a r a p r o f e s s i o n a l Sur vey I n s t r u m e n t . 2. T h e re was no s i g n i f i c a n t o f r e s p o n s e s t o it e m two r e f l e c t ­ in g t h e a c t u a l r o l e o f t h e p a r a p r o f e s s i o n a l by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s . 3. T h e re were no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o it e m e ig h t r e f l e c ti n g the actual ro le of the p a ra p ro fe ssio n a l by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s . 4. T he re were no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o it e m twelve r e f l e c t i n g the a c tu a l r o l e o f the p a r a p r o f e s s io n a l by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s . 5. There were no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o it e m f i f t e e n r e f l e c ti n g the actual ro le o f the p a ra p ro fe ssio n a l by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s . 88 6. T he re were no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o it e m f i f t e e n r e f le c tin g the c r i t e r i a f o r s e le c tin g p arap ro fes­ s i o n a l s by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s in D i s t r i c t A, D i s t r i c t B, and D i s t r i c t C. In summary, t h e f o l l o w i n g n u l l h y p o t h e s e s were r e j e c t e d : 1. T he re were s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s to item f i v e r e f l e c t i n g t h e a c t u a l r o l e o f t h e p a r a p r o f e s s i o n a l by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s by p o s i t i o n . 2. T he re were s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o i t e m seven r e f l e c t i n g t h e a c t u a l r o l e o f t h e p a r a p r o f e s s i o n a l by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s by p o s i t i o n 3. There were s i g n i f i c a n t six te e n r e f l e c t i n g the d iffe re n c e s of responses to item actu al r o le of th e p arap ro fessio n al by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s by p o s i t i o n 4. Th ere were s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o i te m tw e nt y r e f l e c t i n g t h e a c t u a l r o l e o f t h e p a r a p r o f e s s i o n a l by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s by p o s i t i o n 5. T he re were s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o it e m nine r e f l e c t i n g th e c r i t e r i a f o r s e l e c t i o n o f p a ra p ro fe s ­ s i o n a l s by t e a c h e r s , p r i n c i p a l s , and p a r a p r o f e s s i o n a l s by p o s i t i o n . 6. T he re were s i g n i f i c a n t d iffe re n c e s o f responses t o it e m twelve r e f l e c t i n g the c r i t e r i a f o r s e l e c t i o n o f p a ra p ro ­ f e s s i o n a l s by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s by p o s i t i o n . 89 7. T h e re were s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o i t e m six r e f le c tin g the c r i t e r i a fo r s e le c tin g parap ro fes­ s i o n a l s by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s by d i s t r i c t . 8. Th ere were s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o it e m th ir te e n r e f le c tin g the c r i t e r i a fo r s e le c tin g parapro­ f e s s i o n a l s by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s by d i s t r i c t . 9. T h e re were s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o it e m fo u rteen r e f l e c t i n g the c r i t e r i a fo r s e le c tin g p arap ro ­ f e s s i o n a l s by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s by d i s t r i c t . Based on t h e s e d a t a c e r t a i n c o n c l u s i o n s and re co mm end at ion s were f o r m u l a t e d , and a r e p r e s e n t e d i n C h a p t e r V. CHAPTER V SUMMARY AND CONCLUSIONS In t h e p r e c e d i n g c h a p t e r , t h e f i n d i n g s o f t h i s s t u d y were presented. In t h i s c h a p t e r may be found a summary o f t h e s t u d y c o n ­ d u c t e d , t h e m a jo r f i n d i n g s , c o n c l u s i o n s b a s e d upon t h e f i n d i n g s , d i s c u s s i o n , and recomm end ations f o r f u r t h e r s t u d y . Summary A c ce p ta n c e o f p a r a p r o f e s s i o n a l a s s i s t a n c e by p r o f e s s i o n a l s i s v i r t u a l l y a r e c e n t d e vel op m en t b u t by no means u n i v e r s a l . Use o f p a i d p a r a p r o f e s s i o n a l h e l p p r i o r t o t h e 1 9 4 0 ' s was p r a c t i c a l l y non­ existent. U n t i l 1956, no r e f e r e n c e s were made a b o u t p a r a p r o f e s s i o n a l s e r v i c e s in any e d u c a t i o n a l i n d e x . E x t e n s i v e use o f p a r a p r o f e s s i o n a l a s s i s t a n c e d e v e l o p e d in t h e 1940's. T his p r a c t i c e i s a t t r i b u t a b l e t o t h e d e p r e s s i o n o f t h e 1 9 3 0 ' s and a s e r i o u s s h o r t a g e o f t e a c h e r s . By t h e e a r l y 1 9 7 0 ' s , us e o f p a r a p r o f e s s i o n a l s e r v i c e s had i n c r e a s e d t o a p p r o x i m a t e l y 20 0,0 00 nationally. An e s t i m a t e d 2 , 0 0 0 , 0 0 0 p a r a p r o f e s s i o n a l s w i l l be employed i n s cho ol d i s t r i c t s t h r o u g h o u t t h e U n i t e d S t a t e s by 1975. Meanwhile, t h e l e a d e r s h i p r o l e o f t h e c o n t e m p o r a r y t e a c h e r i s g r a d u a l l y becoming a m a n a g e r i a l f u n c t i o n . Through p l a n n i n g and t h e p r o p e r us e o f p a r a p r o f e s s i o n a l s , t e a c h e r s w i l l be a b l e t o a n a l y z e t h e 90 91 students' i n s t r u c t i o n a l n e e d s more q u i c k l y and a c o u r s e o f s t u d y based on t h o s e ne ed s c o u l d be r e a l i s t i c a l l y d e v e l o p e d . I t was t h e p u r p o s e o f t h i s s t u d y t o compare t h e r o l e p e r ­ c e p t i o n s o f p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s . A dditionally, t h e p o s i t i o n o f p a r a p r o f e s s i o n a l s was i n v e s t i g a t e d t o d e t e r m i n e t h e c r i t e r i a f o r s e l e c t i o n and t h e a c t u a l r o l e o f t h e p a r a p r o f e s s i o n a l in t h e s cho ol d i s t r i c t s o f Grand R a p i d s , L a n s i n g , and P o n t i a c . The l i t e r a t u r e r e v i e w e d in C h a p t e r I I f o c u s e d a t t e n t i o n on ideas o f c e n tra l importance to t h i s study: t h a t the r o le of the c l a s s r o o m t e a c h e r i s g r a d u a l l y b e i n g r e d e f i n e d i n an e r a where t h e demand f o r a c c o u n t a b i l i t y i s r e s u l t i n g in new methods o f q u a l i t y control. Accompanying t h i s p r o c e s s o f r e d e f i n i t i o n o f t h e t e a c h e r ' s r o l e i s t h e pla n n e d u s e o f p a r a p r o f e s s i o n a l s by t e a c h e r s a s an i n t e ­ g r a l p a r t o f t h e e d u c a t i o n a l team. F o r t y p a n e l i s t s were randomly s e l e c t e d from a l i s t i n g o f l o c a l , s t a t e , and n a t i o n a l c a r e e r o p p o r t u n i t y em pl o ye es . Panelists r e p r e s e n t e d a n a t i o n a l samp le and were c l o s e l y a s s o c i a t e d w i t h p r o ­ grams u s i n g p a r a p r o f e s s i o n a l s . In a d d i t i o n , n i n e t y p r i n c i p a l s , n i n e t y t e a c h e r s , and n i n e t y p a r a p r o f e s s i o n a l s cho sen p r o p o r t i o n a l l y from D i s t r i c t A, D i s t r i c t B, and D i s t r i c t C were a p a r t o f t h i s s t u d y . Data were g a t h e r e d from r e p l i e s by s e l e c t e d p a r t i c i p a n t s t o t h i r t y n i n e ite m s c o n t a i n e d on t h r e e q u e s t i o n n a i r e s d i s t r i b u t e d f o r t h i s purpose. Q u e s t i o n n a i r e s were d e s i g n e d t o e l i c i t t h e p e r c e p t i o n s o f r e s p o n d e n t s as r e l a t e d t o t h e r o l e d e f i n i t i o n , c r i t e r i a f o r s e l e c ­ t i o n , and a c t u a l r o l e o f t h e p a r a p r o f e s s i o n a l . 