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Exploring paraprofessional and classroom factors affecting teacher supervision.
Dwight W Irvin1, Paul Ingram2, Jonathan Huffman1
1Juniper Gardens Children's Project, University of Kansas, 444 Minnesota Avenue Ste. 300, Kansas City, KS 66101, United States.
Research in Developmental Disabilities
|December 30, 2017
Summary
Teacher perceptions of paraprofessional competence and student disability levels influence supervision. Higher perceived competence and more severe disabilities correlate with increased teacher supervision for students with disabilities.
Area of Science:
- Special Education
- Classroom Management
- Teacher Professional Development
Background:
- Paraprofessionals are crucial for supporting students with disabilities.
- Teacher supervision is essential for enhancing paraprofessional practice.
- Factors influencing teacher supervision of paraprofessionals are not well understood.
Purpose of the Study:
- To investigate how paraprofessional competence affects teacher supervision levels.
- To determine the impact of classroom type on teacher direction provided to paraprofessionals.
Main Methods:
- Surveys were administered to teachers supervising paraprofessionals in elementary schools.
- Structural Equation Modeling analyzed the relationship between paraprofessional competence, classroom factors, and teacher supervision.
Main Results:
- Increased teacher perception of paraprofessional skill led to more supervision.
- Paraprofessionals in classrooms with more students with moderate-to-severe disabilities received more supervision.
- Paraprofessionals in classrooms with mostly mild disabilities were perceived as less competent.
Conclusions:
- Understanding supervision factors can refine policies and professional development.
- Improved support for teachers and paraprofessionals can enhance outcomes for students with disabilities.
- Targeted professional development may improve paraprofessional competence and supervision effectiveness.
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