Leveraging Paraprofessionals Toward Teacher Candidacy Through Residency Models

• In Event: 21.035 - What Is the Impact of Teacher Education? Research on the Effectiveness of Completers During Induction

Abstract

Objective
The purpose of this study is to analyze a Paraprofessional-to-Teacher (PTT) Residency program, designed in an effort to address teacher vacancies in high needs areas.

Review of the Literature
The teacher shortage in high needs areas (i.e., special education, math, science, etc.) continues to persist in school districts nationwide (Darling-Hammond, 2000; Moin, Dorfield, & Schunn, 2005). This is of particular concern in communities and districts designated as “high-needs” or “at-risk”. School district personnel have leveraged a variety of options in an effort to reduce the vacancies of special education teachers including: hiring non-certified teachers, offering financial incentives, and offering “intent to hire” contracts to pre-service teachers during their preparation programs (Boe, 2006; Moin et al., 2005).
A viable source of potential special education teachers is among paraprofessionals. With a skill set that allows these professionals to be effective in a specialized setting, one can make the argument that paraeducators are an excellent source of candidates to fill vacant teaching positions. In addition to being skilled in areas that are often shortage areas (i.e., special education), paraprofessionals tend to be a stable presence in schools and are more likely to represent the demographics of the community context (Chopra, 2018; Thornton et al., 2007; Darling-Hammond, 2000).

Method
Within the partnership of the TQP grant known as CREST-Ed, six PTT residents were recruited and placed in rural schools. PTT residents completed a yearlong student teaching experience where they were paired with expert teachers in the special education content area. PTTs completed teacher preparation coursework, along with professional development through an ongoing professional learning community (PLC). Data collection to capture the experiences of the PTT residents occurred through surveys and interviews. PTT interview data were analyzed using the constant comparative method (Glaser & Strauss, 1967). Additional data will be collected during the induction year to understand the influence of this program on the graduates’ classroom practice and impact on students.

Findings
Six overarching themes emerged that captured the collective experiences of PTT residents and the impact of the program on their development in the educator preparation: Service to the community; Accomplishing goals and dreams; Leveraging existing experiences; Utilization of material and human resources; Transformation of roles; and Program support. Lessons learned from the inaugural PTT cohort have been applied to foster a successful experience in an expanded context including: Refining of roles; Configurations of placements; and Establishing agreements with districts.
Overall, the results of this experience were positive for residents and impactful to the community, as evidenced by the 100% hire rate of these candidates. First year data will explore the induction year classroom effectiveness of these graduates.

Implications for Practice
The results of this study show promise for a viable pool of candidates to fill shortage areas, particularly in areas of high need. Effective partnerships between IHEs and school districts may be an effective avenue by which this model can become sustainable and mutually beneficial.
 

Authors

• Joseph R. Feinberg, Georgia State University

• DaShaunda Patterson, Georgia State University

• Gwendolyn T. Benson, Georgia State University

• Gladys Yarbrough, Georgia State University