92 A c h i s q u a r e t e s t was used t o d e t e r m i n e i f d i f f e r e n c e s in r e s p o n s e s c o u l d be r e l a t e d t o r e s p o n d e n t s by s c h o o l d i s t r i c t o r by position. Findings Null H y p o t h e s i s 1 T he re a r e no s i g n i f i c a n t d i f f e r e n c e s in t h e d i s t r i b u t i o n of response p a tte rn s to s p e c i f i c q u estio n s r e f l e c t i n g the r o l e p e r c e p t i o n o f p a r a p r o f e s s i o n a l s a s measured by t h e D e f i n i t i o n o f t h e Role o f t h e P a r a p r o f e s s i o n a l I n s t r u m e n t by p o s i t i o n . Ta b le 1 shows a c c e p t a n c e o f t h e r o l e c o n c e p t o f p a r a p r o f e s ­ s i o n a l s by f o r t y s e l e c t e d p a n e l i s t s . P e rh a p s t h e c o n s e n s u s o f t h e p a n e l i s t s may be summarized in the words o f a r e s p o n d e n t who f e l t t h e r o l e o f t h e p a r a p r o f e s s i o n a l t o be a p a r t n e r s h i p a r r a n g e m e n t . The a b i l i t y of th e te a c h e r to e s t a b l i s h ra p p o rt with her assigned p a ra ­ p r o f e s s i o n a l can p ro d u c e a work r e l a t i o n s h i p o f i n e s t i m a b l e v a l u e t o chiIdren. Close examination o f Table 4 r e v e a l s s tro n g su p p o rt o f th e r o l e p e r c e p t i o n o f p a r a p r o f e s s i o n a l s by p r i n c i p a l s , t e a c h e r s , and paraprofessionals. Pe rh a p s t e a c h e r s now r e a l i z e t h a t in v o l v e m e n t o f p a r a p r o f e s s i o n a l s in a c t i v i t i e s a s r e l a t e d t o t h e i r p e r s o n a l s k i l l s and t a l e n t s i s an i m p e r a t i v e which c a n n o t be i n d e f i n i t e l y d e l a y e d . Ac co rd in g t o t h e d a t a p r e s e n t e d in T a b l e 7 , t h e n u l l h y p o t h e s i s was n o t r e j e c t e d . P r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s s u p ­ p o r t e d t h e r o l e p e r c e p t i o n o f p a r a p r o f e s s i o n a l s , by p o s i t i o n , though a l m o s t t w i c e as many r e s p o n d e n t s i n d i c a t e d a p r e f e r e n c e f o r d e f i n i ­ tion one t h a n two. 93 S i m i l a r l y , T a b l e 8 d i s c l o s e s t h e n u l l h y p o t h e s i s was n o t rejected. P r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s , by s cho ol d i s t r i c t , s u p p o r t e d t h e r o l e p e r c e p t i o n o f p a r a p r o f e s s i o n a l s , thoug h a l m o s t t w i c e as many r e s p o n d e n t s i n d i c a t e d a p r e f e r e n c e f o r d e f i n i t i o n one t h a n two. Null H y p o t h e s i s 2 There a r e no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o it e m two ( p r e p a r e and p re v ie w f i l m ) r e f l e c t i n g t h e a c t u a l r o l e o f t h e p a r a p r o f e s s i o n a l by p r i n c i p a l s , t e a c h e r s , and p a r a p r o ­ f e s s i o n a l s by p o s i t i o n . Ta b le 9 s u p p o r t s t h e a s s u m p t i o n t h a t p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s , by p o s i t i o n , d i d n o t r e j e c t t h e n u l l h y p o t h ­ esis. S i n c e t h e t a b l e v a l u e o f 9 . 5 a t t h e .05 l e v e l was more t h a n t h e computed v a l u e o f 8 . 6 , t h e n u l l h y p o t h e s i s was n o t r e j e c t e d . Upon c l o s e r e x a m i n a t i o n o f t h e c o n t i n g e n c y t a b l e , t e a c h e r s a p p e a r e d t o be somewhat more in d i s a g r e e m e n t w i t h t h i s it e m t h a n e i t h e r p r i n c i ­ pals or p a ra p ro fe s s io n a ls . in t h i s case. P a r a p r o f e s s i o n a l s t e n d e d to war d i n d e c i s i o n P r i n c i p a l s seemed i n c l i n e d to w ard more a g r e e m e n t t h a n e i t h e r t e a c h e r s o r p a r a p r o f e s s i o n a l s , th oug h t h i s t e n d e n c y was i n s i g ­ nificant. Null H y p o t h e s i s 3 Th ere a r e no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o i t e m f i v e ( s u p e r v i s e s v a r i o u s a u x i l i a r y s ch oo l s e r v i c e s ) r e f l e c t i n g t h e a c t u a l r o l e o f p a r a p r o f e s s i o n a l s by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s , by p o s i t i o n . T a b le 10 r e v e a l s t h e r e j e c t i o n o f t h i s h y p o t h e s i s . Since the computed ch i s q u a r e v a l u e o f 17 .4 was more t h a n t h e t a b l e v a l u e o f 1 5 . 5 , t h e n u l l was r e j e c t e d . P a r a p r o f e s s i o n a l s a p p e a r e d more 94 un d e c id e d t h a n e i t h e r p r i n c i p a l s o r t e a c h e r s c o n c e r n i n g t h e s u p e r ­ v i s i o n o f a u x i l i a r y s ch ool s e r v i c e s . I t may a p p e a r t h a t p a r a p r o ­ f e s s i o n a l s f e l t u n q u a l i f i e d t o assume t h i s r e s p o n s i b i l i t y . T e a c h e r r e s p o n s e i n d i c a t e d more d i s a g r e e m e n t w i t h t h i s it e m t h a n was t r u e o f e i t h e r p r i n c i p a l s o r p a r a p r o f e s s i o n a l s . I f we assume t h a t t h e p r im a r y p u r p o s e o f p a r a p r o f e s s i o n a l s i s t o i n c r e a s e t e a c h e r e f f e c t i v e n e s s in t h e c l a s s r o o m , t h e n i t may f o l l o w t e a c h e r s f e l t t h i s was a p r e r o g a t i v e t h e y p r e f e r r e d t o ke ep. Principals i n d i c a t e d a g r e a t e r te n d e n c y to w ard a f f i r m i n g t h i s h y p o t h e s i s t h a n e i t h e r teachers or p a ra p ro fe ss io n a ls. In a d d i t i o n , t h e y had f e w e r r e s p o n s e s in t h e d i s a g r e e c a t e g o r y t h a n e i t h e r o f t h e s e two g r o u p s . Null H y p o t h e s i s 4 The re a r e no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o it e m seven ( a s s i s t i n g s t u d e n t s w i t h d i f f i c u l t i n f o r m a t i o n o r m is se d a s s i g n m e n t ) r e f l e c t i n g t h e a c t u a l r o l e o f t h e p a r a ­ p r o f e s s i o n a l by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s by p o s i t i o n . S i n c e t h e computed c h i s q u a r e o f 1 5 .7 was more t h a n t h e t a b l e v a l u e o f 1 5 . 