The Changing Role of the Salaried Classroom Paraprofessional

Results of a 1971 New York study concerned with the role and status of teacher aides indicates that, in many instances, paraprofessionals exceed the limits of nonprofessional duties and heavily invade the professional domain. A 1971 Oregon study established that paraprofessionals were more involved in instruction than were teachers, including those without paraprofessional assistance. Even when they had paraprofessional assistance, teachers were more involved in detail and routine tasks than were paraprofessionals. The author speculates that good and poor practice in regard to the paraprofessional role may be presented in specific situation. The author concludes that the teacher's role, as classroom manager, is as overall instructional planner and controller, introductory or redirectory agent for all learning, and supervisor of concomitant and supportive instruction. The role of the paraprofessional is always secondary to the teacher and, although "partnership" is present, it must be centered in supportive instruction. (Author/MLF)