Breaking Barriers to Help Bilingual Paraprofessionals Enter the Teaching Profession Through Grow Your Own

• In Event: 28.050 - Program and Policy Innovation for Paraprofessional Pipelines

Abstract

Objectives: This research has two primary purposes: 1) to identify the barriers that bilingual paraprofessionals face in earning teacher certification and 2) to elevate promising programs and policies to remove these barriers to grow the bilingual teacher workforce.
Perspective: This research is based on the perspective that bilingual paraprofessionals represent an untapped pool of potential teacher talent capable of improving the educational outcomes of English learner students. Bilingual paraprofessionals have the linguistic and cultural competencies that schools need, but face many barriers to becoming certified teachers (Abbate-Vaughn & Paugh, 2009; Ernst-Slavit & Wenger, 2006; Genzuk and Baca, 1998; Osterling & Buchanan, 2003; Smith, 2003). Grow Your Own teacher preparation programs are a promising approach to helping bilingual paraprofessionals earn certification. GYO is grounded, in part, by social constructionist theory that conceptualizes schools as sites for enacting social change to promote social justice and equity (Schultz, Gillette & Hill, 2011). These programs have the potential to develop a teacher workforce more reflective of the linguistic and racial diversity of the student population.

Methods: This is qualitative research that draws on focus groups conducted with bilingual paraprofessionals, content analysis of current GYO policies or programs, surveys conducted with state-level program staff, and semi-structured interviews.
Data sources: The data sources include: 1) focus groups held with 60 bilingual paraprofessionals working in early childhood centers and elementary schools across five localities to identify key barriers and challenges to obtaining licensure; 2) materials and information collected through an internet search of state education agency websites, media sources, federal/state grant programs, and legislation; 3) a web-based survey of state education agency staff about current GYO pathways; and 4) semi-structured interviews with district/state level staff and program participants in two states to learn more about current GYO programs for bilingual paraprofessionals.

Results: Three primary barriers were identified: (a) bureaucratic (e.g. rigid licensure and certification policies), (b) financial (e.g. high cost of higher education, low wages), and (c) linguistic. These findings are linked to the need for GYO programs that provide essential financial, academic, and linguistic support services. Additional research was undertaken to document the policies, design and implementation process of GYO programs in two states aimed at preparing cohorts of bilingual paraprofessionals to earn teacher licensure. Key conclusions include the need for program partners to develop a shared understanding of the program goals and outcomes, identify potential barriers up front and incorporate strategies for removing those barriers, and use data to drive program improvement.

Scholarly significance: This paper uses the voices and perspectives of paraprofessionals to identify barriers to entry in the teaching profession and suggest solutions to these challenges. These barriers are directly linked to policy and practice through the identification and discussion of GYO programs aimed at preparing bilingual paraprofessionals to make the jump to the front of the classroom.

Author

• Amaya Garcia, New America