5 , as shown i n t a b l e 11, t h e n u l l h y p o t h e s i s was r e j e c t e d . T e a ch e r r e s p o n s e s r a n t h e gamut from s t r o n g l y a g r e e d t o s t r o n g l y disagreed. P r i n c i p a l s a p p e a r e d t o be more commi tte d t o t h e s t r o n g l y a g r e e / a g r e e end o f t h e c o n ti n u u m , w h i l e p a r a p r o f e s s i o n a l s g e n e r a l l y i n d i c a t e d a gr e em e nt w i t h t h i s s p e c i f i c i t e m . Null H y p o t h e s i s 5 T he re a r e no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o it e m e i g h t ( a s s i s t s in s e t t i n g up m a t e r i a l s t o c r e a t e an e n v i r o n ­ ment f o r l e a r n i n g ) r e f l e c t i n g t h e a c t u a l r o l e o f p a r a p r o f e s ­ s i o n a l s by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s by position. 95 T a b l e 12 i n d i c a t e s t h e n u l l h y p o t h e s i s was n o t r e j e c t e d b e c a u s e t h e computed c h i s q u a r e o f 8 . 0 was l e s s t h a n t h e t a b l e v a l u e of 15.5. C l o s e e x a m i n a t i o n o f T a b l e 12 w i l l r e v e a l t h a t p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s were i n g e n e r a l a g r e e m e n t i n t h e i r s u p p o r t o f it e m e i g h t . Null H y p o t h e s i s 6 T he re a r e no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o ite m twelve ( p r e p a r a tio n o f m a t e r i a l s follow ing te a c h e r p a ra ­ p r o f e s s i o n a l p l a n n i n g s e s s i o n s ) by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s by p o s i t i o n . Data c o n t a i n e d i n T a b l e 13 i n d i c a t e d t h e n u l l h y p o t h e s i s was not re je c te d . The computed c h i s q u a r e was 1 3 . 8 b u t t h e t a b l e v a l u e was 1 5 .5 a t t h e .05 l e v e l . P r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s were in g e n e r a l a g r e e m e n t on it e m tw e l v e and r e s p o n s e s in t h e un d e ­ c i d e d o r d i s a g r e e c a t e g o r i e s d i d e x i s t b u t d i d n o t have s i g n i f i c a n c e as r e l a t e d t o t h e n u l l h y p o t h e s i s . Null H y p o t h e s i s 7 T he re a r e no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o it e m f i f t e e n (confers with te a c h e r regarding a p p ro p ria te s t r a t e ­ gies fo r learning) r e f le c tin g the actual ro le of the para­ p r o f e s s i o n a l by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s by p o s i t i o n . T a b le 14 r e v e a l s t h e t a b l e v a l u e o f 15. 5 a t t h e .05 l e v e l was more th a n t h e computed c h i s q u a r e o f 5 . 8 . h y p o t h e s i s was n o t r e j e c t e d . Thus, t h e n u l l Responses o f p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s g e n e r a l l y a g r e e d on i te m f i f t e e n . 96 Null H y p o t h e s i s 8 There a r e no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o i t e m s i x t e e n ( r e c o r d s d a t a on c u m u l a t i v e r e c o r d s ) r e f l e c t i n g t h e a c t u a l r o l e o f t h e p a r a p r o f e s s i o n a l by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s by p o s i t i o n . T h i s h y p o t h e s i s was r e j e c t e d . T a b l e 15 r e v e a l s t h e computed ch i s q u a r e o f 17.7 e xc ee ded t h e t a b l e v a l u e o f 1 5 .5 a t t h e .05 l e v e l . While p r i n c i p a l s s u p p o r t e d t h i s p a r t i c u l a r i t e m , a s i g n i f i c a n t number e i t h e r d is a g re e d o r s t r o n g l y d is a g r e e d t h a t p a r a p r o f e s s i o n a l s should r e c o r d d a t a on c u m u l a t i v e r e c o r d s . In c o m p a r i s o n , T a b l e 15 r e v e a l s t h a t twenty-one te a c h e rs d is ag ree d w ith item s i x t e e n . two p a r a p r o f e s s i o n a l s d i s a g r e e d w i t h it e m s i x t e e n . Nine o f s e v e n t y However, t e n p a r a ­ p r o f e s s i o n a l s were u n d e cide d c o n c e r n i n g t h i s i s s u e . Null H y p o t h e s i s 9 There a r e no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o it e m tw e nty ( a r r a n g e s f o r f i e l d t r i p s ) r e f l e c t i n g t h e a c t u a l r o l e o f t h e p a r a p r o f e s s i o n a l by p r i n c i p a l s , t e a c h e r s , and p a r a ­ p r o f e s s i o n a l s by p o s i t i o n . T a b le 16 i n d i c a t e s a r e j e c t i o n o f t h i s h y p o t h e s i s b e c a u s e t h e computed v a l u e o f 22.1 exceeded t h e t a b l e c h i s q u a r e o f 1 5 .5 a t t h e .05 l e v e l . F u r t h e r i n s p e c t i o n o f T a b l e 16 r e v e a l s t h a t p r i n c i p a l s , w h i l e s u p p o r t i v e o f ite m t w e n t y , d i d t e n d t o d i s a g r e e . The d a t a a s p e r t a i n i n g t o t e a c h e r s r e v e a l e d g e n e r a l a g r e e m e n t by t e a c h e r s on t h i s item a s we ll as some d i s a g r e e m e n t . A s m a l l e r number o f t e a c h e r s a f f i r m e d t h i s it e m t h a n e i t h e r p r i n c i p a l s o r p a r a p r o f e s s i o n a l s . a d d i t i o n , t e a c h e r s r e f l e c t e d some i n d e c i s i o n on t h i s i s s u e . p r o f e s s i o n a l s were a l s o s u p p o r t i v e o f i t e m t w e n t y . In Para­ They a l s o had a l a r g e r number o f r e s p o n d e n t s u n d e c i d e d t h a n e i t h e r t h e p r i n c i p a l o r te a c h e r groups. 97 Null H y p o th e s is 10 T here a r e no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o it e m n i n e ( l i k i n g f o r c h i l d r e n and y o u t h ) r e f l e c t i n g t h e c r i t e r i a f o r s e l e c t i o n o f p a r a p r o f e s s i o n a l s by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s . I n f o r m a t i o n from T a b l e 17 shows t h a t t h e n u l l h y p o t h e s i s was rejected. The computed ch i s q u a r e s t a t i s t i c was 9 . 7 ; t h e t a b l e v a l u e was 9 . 5 - - a c o n d i t i o n f o r r e j e c t i n g t h e n u l l . Even th ough t h e d i f f e r e n c e seems s l i g h t , i t was l a r g e enough t o be s t a t i s t i c a l l y significant. P r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s overwhelm­ i n g l y a g re e d w i t h item n i n e . o f r e s p o n d e n t s on th is m atter. T a b l e 17 c l e a r l y i n d i c a t e s t h e unanimity Null H y p o th e s is 11 There a r e no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o it e m t w e l v e ( a b i l i t y t o work w i t h s c h o o l p e r s o n n e l ) r e f l e c t i n g t h e c r i t e r i a f o r s e l e c t i n g p a r a p r o f e s s i o n a l s by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s . Ta b le 18 i n d i c a t e s t h e computed c h i s q u a r e i s 1 7 . 8 . The c h i s q u a r e t a b l e v a l u e i s 15.5 a t t h e .05 l e v e l o f c o n f i d e n c e - - a r e a s o n s t a t i s t i c a l l y for r e je c ti n g the n u l l . p ro f e s s io n a ls supported th e a b i l i t y P rin c ip a ls, teach ers, and p a r a ­ t o work w i t h v a r i o u s s ch oo l p e r ­ s onnel t o a s i g n i f i c a n t d e g r e e . Null H y p o th e s is 12 There a r e no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o it e m s ix (average i n t e l l i g e n c e ) r e f l e c t i n g th e c r i t e r i a f o r s e l e c t i n g p a r a p r o f e s s i o n a l s by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s i n D i s t r i c t A, D i s t r i c t B, and D i s t r i c t C. I n f o r m a t i o n from T a b l e 19 r e v e a l s t h e r e j e c t i o n o f t h e n u l l h y p o t h e s i s be c a u s e t h e computed c h i s q u a r e s t a t i s t i c o f 1 1 .3 e x ce e d ed 98 t h e t a b l e v a l u e o f 9 . 