Opening Pathways to Teaching: Mathematics Professional Development for Paraeducators in a Diverse Urban District

• In Event: Topics in Early Childhood Mathematics

Abstract

Addressing mathematics professional development (PD) needs of K-3 paraeducators is critical—early math skills can be powerful predictors of academic achievement, and paraeducators often provide academic support. Project staff developed a PD model, responsive to paras’ working in a diverse urban district. Findings of 23 participants show increased confidence in mathematics knowledge and facility with inquiry-based math curricula. There was a notable shift as paras moved from a monitoring role to an educator role. This proof of concept suggests that PD designed for paras enables them to expand instructional strategies and facilitate engaging math experiences for young learners. It has the potential to open pathways to teaching, diversifying the teaching pool and addressing critical shortages that disproportionately affect urban schools.

Authors

• Karen Mutch-Jones, TERC

• Judy Storeygard, TERC