EDUC 1010 - Paraprofessional Theory & Practice
Credit Hours: 4.00
This course and practicum is intended for students seeking to meet the standards of the No Child Left Behind Legislation and to introduce the student to the role and responsibilities of the paraprofessional in the K-12 setting. It may be used as a “first step” in a career ladder toward obtaining a paraprofessional certificate or teaching certification. Topics covered include human growth and development, learning principles, instructional strategies for reading, math, and writing, behavior management, professionalism and strategies for working with special needs students. The Practicum component (*24 hours of field work with a K-12 teacher) complements the classroom material while providing the student the opportunity to directly apply classroom theory in a K-12 educational environment. *Student responsible for acquiring fieldwork site. *Before attending a school to complete the Practicum, it is necessary to have a Family Independent Agency (FIA) background check and a criminal background check. The college instructor will provide appropriate forms.
Billable Contact Hours: 4
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OUTCOMES AND OBJECTIVES
Outcome 1: Upon completion of this course, the student will demonstrate the roles and responsibilities of teachers and paraprofessionals.
- Identify the major roles and responsibilities of teachers and paraprofessionals.
- Identify the state and federal legislations that impact paraprofessionals.
- Observe roles and responsibilities during practicum.
- Document observation of roles and responsibilities.
Outcome 2: Upon completion of this course, students will demonstrate the ability to practice ethical and professional standards of conduct, including the requirements of confidentiality.
- Identify the ethical and professional standards of conduct.
- Review the Macomb Intermediate School District Performance Indicators for Paraprofessionals
- Observe the ethical and professional standards of conduct during practicum.
- Document observation of conduct.
Outcome 3: Upon completion of this course, students will demonstrate the ability to communicate with colleagues, follow instructions, and to use problem solving to work as a member of the instructional team; ability to provide positive behavioral support and management.
- Describe basic techniques for establishing effective communication skills.
- Distinguish between vague and specific verbal instructions.
- Identify the steps for specifying behavior.
- Identify the guidelines for behavioral interventions.
- Observe communication, problem solving and behavioral strategies during the practicum.
- Document observation of communication, problem solving and behavioral strategies.
Outcome 4: Upon completion of this course, students will demonstrate awareness of diversity among children, youth, families, and colleagues with whom they work.
- Identify the major components of the Individuals with Disabilities Education Act.
- Identify the major components of Section 504 of the Rehabilitation Act.
- Identify the major components of Americans with Disabilities Act.
- Define inclusion.
- Define “Least Restrictive Environment”.
- Identify the purpose of an “Individualized Education Program” (IEP).
- Identify the major components of an Individual Education Program”.
- Identify members of an “Individualized Education Program Team”.
- Observe adaptive instruction and inclusion strategies during the practicum.
- Document observation of adaptive instruction and inclusion strategies in practicum log.
Outcome 5: Upon completion of this course, students will demonstrate knowledge and application of the elements of effective instruction to assist teaching and learning.
- Describe principles of effective instruction.
- Identify strategies for learning.
- Describe task analysis.
- List the steps for preparing and presenting information.
- Describe the components of monitoring instruction.
- Observe effective instruction strategies during the practicum.
- Document observation of effective instruction strategies in practicum log.
COMMON DEGREE OUTCOMES (CDO)
CDO marked YES apply to this course:
- Communication: The graduate can communicate effectively for the intended purpose and audience.
- Critical Thinking: The graduate can make informed decisions after analyzing information or evidence related to the issue.
- Global Literacy: The graduate can analyze human behavior or experiences through cultural, social, political, or economic perspectives.
- Information Literacy: The graduate can responsibly use information gathered from a variety of formats in order to complete a task.
- Quantitative Reasoning: The graduate can apply quantitative methods or evidence to solve problems or make judgments.
- Scientific Literacy: The graduate can produce or interpret scientific information presented in a variety of formats.
Critical Thinking: YES
Global Literacy: YES
Information Literacy: YES
COURSE CONTENT OUTLINE
a. Assignments and Coursework
Roles and Responsibilities
a. Paraprofessionals in the workplace
b. General roles
c. Specific responsibilities
d. Delineating roles and responsibilities
e. Carrying out responsibilities
a. Professional Standards
b. Ethical Standards
c. Practicing professional and ethical standards of conduct
d. Effective Communication
Knowledge and Skills
a. Characteristics of learners
b. Assessment, diagnosis and development
c. Instructional content and practice
d. Supporting the teaching and learning environment
a. Group Work
b. Test #1
|6, 7, 8
Educating Students with Disabilities
a. Five principles for educating students with disabilities
b. Modification of instruction
c. Strategies to ensure responsibilities are performed
d. Individuals with Disabilities Act (IDEA)
e. Section 504 of the Rehabilitation Act
f. Americans with Disabilities Act
g. Least restrictive environment
h. Accommodating students in regular classrooms
i. Individualized Education Programs (IEP)
a. Group Work
b. Test #2
Supporting Students in Reading/Comprehension
a. Reading as a process
b. Delivery of reading instruction
c. Review Michigan’s standards for reading
d. Strategies for supporting reading comprehension
Supporting Students in Writing
a. Writing as a process
b. Identification of writing process steps
c. Strategies for supporting writing
d. Review Michigan’s standards for writing
Supporting Students in Math
a. Review age appropriate math concepts
b. Review Michigan’s standards for math
c. Review best practices based on research
d. Strategies for supporting math concepts and skills
a. Group Work
b. Test #3
Official Course Syllabus - Macomb Community College, 14500 E 12 Mile Road, Warren, MI 48088
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