5 a t t h e .05 s i g n i f i c a n c e l e v e l . Al tho ug h r e s p o n d e n t s from D i s t r i c t A, D i s t r i c t B, and D i s t r i c t C were r e l a ­ t i v e l y u n d e c i d e d on a v e r a g e i n t e l l i g e n c e as a f a c t o r , p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s from D i s t r i c t A more s t r o n g l y a g r e e d on t h i s it e m t h a n t h o s e i n t h e same p o s i t i o n s from t h e s cho ol d i s ­ t r i c t s o f D i s t r i c t B and D i s t r i c t C. Null H y p o t h e s i s 13 T he re a r e no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o i te m th ir te e n ( a r t i s t i c a b i l i t y ) r e f le c tin g the c r i t e r i a for s e l e c t i n g p a r a p r o f e s s i o n a l s by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s i n D i s t r i c t A, D i s t r i c t B, and D i s t r i c t C. S i n c e t h e computed c h i s q u a r e o f 2 6 . 0 was more t h a n t h e t a b l e s t a t i s t i c o f 1 5 .5 a t t h e .05 l e v e l o f c o n f i d e n c e , t h e n u l l h y p o t h e s i s was r e j e c t e d . P r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s from D i s ­ t r i c t A f a i l e d t o i n d i c a t e a c l e a r c o n s e n s u s from e l i c i t e d r e s p o n s e s w h i l e t h e i r c o u n t e r p a r t s from D i s t r i c t B e l i c i t e d r e s p o n s e s which were e i t h e r i n a g r e e m e n t o r d i s a g r e e m e n t . D istric t C principals, t e a c h e r s , and p a r a p r o f e s s i o n a l s were g e n e r a l l y u n d e c i d e d on t h i s s p e c i f i c item. Most r e s p o n d e n t s conceded t h a t a r t i s t i c a b i l i t y was d e s i r a b l e b u t s h o u l d n o t be o f prime c o n s i d e r a t i o n as a c r i t e r i o n f o r selection. Null H y p o t h e s i s 14 T he re a r e no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o it e m fo u rteen (w illin g to accept r e s p o n s ib il it y ) r e f l e c ti n g the c r i t e r i a f o r s e l e c t i n g p a r a p r o f e s s i o n a l s by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s i n D i s t r i c t A, D i s t r i c t B, and D i s t r i c t C., by d i s t r i c t . 99 A n a l y s i s o f t h e d a t a from T a b l e 21 r e v e a l s t h a t t h e h y p o t h e ­ s i s was r e j e c t e d s i n c e t h e computed ch i s q u a r e o f 1 3 . 2 was more t h a n t h e t a b l e v a l u e o f 1 2 .6 a t t h e .05 l e v e l . A lt h o u g h t h e n u l l h y p o t h ­ e s i s was r e j e c t e d , T a b l e 21 does r e v e a l t h a t r e s p o n d e n t s from D i s ­ t r i c t B and D i s t r i c t C t e n d e d t o s u p p o r t t h i s it e m more t h a n r e s p o n d e n t s from D i s t r i c t A, who were somewhat u n d e c i d e d . Null H y p o t h e s i s 15 The re a r e no s i g n i f i c a n t d i f f e r e n c e s o f r e s p o n s e s t o i te m f i f t e e n (demonstrated s e n s i t i v i t y to t h e needs o f youth) r e f l e c t i n g t h e c r i t e r i a f o r s e l e c t i n g p a r a p r o f e s s i o n a l s by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s in D i s t r i c t A, D i s t r i c t B, and D i s t r i c t C. S i n c e t h e computed c h i s q u a r e o f 1 5 . 3 was more t h a n t h e t a b l e v a l u e o f 1 5 . 5 , t h e n u l l was n o t r e j e c t e d . D i s t r i c t B te a c h e rs did n o t i n d i c a t e a c l e a r c o n s e n s u s from e l i c i t e d r e s p o n s e s . R es p o n d e n ts from D i s t r i c t A and D i s t r i c t C were g e n e r a l l y a g r e e d , th ough t e n d e n c y toward d i s a g r e e m e n t was e v i d e n t . Conclusions 1. The p a n e l i s t s a g r e e d on t h e r o l e d e f i n i t i o n o f p a r a p r o ­ f e s s i o n a l s in two o f t h e t h r e e d e f i n i t i o n s . The a g r e e d - u p o n d e f i n i ­ t i o n s a r e as f o l l o w s : The r o l e o f t h e p a r a p r o f e s s i o n a l i s t o f r e e t h e t e a c h e r from c e r t a i n c l e r i c a l and r o u t i n e c h o r e s ; t o a s s i s t t h e t e a c h e r with the p re p a ra tio n of i n s t r u c t i o n a l m a t e r i a l s ; to a s s i s t w i t h o b j e c t i v e e v a l u a t i o n when s p e c i a l i z e d knowledge i s n o t r e q u i r e d ; and t o a s s i s t i n t h e s u p e r v i s i o n o f c e r t a i n i n d e ­ pendent work-play a c t i v i t i e s . The r o l e o f t h e p a r a p r o f e s s i o n a l i s t o s u p e r v i s e c e r t a i n i n d e ­ pe n d e n t work a c t i v i t i e s o f p u p i l s ; t o p r o v i d e r o u t i n e t u t o r i a l s e r v i c e ; and t o p r o v i d e r e s e a r c h a s s i s t a n c e t o t h e c l a s s r o o m t e a c h e r when none o f t h e a c t i v i t i e s r e q u i r e p r o f e s s i o n a l teacher preparation. 100 2. T e a c h e r s , p r i n c i p a l s , and p a r a p r o f e s s i o n a l s g e n e r a l l y a g r e e d t h a t t h e f o l l o w i n g c r i t e r i a s h o u l d be used i n t h e . s e l e c t i o n of paraprofessionals: a. b. c. d. e. f. g. h. i. j. k. D e d i c a t i o n , s i n c e r i t y and p e r c e p t i v e n e s s Good p h y s i c a l and m e n ta l h e a l t h Good grooming R e s t r a i n t from a b u s i v e l a n g u a g e Pleasing p e rs o n a lity Successful experiences w ith c h ild re n Some formal e d u c a t i o n beyond h i g h school Working w i t h a t e a c h e r i n a t m o s p h e r e o f mutu al t r u s t Respect f o r in d iv id u a l d i f f e r e n c e s S e n s i t i v i t y f o r ne ed s o f y o u t h R e s tra in t of personal bias T he re was no g e n e r a l a g r e e m e n t on t h e f o l l o w i n g c r i t e r i a f o r s e l e c t i o n of paraprofessionals: a. b. c. d. e. Average i n t e l l i g e n c e L i k i n g f o r c h i l d r e n and y o u t h A b i l i t y t o work w i t h v a r i o u s s ch ool p e r s o n n e l A rtistic ab ility W illingness to acc e p t r e s p o n s i b i l i t y 3. T he re was g e n e r a l a g r e e m e n t by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s in D i s t r i c t s A, B, and C on t h e a c t u a l r o l e o f t h e p a ra p ro fe ssio n a l as follow s: a. b. C. d. e. f. g. h. i. j. k. 1. m. n. o. S e rv e s as a r e s o u r c e p e r s o n Operates a u d io -v is u a l d ev ices Perf orm s a v a r i e t y o f i n s t r u c t i o n a l t a s k s Reads s t o r i e s t o c h i l d r e n A s s i s t s in s e t t i n g up m a t e r i a l s t o c r e a t e a l e a r n i n g e n v ir o n m e n t A ss is ts stu d en ts with b a sic w ritin g s k i l l s Provides t u t o r i a l a s s i s t a n c e f o r in d iv id u a ls Corrects o b je c tiv e t e s t s P r e p a r e s and r e p r o d u c e s m a t e r i a l s Leads t h e c l a s s in s i m p l e c o m p re h e n