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Abstract
Paraeducators are considered to be a promising pool of future teachers who can help schools address the issues of teacher shortages, attrition and diversification. Paraeducators, known to be highly motivated and familiar with classroom environments, typically have work experience in fields where teacher shortages exist such as bilingual and special education. They are also more likely to share cultural and linguistic similarities with K-12 students. However, as nontraditional college students, paraeducators face academic, social, and financial challenges in their postsecondary education. In this article, we share the experiences of three case study participants who pursued the transition from paraeducator to licensed teacher. Based on a review of relevant literature and the perspectives of participants, we suggest embedded supports that promote success for paraeducators in teacher preparation programs. In addition, we provide suggestions for creating strategic partnerships between teacher preparation programs and school districts to support paraeducators in their career development.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Notes
1 Various titles are used for this position, such as paraprofessional, instructional assistant, educational assistant, and teaching assistant. We use the title paraeducator in this article.
2 The first author served on the leadership team of the two grant funded projects described in the case studies. The second author was the administrator of the non-grant funded program that the third participant attended.