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All states require classroom teachers to be certified. Certification typically requires that a teacher have at least a bachelor's degree and have completed a teacher preparation program. Some states also require teacher candidates to take tests designed to assess their mastery of pedagogical skills and/or subject matter. Once certified, teachers in most states must renew their certification or license periodically to ensure they are knowledgeable about new developments in their field.

In contrast, credentialing of paraprofessionals who work with classroom teachers is not widespread. Properly trained paraprofessionals play a critical role in magnifying and reinforcing instruction in the classroom. However, despite increasing reliance on paraprofessionals and a growing recognition of the importance of their contribution to educational outcomes, little attention has been paid to determining core skills and knowledge for paraprofessionals, defining experiential and education qualifications for employment, or establishing criteria for advancement.

According to the report The Employment and Preparation of Paraeducators, the State of the Art – 2003, no two credentialing, certification, licensure or permit systems for paraprofessionals are alike, and there is little consensus among states about what the components of a credential should be. In fact, the only shared characteristic of these state standards is that they are all non-binding on school districts.

State Credentialing

Seventeen states have established credentialing or licensure mechanisms for paraprofessionals. They are Alabama, Delaware, Florida, Georgia, Illinois, Iowa, Kansas, Maine, Minnesota, North Carolina, New Hampshire, New Mexico, New York, Ohio, Oklahoma, Texas and West Virginia.

An analysis of credentialing mechanisms conducted by the National Resource Center for Paraprofessionals in Education and Related Services (NRCP) showed that they range from multilevel systems that define roles, competencies, training and career advancement criteria, to one-dimensional systems that do not specify role or training requirements.

Standards for Knowledge and Skills

Thirteen states have established knowledge and skills standards or set guidelines for paraprofessional roles and preparation. They are Arkansas, Hawaii, Idaho, Maryland, Michigan, Minnesota, Montana, Rhode Island, South Carolina, Utah, Vermont, Washington and Wisconsin.

But according to the NRCP study, these standards are not always part of the state’s regulatory procedures, and school districts are not required to follow the guidelines for developing and maintaining standards for paraprofessionals. With the implementation of the No Child Left Behind Act (NCLB) and its emphasis on qualified professionals in the classroom, the development of statewide standards that clearly define distinctions in teacher and paraprofessional roles, identify knowledge and skill competencies for paraprofessionals and incorporate assessments that enable paraprofessionals to demonstrate skills mastery will be critical.

Although a few professional organizations have called for credentialing paraprofessionals, there has been little attention given to the idea. Among these organizations is the American Federation of Teachers (AFT), which includes paraprofessionals among its membership. The AFT has published a list of competencies it believes a paraprofessional should exhibit, ranging from basic skills to personal qualities that include interpersonal and human relations, creating thinking, problem solving and organizing and processing information.

In addition, NRCP has established a task force to identify a common core of knowledge and skills for paraeducators. Six general categories of responsibility were identified including:

• Assisting teachers in building and maintaining effective teams
• Assisting teachers in maintaining learner-centered environments
• Assisting teachers in planning and organizing learning experiences
• Assisting teachers in engaging students in learning experiences
• Assisting teachers in assessing learner needs and progress
• Meeting standards of professional and ethical conduct.

In each category, related tasks and functions were identified and broken down into three levels, each representing an increasing scope of responsibility and based on an analysis of those functions that require more complex knowledge and skills. According to the proposed framework, Level 1 and 2 paraprofessionals assume responsibilities in pre-school, elementary and general and special-education classrooms, typically working under the supervision of one teacher. The primary distinction between the two levels is that for Level 2 paraprofessionals, a greater emphasis is placed on instructional functions and on regular participation in on-the-job training sessions with teachers and planning sessions regarding individual student needs.

Level 3 paraprofessionals, who facilitate inclusion of learners with disabilities into general education programs, work alongside more than one teacher. The same is true for paraprofessionals who work in ESL/multilingual programs or transition programs for learners who are moving from school to the adult world. Level 3 paraprofessionals may help teachers involve families in their child’s learning activities, and may have some authority to modify learning activities (developed by teachers). Level 3 paraprofessionals may also administer standardized tests, and support teachers in documenting and maintaining learner records.