s iv e s k i l l s A s s is ts in d i r e c t i o n o f plays C o n fe rs w i t h t e a c h e r on c o r r e c t i v e s t r a t e g i e s f o r l e a r n i n g A s s i s t s t e a c h e r w i t h b a s i c r e s e a r c h proble ms A s s i s t s t e a c h e r w ith housekeeping d u t i e s A s s i s t s t e a c h e r w i t h o p e n i n g e x e r c i s e s , l a r g e g ro up l e s s o n s 101 Th ere was no g e n e r a l a g r e e m e n t on t h e a c t u a l r o l e o f t h e p a r a p r o ­ f e s s i o n a l by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s i n D i s t r i c t s A, B, and C: a. b. c. d. S u p e rv is e s v a rio u s a u x i l i a r y school a c t i v i t i e s A s s is ts stu d en t w ith d i f f i c u l t inform ation R ecords d a t a on c u m u l a t i v e r e c o r d s Arranges f o r f i e l d t r i p s Recommendations f o r F u r t h e r St udy An a n a l y s i s o f t h e r o l e p e r c e p t i o n o f t h e p a r a p r o f e s s i o n a l , t h e c r i t e r i a f o r s e l e c t i o n , and t h e a c t u a l r o l e have r e v e a l e d a m u l t i p l i c i t y o f s u c c e s s e s , p r o b l e m s , and n e e d s . The reco mmend ation s t h a t f o l l o w a r e made i n t h e hope t h e y m i g h t g i v e more a u t h e n t i c i t y and u n d e r s t a n d i n g t o a c t i v i t i e s i n v o l v i n g t h e r o l e p e r c e p t i o n o f p araprofessionals. 1. A c o m p r e h e n s iv e s t u d y need s t o be done on t h e s t a t u t o r y p r o v i s i o n s as r e l a t e d t o p a r a p r o f e s s i o n a l s . most s t a t e s do n o t have s p e c i f i c s t a t u t e s . Indications are th a t F r e q u e n tly , s t a t e boards o f e d u c a t i o n have r e l e a s e d s t a t e m e n t s on t h e u s e o f p a r a p r o f e s s i o n a l s b u t t h e s e s t a t e m e n t s do n o t g i v e d i r e c t i o n and g u i d a n c e in t h e employment and u s e o f p a r a p r o f e s s i o n a l s . 2. As u s e o f p a r a p r o f e s s i o n a l s i n c r e a s e s t h r o u g h o u t t h e United S t a t e s , th e q u e s tio n o f r o l e e x p e c t a t i o n , te a c h e r a c c e p ta n c e , and a d m i n i s t r a t i v e s u p p o r t must be c o n s i d e r e d . 3. A dditional research addressed to understanding th e p ara­ p r o f e s s i o n a l ' s r o l e in a f f e c t i n g p r o f e s s i o n a l p r a c t i c e and p e r f o r ­ mance i s n e ed e d . The t e a c h e r - p a r a p r o f e s s i o n a l team a p p r o a c h i s a l l e g e d t o be an e x c e p t i o n r a t h e r t h a n t h e r u l e in e d u c a t i o n a l c i r c l e s . APPENDICES 102 APPENDIX A LETTER REQUESTING PERMISSION TO USE SURVEY INSTRUMENT 103 APPENDIX A LETTER REQUESTING PERMISSION TO USE SURVEY INSTRUMENT A p r i l 19, 1973 Dr. Bryce P e r k i n s 109 M clver S t r e e t G r e e n s b o r o , N.C. 27403 Dear S i r : As a d o c t o r a l s t u d e n t a t Michigan S t a t e U n i v e r s i t y , my d i s s e r t a t i o n t o p i c i s "A Comparison o f t h e Role P e r c e p t i o n s o f P a r a p r o f e s s i o n a l s by P r i n c i p a l s , T e a c h e r s and P a r a p r o f e s s i o n a l s in Th ree Michi gan E l e m e n ta r y Schools." In o r d e r t o g i v e c r e d i b i l i t y t o t h e s t u d y , I would l i k e p e r m i s s i o n t o us e y o u r s u r v e y i n s t r u m e n t s i n my e n d e a v o r . I am work ing w i t h t h e r e s e a r c h c o n s u l t i n g d e p a r t m e n t a t Michigan S tate U niversity. They recommend t h a t y o u r i n s t r u m e n t s be used in s e c u r i n g d a t a f o r my r e s e a r c h c o n c e r n i n g p a r a p r o f e s s i o n a l s . Your a s s i s t a n c e in t h i s e f f o r t w i l l be a p p r e c i a t e d v e r y much. C ordially, Booker T. Yancey BTY/mw CC: 1 104 APPENDIX B LETTER RECEIVED GRANTING PERMISSION TO USE SURVEY INSTRUMENT 105 APPENDIX B LETTER RECEIVED GRANTING PERMISSION TO USE SURVEY INSTRUMENT COLLEGE OF T H E V I R G I N I S L A N D S ST. May 2 , CROIX CAMPUS 1974 Mr. Booker T . Yancey Benjamin F r a n k lin Elementary School 661 F r a n k lin Road P o n t ia c , Michigan 48053 Dear Mr. Yancey: T h is is in r e p ly t o your l e t t e r o f A p r il 29 in which you asked permission to use my survey instruments in connection w ith your d i s s e r t a t i o n on "The Role Concept of P a ra -p r o f e s s io n a I s ." I am g lad to share them w it h you and am q u i t e would a p p r e c ia t e your sharing them w ith me. in t e re s t e d in your r e s u l t s . I Best wishes in - y o u r study. Bryce P e r k in s , Ed. D. Di r e c t o r BP/mcb K I N G S H I L L P. O. B O X 84 / ST. C R O I X 106 / VIRGIN ISLANDS / 00850 APPENDIX C LETTER SENT TO PANELISTS REQUESTING THEIR ASSISTANCE IN FILLING OUT QUESTIONNAIRE 107 APPENDIX C LETTER SENT TO PANELISTS REQUESTING THEIR ASSISTANCE IN FILLING OUT QUESTIONNAIRE F r a n k l i n E l e m e n t a r y School 661 F r a n k l i n Road P o n t i a c , Michi gan D e a r _________________________ , I am d e s i r o u s o f y o u r a s s i s t a n c e in a p r o j e c t t h a t i s o f s i g n i f i c a n t p e r s o n a l and p r o f e s s i o n a l i m p o r t a n c e t o me. As a d o c t o r a l c a n d i d a t e a t Michigan S t a t e U n i v e r s i t y my t o p i c i s "A Comparison o f t h e Role P e r c e p t i o n o f P a r a p r o f e s s i o n a l s by P r i n c i p a l s , T e a c h e r s and P r a p r o f e s s i o n a l s ." The p r i n c i p a l aim o f t h i s s t u d y i s t o compare t h e r o l e p e r ­ c e p t i o n s o f p a r a p r o f e s s i o n a l s a s w e ll as t h e a c t u a l r o l e and c r i t e r i a f o r s e l e c t i o n a s p e r c e i v e d by a u t h o r i t i e s , p r i n c i p a l s , t e a c h e r s and paraprofessionals. In o r d e r t o o b t a i n t h e n e c e s s a r y d a t a , a pa nel o f e x p e r t s from v a r i o u s l e a d e r s h i p r o l e s was s e l e c t e d t o a s s i s t in t h i s s t u d y . Your e d u c a t i o n a l e x p e r i e n c e and i n t e r e s t i n p a r a p r o f e s s i o n a l programs were f a c t o r s t h a t l e d t o s e l e c t i n g you as a p a r t i c i p a n t i n t h i s s t u d y . Your immediate r e s p o n s e t o t h e t h r e e e n c l o s e d q u e s t i o n n a i r e s w i l l be g r e a t l y a p p r e c i a t e d . A stamped s e l f - a d d r e s s e d e n v e l o p e i s a lso enclosed. Sincerely, Booker T. Yancey 108 APPENDIX D THE QUESTIONNAIRE 109 APPENDIX D THE QUESTIONNAIRE PART I : D e f i n i t i o n o f t h e Role o f t h e P a r a p r o f e s s i o n a l Name P osition Date To t h e P a n e l i s t : L i s t e d below a r e t h r e e d e f i n i t i o n s o f t h e r o l e o f t h e p a r a p r o ­ f e s s i o n a l i n p u b l i c s ch oo l e d u c a t i o n . P l e a s e s e l e c t one d e f i n i t i o n . I f none a r e a c c e p t a b l e , a d d i t i o n a l s p a c e i s p r o v i d e d a t t h e end o f p a r t one o f t h i s o p i n i o n n a i r e f o r you t o w r i t e y o u r d e f i n i t i o n o f t h e ro le of the p arap ro fessio n al. ( ) A c ce pt 1. The r o l e o f t h e p a r a p r o f