Higher Hurdles for Paraprofessionals

Paraprofessionals in Texas schools will soon be facing some higher hurdles, due to the Elementary and Secondary Education Act.  When Congress began debating the details of the reauthorization of the bill, there were arguments that paraprofessional positions should not be funded at all.  The American Federation of Teachers argued vigorously that paraprofessionals played a critical role in the success of the students, and the funding was maintained.  However, Congress demanded accountability in the form of measurable standards.  The outline to the right sets forth the timelines and basic parameters found in the law.

Note that the ESEA outlines three options available to paraprofessionals who must meet the new quality standards.  Two options involve college hours, but the third option calls for an academic assessment that demonstrates their capabilities in the classroom.  This assessment would be created at the state or local level.  So far, the state of Texas is leaving it to local districts and their regional education service centers to design their own assessment tool, and indeed to determine whether they even want to include this option as an alternative to college hours. 

This provides an opportunity—and some pressure—for local unions to get involved with their districts before training programs and assessments are developed.  And many districts are moving quickly.  “San Antonio ISD really took the initiative on this one,” reports Rachel Martinez, president of the San Antonio Paraprofessional and Classified Support Personnel Chapter.  “They hired someone to oversee the program who began setting up classes with the local community college system, and determined that they would use the Texas Adult Basic Education test as their assessment.  Unfortunately, they began making these decisions without first consulting the employees who would be directly affected, and have created a sense of panic among the paraprofessionals.  Any assessment should be the creation of a labor-management committee, with consideration of the needs of the employees who will have to meet the new standards.” 

While federal guidelines from the Department of Education have not clarified the term “assessment,” the law does not require a “test” per se.  Classroom observations, local professional development classes, and relevant evaluations should all qualify as tools to determine a paraprofessional’s capabilities to assist in reading, writing, and math instruction.  Bruce Banner, Vice-President for Classifieds in Education Austin says, “The union is working to ensure that this is not a flunk-out test but an assessment that validates the great work our veteran teaching assistants do in the classroom every day.”

“School districts are jumping the gun by laying out requirements that include only college hours or by putting out a pass/fail test for paraprofessionals,” says TFT president John Cole.  “Except for those newly hired, paraprofessionals have over three years to meet the requirements.  There is time to develop a proper assessment tool that honors the skills of our experienced paraprofessionals.  I am heartened that many are choosing to go back to school to improve their skills, but for many, time, family and budget constraints make attending college an impossibility.”

Cole emphasizes that the creation of an assessment should be the job of the local union, together with management and those members it affects. “Any collaboration with the school district should utilize the talents and concerns of the paras who will be affected,” he states. “Further, funding for paraprofessional education and training should be sought out through the district, through Title I funds as provided in the law, or through other sources.”

Dorothy Isaac, chair of the TFT Paraprofessional and School Related Personnel Committee, agrees that this is an opportunity that shouldn’t be missed.  “We have been promoting a meaningful certification system for paraprofessionals in Texas for some time, so that the public would recognize the essential role our teaching assistants hold in our schools.  If we can work with districts to create helpful training programs and assess paras’ skills fairly, then we will benefit right along with the students.”

Dorothy also points out that the law is silent on the issue of increased pay for the higher standards.  “If people are proving that they can meet these higher standards, then they ought to be compensated for this achievement.  This will lend weight to our position that teaching assistants deserve higher pay.”

“I’m excited about what this could mean for our paraprofessionals in San Antonio,” says Rachel Martinez. “But first we have to convince our school district that our paraprofessionals deserve the courtesy and respect of helping determine appropriate standards for this, our own profession.  I am confident that they will be willing to cooperate once they understand the value of our proposed collaboration.”

Paraprofessionals who are interested in attending college to pursue an education degree should check into the state’s tuition exemption program.  Available to paras with a year of experience, the program will waive the tuition and fees to any state-funded college or university, including community colleges, as long as financial guidelines are met (you would be eligible if your annual income is under $53,250 for a couple, or $26,625 if single).  For an information packet, call TFT at 1-800-222-3827..