e s s i o n a l i s t o f r e e t h e t e a c h e r from c e r t a i n c l e r i c a l and r o u t i n e c h o r e s in o r d e r t o e n a b l e him t o spend more t i m e i n p l a n n i n g , e v a l u a t i n g , and i n s t r u c t i n g . P a n e l i s t comment: ( ) Ac cep t 2. The r o l e o f t h e p a r a p r o f e s s i o n a l i s t o f r e e t h e t e a c h e r from c e r t a i n c l e r i c a l and r o u t i n e c h o r e s ; to a s s i s t the te a c h e r with the p re p a ra tio n o f i n s t r u c t i o n a l m a t e r i a l s ; to a s s i s t with o b j e c t i v e e v a l u a t i o n when s p e c i a l i z e d knowledge i s n o t r e q u i r e d ; and t o a s s i s t i n t h e s u p e r v i s i o n o f c e r ­ t a i n independent work-play a c t i v i t i e s . P a n e l i s t comment: 110 Ill ( ) A c ce pt 3. The r o l e o f t h e p a r a p r o f e s s i o n a l i s t o s u p e r v i s e c e r t a i n i n d e p e n d e n t work a c t i v i t i e s o f p u p i l s ; t o p r o v i d e r o u t i n e t u t o r i a l a s s i s t a n c e ; and t o provide re s e a rc h a s s i s t a n c e to th e classroom t e a c h e r , when none o f t h e s e a c t i v i t i e s r e q u i r e professional teacher preparation. P a n e l i s t comment: P a n e l i s t ' s d e f i n i t i o n o f t h e Role o f t h e P a r a p r o f e s s i o n a l : \ 112 P a rt I I A c tu al Role o f t h e P a r a p r o f e s s i o n a l L i s t e d below a r e c o n t r i b u t i o n s made by t h e p a r a p r o f e s s i o n a l ba se d upon r e s e a r c h in t h i s a r e a . P l e a s e a c c e p t o r r e j e c t ea c h it e m w i t h a check mark i n t h e a p p r o p r i a t e column. Space i s l e f t a f t e r e a c h s t a t e m e n t f o r comments and a t t h e end o f t h i s s e c t i o n o f t h e o p i n i o n n a i r e f o r any a d d i t i o n a l s t a t e m e n t s you may c a r e t o make. A c ce p t ( ) Ac cep t i n P a r t C ontributions Reject ( ) ( ) 1. Serves as a re s o u rc e person in s u b j e c t m a t t e r c o n t e n t de p en d in g upon t r a i n i n g and e x p e r i e n c e . ( ) ( ) 2. Prepares visual m a te ria ls fo r i n s t r u c t i o n a s d e t e r m i n e d by the teach er. ( ) ( ) 3. Operates audio v isu al d e v ic e s . ( ) ( ) 4. S upervises c e r t a i n work-study p e r i o d s when t h e s t a n d a r d s a r e s e t by t h e t e a c h e r . ( ) ( ) 5. Serves as a l i b r a r y a s s i s t a n t . ( ) ( ) 6. Reads s t o r i e s t o c h i l d r e n when t h e p u r p o s e s have been c l e a r l y e s t a b l i s h e d by t h e t e a c h e r . ( ) ( ) 7. S u p e r v i s e s t h e p l a y g ro u n d un d e r c e rta in conditions. Comments: ( ) Comments: ( ) Comments: ( ) Comments: ( ) Comments: ( ) Comments: ( ) Comments: 113 Ac ce pt ( ) Ac cep t in P a r t Reject Contributions ( ) ( ) 8, S u p e r v i s e s t h e s c h o o l lu nc hro om . ( ) ( ) 9. Provides t u t o r i a l a s s i s t a n c e o f a lim ite d r o u tin e n a tu re under the d ire c tio n of the teach er. ( ) ( ) 10. C o r r e c t s c e r t a i n E n g l i s h themes according to c r i t e r i a e s t a b ­ l i s h e d by t h e t e a c h e r . ( ) ( ) 11. C o rre c ts o b je c t iv e t e s t s under the supervision of the te ac h e r. ( ) ( ) 12. P r e p a r e s c e r t a i n r e c o r d s and r e p o r t s under th e s u p e r v is io n of t h e t e a c h e r and r e p r o d u c e s o t h e r s p r e p a r e d by t h e t e a c h e r . ( ) ( ) 13. Gives c e r t a i n d r i l l s r e l a t e d t o l e s s o n s when t h e m a t e r i a l i s p la n n e d by t h e t e a c h e r and p r e p a r e d un de r h e r d i r e c t i o n . ( ) ( ) 14. S u p e r v i s e s money c o l l e c t i o n s . ( ) ( ) 15. Handles r o u t i n e i n t e r r u p t i o n s . Comments: ( ) Comments: ( ) Comments: ( ) Comments: ( ) Comments: ( ) Comments: ( ) Comments: ( ) Comments: 114 Ac ce pt ( ) Ac cep t i n P a r t C ontributions Reject ( ) ( ) 16. Provides c l e r i c a l a s s i s t a n c e . ( ) ( ) 17. Serves as a piano accompanist f o r mus ic and games. ( ) ( ) 18. A s s i s t s w ith housekeeping chores and b u l l e t i n b o a rd a r r a n g e m e n t s . ( ) ( ) 19. A s s i s t s w i t h bus d u t y and re la te d tasks. ( ( ) 20. A s s i s t s the te a c h e r with open­ ing e x e r c i s e s , l a r g e gr oup le ss o n s , dem onstrations. Comments: ( ) Comments: ( ) Comments: ( ) Comments: ( ) ) 115 P a rt I I I C r ite r ia fo r the Selection of Paraprofessionals L i s t e d below a r e f o u r t e e n c r i t e r i a f o r t h e s e l e c t i o n o f p a r a p r o f e s ­ sionals. P l e a s e e v a l u a t e w i t h a c hec k mark i n t h e a p p r o p r i a t e d e s ­ cription. Space i s l e f t a t t h e end o f each s t a t e m e n t f o r any comments and a t t h e end o f t h i s s e c t i o n o f t h e o p i n i o n n a i r e f o r y o u r s u g g e s t i o n s fo r additions. A c ce p t ( ) Ac ce p t i n P a r t Reject C ontributions ( ) ( ) 1. Good moral c h a r a c t e r . ( ) ( ) 2. E vi den ce o f good p h y s i c a l and mental h e a l t h . ( ) ( ) 3. Good grooming. ( ) ( ) 4. Good E n g l i s h u s a g e . ( ) ( ) 5. Pleasing p e rs o n a lity . ( ) ( ) 6. Average i n t e l l i g e n c e . 7. S u c c e s s f u l e x p e r i e n c e w or kin g with c h il d r e n . Comments: ( ) Comments: ( ) Comments: ( ) Comments: ( ) Comments: ( ) Comments: ( ) Comments: ( ) 116 A c ce p t ( ) Ac ce pt in P a r t C ontributions Reject ( ) ( ) 8. Some fo rm al e d u c a t i o n beyond h i g h s c h o o l d e s i r a b l e f o r most positions. ( ) ( ) 9. L i k i n g f o r c h i l d r e n and y o u t h . ( ) ( ) 10. A b i l i t y t o work u n d e r t h e s u p e r v is io n o f th e classroom te a c h e r ( ) ( ) 11. C lerical s k ills , ( ) ( ) 12. A b ility to play th e piano. ( ) ( ) 13. A rtistic ability. ( ( ) 14. S u b j e c t - m a t t e r b a ck gr oun d o r sp e c ia liz a tio n i f to c o rre ct E n g l i s h themes o r t o s e r v e as in stru ctio n -assistan t. Comments: ( ) Comments: ( ) Comments: ( ) Comments: ( ) Comments: ( ) Comments: ( ) Comments: ) APPENDIX E LIST OF PANELISTS APPENDIX E LIST OF PANELISTS U n it e d S t a t e s S p e c i a l i s t s Dr. E r i c N. Dennard O ffi c e o f Education 1114 Commerce S t r e e t D a l l a s , Texas 75222 214-749- 2634 Mr. D e x t e r T i l r o e O ffic e o f Education 26 F e d e r a l P l a z a New York, New York 10007 2 12-2 64 - 1098 Mr. P. Maj( G a bb er t O f f i c e o f E d u c a ti o n 300 South Wacker D riv e Bldg. C h i c a g o , I l l i n o i s 60606 312-353-7330 Dr. Fred W i l k i n s o n O ffic e o f Education JFK F e d e r a l B u i l d i n g B o s t o n , M a s s a c h u s e t t s 02203 617-223-6891 Mr. James R o b e r ts O f f i c e o f E d u c a ti o n P.O. Box 12900 P h i l a d e l p h i a , Penn. 19108 215- 59 7- 924 8 Dr. C e c i l Yarbrough O ffic e o f Education 50 S e v e n th S t r e e t , NE A t l a n t a , G e o r g i a 30323 404-5 2 6 - 5 9 9 6 C o l l e g e and U n i v e r s i t y F a c u l t y Members Mr. Armando B ar bo za , A s s t . D i r . H ig he r Ed u c a ti o n Program Model C i t i e s A d m i n i s t r a t i o n 2414 Washington S t r e e t , NW Roxbury, M a s s a c h u s e t t s 02119 617-442-8624 Mr. F r e d e r i c k V. Hayen M i n n e a p o l i s P u b l i c Sc h o o ls 807 NE Broadway M i n n e a p o l i s , M in n e s o ta 55413 612-3 48- 30 00 Dr. Garda W. Bowman Bank S t r e e t C o l l e g e o f E d u c a ti o n 610 West 112th S t r e e t New York, New York 10025 212-663- 7200 Dr. Paul H. M as o ne r, Dean School o f E d u c a t i o n U niversity of Pittsburgh P i t t s b u r g h , P e n n s y l v a n i a 15213 4 1 2 - 6 2 1 - 3 5 0 0 , E x t . 511 o r 512 Mr. James A. C a i l l i e r D ire c to r o f Special S e rv ic e s — DeClouet Hall Univ. o f S o u t h w e s t e r n L o u i s i a n a L a f a y e t t e , L o u i s i a n a 70501 318 -233-3850, Ext 744 o r 745 Dr. Derek Nunney 463 R o l l i n g Rock D ri v e B l o o m f i e l d H i l l s , Michigan 3 1 3 - 6 4 7 - 6 2 0 0 , E x t . 205 118 119 Local and S t a t e A g e n c ie s Dr. Elmer L. Bu rkhard D irector of C e r tif ic a tio n & P la cem en t S t a t e Dep artme nt o f P u b l i c I n s t . Cheyenne, Wyoming 82001 307-777-7291 Dr. P a t r i c i a J . G o r a l s k i D i r e c t o r , P r o f e s s i o n s Development D e p ar t m en t o f E d u c a t i o n 610 C a p i t o l S q u a re Bldg. S t . P a u l , M in n e s o ta 55101 612-22 1- 3955 Mr. A r c h i e N. C h i l e s EPLA C o o r d i n a t o r S t a t e D ep art me nt o f E d u c a t i o n T r e n t o n , New J e r s e y 08625 609-292- 2678 Mrs. Mary H a r r i s COP D i r e c t o r B a l t i m o r e C i t y P u b l i c Sc hools School 224 Annex 5545 Kennison Avenue B a l t i m o r e , Maryland 21215 3 0 1 - 4 6 7 - 4 0 0 0 , Ex t 1317 o r 1319 Mr. N a t h a n i e l Cla y COP D i r e c t o r School D i s t r i c t o f t h e C i t y o f Pontiac 86 P a r k h u r s t P o n t i a c , Michigan 48058 313-338-9151 Mr. U l y s s e s Harvey COP D i r e c t o r D e t r o i t P u b lic Schools 5057 Woodward Avenue D e t r o i t , Michigan 48202 3 1 3 - 8 3 3 - 7 9 0 0 , E x t . 2769 o r 863-4866 Mrs. S h i r l e y A. C o l l i e r COP D i r e c t o r Grand Rapids Board o f E d u c a t i o n 959 Turner, NW Grand R a p i d s , M ich ig an 49504 616-456-4968 Dr. J a n e M. H o rn b u rg e r COP D i r e c t o r P u b l i c S c h o o l s o f Wilmington 625 E a s t 10th S t r e e t W il m in gt on, Delaware 19801 Mrs. Bennie M. Bo ll i n s COP D i r e c t o r Gary C o n s o l i d a t e d School C o r p o r a t i o n 620 E a s t 1 0 th P l a c e Gary, I n d i a n a 46402 219-962-2512 Mrs. C l a r a J e n n i n g s A c t i n g COP C o o r d i n a t o r S t a t e D ep t, o f P u b l i c I n s t r u c t i o n Michi gan N a t i o n a l Tower L a n s i n g , Michigan 48902 517-37 3- 1924 Mrs. N e t t i e Dove COP D i r e c t o r Dade County P u b l i c S c h o o ls 150 NE 19th S t r e e t Miami, F l o r i d a 33132 305-350-3951 Mr. Tom McCallen COP D i r e c t o r Denver P u b l i c S c h o o ls 2320 West 4 t h Avenue D e nv er, C olo ra d o 80202 303-744-3601 o r 399-6710 Mr. George F r a n k l i n COP D i r e c t o r D.C. Board o f E d u c a t i o n Hayes B u i l d i n g 5 th and K S t r e e t s , NE Washingto n, D.C. 20002 202-543-2022 Mr. C. W il li a m P h i l l i p s EPDA C o o r d i n a t o r S t a t e D ep t, o f P u b l i c I n s t r u c t i o n 781 N o r t h w e s t B ou le vard Columbus, Ohio 43212 614-46 9- 2979 120 Local and S t a t e A g e n c ie s c o n t i n u e d Mrs. F lo y P o t t e r COP D i r e c t o r S a cra me nto C i t y U n i f i e d School D istrict P.O. Box 2271 S a c r a m e n t o , C a l i f o r n i a 95810 91 6-4 44- 246 4 Miss J e a n n e S. Werschke EPDA C o o r d i n a t o r C o lo ra d o Dept, o f E d u c a t i o n S t a t e O ffic e Building D e n ve r, C o lo ra d o 80203 30 3- 892-3 38 2 Mr. Ronald Robinson COP D i r e c t o r Board o f Educ. C i t y o f Chicago 227 N orth L a S a l l e S t r e e t C h i c a g o , I l l i n o i s 60601 3 12 -6 4 1 - 4 5 9 8 -9 9 Dr. P e r c y V. W il lia m s D i r e c t o r o f F e d e r a l S t a t e Programs S t a t e D e par tm en t o f E d u c a t i o n 301 West P r e s t o n S t r e e t B a l t i m o r e , Maryland 21201 301 -3 83 -3 76 0 Mr. Ray S t u r g i s COP D i r e c t o r S t . Landry P a r i s h School Board P.O. Box 310 O p e l o u s a , L o u i s i a n a 70582 318-948- 3657 o r 754-5927 Mr. Amos Wright COP D i r e c t o r J a c k s o n M unic ip al S e p a r a t e School D istrict P.O. Box 2338 J a c k s o n , M i s s i s s i p p i 39203 60 1-35 3- 3095 Mr. Don Summers COP D i r e c t o r H a r t f o r d Board o f E d u c a ti o n 500 Woodlaid S t r e e t H a r t f o r d , C o n n e c t i c u t 06112 203-527-4191 Mr. Alan Sweet COP D i r e c t o r M i n n e a p o l i s S p e c i a l School D i s t . #1 807 NE Broadway M i n n e a p o l i s , M in nes ot a 55413 Mr. James T a y l o r A c t i n g D i r e c t o r , S t a f f Development D.C. School Board o f E d u c a t i o n 415 1 2t h S t r e e t , NW W ash in gt on , DC 20004 Mr. Lee G. Wells EPDA S p e c i a l i s t S t a t e Dept, o f P u b l i c I n s t r u c t i o n 942 L a n c a s t e r D r i v e , NE Salem, Oregon 97310 503-3 78 -4 769 Dr. J . Zeb Wri ght EPDA C o o r d i n a t o r O ffice of the Superintendent S t a t e D e par tm en t o f E d u c a t i o n C h a r l e s t o n , West V i r g i n i a 24305 304- 34 8- 3744 Mr. David Youngblade COP D i r e c t o r School D i s t . o f t h e C i t y o f Saginaw 550 M i l l a r d S t r e e t Sagina w, Michigan 48607 517-7 52 -4 130 APPENDIX F LETTER SENT TO PRINCIPALS IN THREE MICHIGAN SCHOOL DISTRICTS 121 APPENDIX F LETTER SENT TO PRINCIPALS IN THREE MICHIGAN SCHOOL DISTRICTS May 6 , 1974 Dear P r i n c i p a l : You have been randomly s e l e c t e d t o p a r t i c i p a t e in a r e s e a r c h p r o j e c t c o n d u c t e d a t Michigan S t a t e U n i v e r s i t y , C o l l e g e o f E d u c a t i o n , E a s t L a n s i n g , M ic h i g an . The p u r p o s e o f t h i s s t u d y i s t o compare t h e r o l e c o n c e p t o f p a r a p r o f e s s i o n a l s , t h e a c t u a l r o l e o f p a r a p r o f e s s i o n a l s , and c r i t e r i a f o r s e l e c t i n g p a r a p r o f e s s i o n a l s by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s ­ s i o n a l s i n c e r t a i n s ch ool d i s t r i c t s . E n c lo s e d a r e t h r e e s e t s o f i d e n t i c a l q u e s t i o n n a i r e s , one e a c h f o r t h e p r i n c i p a l , a t e a c h e r , and a p a r a p r o f e s s i o n a l . Upon c o m p l e t i n g t h e e n c l o s e d q u e s t i o n n a i r e s , p l e a s e p l a c e a l l t h r e e q u e s t i o n n a i r e s in t h e e n c l o s e d s e l f - a d d r e s s e d stamped e n v e l o p e and m a i l . P l e a s e r e f r a i n from u s i n g names, as r e s p o n s e s w i l l be k e p t i n s t r i c t confidence. Your c o n t r i b u t i o n t o t h i s p r o j e c t i s g r e a t l y d e s i r e d and w i l l be highly ap p reciated. Sincerely, Booker T. Yancey BTY:jgb 122 APPENDIX G LETTER SENT TO TEACHERS AND PARAPROFESSIONALS IN THREE MICHIGAN SCHOOL DISTRICTS 123 APPENDIX G LETTER SENT TO TEACHERS AND PARAPROFESSIONALS IN THREE MICHIGAN SCHOOL DISTRICTS May 6 , 1974 Dear p a r t i c i p a n t : You have been s e l e c t e d t o p a r t i c i p a t e in a r e s e a r c h p r o j e c t c o n d u c te d a t Michigan S t a t e U n i v e r s i t y , C o l l e g e o f E d u c a t i o n , E a s t L a n s i n g , M ic hi gan . The p u r p o s e o f t h i s s t u d y i s t o compare t h e r o l e c o n c e p t o f p a r a p r o f e s s i o n a l s , t h e a c t u a l r o l e o f p a r a p r o f e s s i o n a l s , and t h e c r i t e r i a f o r s e l e c t i n g p a r a p r o f e s s i o n a l s by p r i n c i p a l s , t e a c h e r s , and p a r a p r o f e s s i o n a l s in c e r t a i n s ch oo l d i s t r i c t s . You have r e c e i v e d t h r e e s h o r t q u e s t i o n n a i r e s from y o u r p r i n c i p a l . Upon c o m p l e t i n g t h e q u e s t i o n n a i r e s , p l e a s e r e t u r n them t o y o u r principal. P l p a s e r e f r a i n from u s i n g names, a s r e s p o n s e s w i l l be k e p t i n s t r i c t confidence. Your c o n t r i b u t i o n t o t h i s p r o j e c t i s g r e a t l y d e s i r e d and w i l l be highly ap preciated. Sincerely, Booker T. Yancey BTY:jgb 124 APPENDIX H THE QUESTIONNAIRE I APPENDIX H THE QUESTIONNAIRE Part I D e f i n i t i o n o f t h e Role o f P a r a p r o f e s s i o n a l L i s t e d below a r e two d e f i n i t i o n s o f t h e r o l e o f t h e p a r a p r o f e s s i o n a l i n p u b l i c school e d u c a t i o n . P l e a s e s e l e c t one d e f i n i t i o n . I f none a r e a c c e p t a b l e , a d d i t i o n a l s p a c e i s p r o v i d e d a t t h e end o f P a r t I o f t h i s o p i n i o n n a i r e f o r you t o w r i t e y o u r d e f i n i t i o n o f t h e r o l e o f t h e paraprofessional. ( ) accept 1. The r o l e o f t h e p a r a p r o f e s s i o n a l i s t o g i v e l e g a l l y c e r t i f i e d t e a c h e r s an o p p o r t u n i t y t o use t h e i r s k i l l s more e f f i c i e n t l y and e f f e c ­ t i v e l y ; to a s s i s t the te ac h e r with p re p a ra ­ tio n o f a le a r n in g environment; to provide t u t o r i a l a s s i s t a n c e ; to a s s i s t with o b je c t iv e e v a l u a t i o n when s p e c i a l i z e d knowledge i s n o t req u ired ; to provide research a s s i s t a n c e to the classroom te a c h e r . ( ) accept 2. The r o l e o f t h e p a r a p r o f e s s i o n a l i s t o o p e r ­ a t e a s an equal member o f a d i f f e r e n t i a t e d i n s t r u c t i o n a l team; who i s r e s p o n s i b l e t o th e t e a c h e r , y e t involved in a pro cess of p l a n n i n g and p e r f o r m a n c e i n an a t m o s p h e r e o f t r u s t , f l e x i b i l i t y , and co m m unic atio n. Your d e f i n i t i o n o f t h e r o l e o f t h e p a r a p r o f e s s i o n a l : 126 s 127 P a rt I I C r ite r ia fo r Selection of Paraprofessionals Below i s a s e r i e s o f s t a t e m e n t s t h a t g i v e c r i t e r i a f o r s e l e c t i n g p a r a ­ professionals. P l e a s e c i r c l e t h e r e s p o n s e on t h e r i g h t t h a t i n d i c a t e s how c l o s e l y you a g r e e w i t h e a c h s t a t e m e n t . P l e a s e an swe r e v e r y i t e m . Response S c a l e Strongly Agree Agree Undecided D isagree Strongly Disagree SA A U D SD 2. E v i d e n c e o f good p h y s i c a l and mental health SA A U D SD 3. Good grooming SA A U D SD 4. R e s t r a i n t from use o f crude or abusive language SA A U D SD 5. P l e a s i n g p e r s o n a l i t y SA A U D SD 6. Average i n t e l l i g e n c e SA A U D SD 7. S u c c e s s f u l e x p e r i e n c e working w i t h c h i l d r e n SA A U D SD 8. Some formal e d u c a t i o n beyond high school SA A U D SD 9. L i k i n g f o r c h i l d r e n and y o u t h SA S U D SD 10. Abil i t y t o work w i t h a t e a c h e r in an a tm os ­ p h e r e o f mutual t r u s t and f l e x i b i l i t y SA S U D SD 1. D e d i c a t i o n , s i n c e r i t y , perceptiveness 128 S tro n g ly Agree Agree 11. R e s p e c t f o r i n d i v i d ­ ua l d i f f e r e n c e s and p e r s o n a l w ort h SA A 12. A b i l i t y t o work w i t h v a r i o u s s cho ol personnel SA 13. A r t i s t i c a b i l i t y SA 14. W i l l i n g n e s s t o accept re s p o n s ib ility 15. De monstrated s e n s i ­ t i v i t y t o needs o f youth 16. R e s t r a i n t o f p e r s o n a l b i a s and p r e j u d i c e SA D is a g re e S tro n g ly D isag ree U D SD A U D SD A U D SD A U D SD A U D SD A U D SD Undecided 129 Part III A c tu al Role P l e a s e check e a c h p r a c t i c e t o t h e e x t e n t you t h i n k i t has been r e a l i z e d in y o u r s c h o o l , a c c o r d i n g t o t h e f o l l o w i n g f i v e - p o i n t s c a l e . P l e a s e c i r c l e t h e r e s p o n s e on t h e r i g h t t h a t i n d i c a t e s how c l o s e l y you a g r e e w i t h e ach s t a t e m e n t . Response S c a l e Strongly Agree Agree U ndecided Disagree Strongly Disagree 1. S e r v e s as a r e s o u r c e p e r s o n in s u b j e c t m atter content accord­ in g t o t r a i n i n g and experience SA A U D SD 2. P r e p a r e s and pr e v ie w s f i l m and v i s u a l m a t e ­ r i a l s for instruction a f te r consultation with the te ac h e rs SA A U D SD 3. O p e r a t e s a u d i o ­ visual devices SA A U D SD 4 . Perf orm s a v a r i e t y o f in s tru c tio n a l tasks a f t e r mutual l y a g r e e d upon s t a n d a r d s a r e s e t by t e a c h e r and paraprofessional SA A U D SD 5. S u p e r v i s e s v a r i o u s a u x i l i a r y sch ool activities SA A U D SD 6. Reads s t o r i e s t o c h i l d r e n or 1i s t e n s to c h ild r e n read stories SA A U D SD 130 S tro n g ly Agree Agree Undecided D isag ree S tro n g ly D isag ree 7. A s s i s t s s t u d e n t s w i t h d i f f i c u l t information on m is se d a s s i g n m e n t s o r make-up work SA A U D SD 8. A s s i s t s i n s e t t i n g up m aterials to c re ate an e n v i r o n m e n t f o r learning SA A U D SD 9. A s s i s t s s t u d e n t w i t h basic w riting s k i l l s SA A U D SD 10. P r o v i d e s t u t o r i a l assistance for in d i­ v i d u a l s o r sm al l gr o up s o f c h i l d r e n on w e l l defined su b jects SA A U D SD 11. C o r r e c t s o b j e c t i v e tests SA A U D SD 12. P r e p a r e s and r e p r o ­ du c e s m a t e r i a l s following teacher paraprofessional planning s e s sio n s SA A U D SD 13. Leads t h e c l a s s o r small gro u p s in s i m p l e com­ prehensive, s k i l l or d r i l l e x ercise s follow ­ ing p r e - p l a n n i n g d i s ­ c u s s i o n by t e a c h e r and paraprofessional SA A U D SD 14. A s s i s t s in d i r e c t i o n o f s k i t s and p l a y s SA A U D SD 15. C o n f e r s w i t h t e a c h e r regard ing approp­ ria te corrective stra te g ie s for learn­ ing, and/or behavior SA A U D SD 16. R ecords d a t a on cumulative records SA A U D SD 131 S tro n g ly Agree Agree Undecided D isag ree S tro n g ly D isag ree 17. A s s i s t s t e a c h e r with basic re sea rc h problems SA A U D SD 18. A s s i s t s w i t h ho us e ­ k e e p i n g c h o r e s and b u l l e t i n board arrangements cn a a m u n cn bA u bu 19. 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