2012 ESP Handbook - Alabama Education Association

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Professional Development for Education Support Professionals Also see: www.nea.org/home/1604.htm Resolution D-14. Professional Development for Educational Support Personnel The National Education Association believes that professional development should be required throughout the career of education support personnel. Professional development programs should provide equal opportunities for these employees to gain and improve their position and job performance. Professional development programs should assure that appropriate education employees have a decisive voice at every stage of planning, implementation, and evaluation. Overview The important influence of ESP in the education of students is becoming increasingly recognized and appreciated. Teachers alone cannot meet the needs of students. The “support” positions are more than adjuncts to teachers but provide the foundation necessary to carry out the teachers’ educational goals. The interrelationship between all staff is perhaps more widely recognized now than ever before, given increasing needs and expectations with decreasing monetary support for our public schools. For many children, the first school person they see everyday is their bus driver. Secretaries can make students feel important and wanted. Paraprofessionals, who are often one-on-one with the neediest of our schoolchildren, may “know” those children better than anyone in the school. Custodians are essential not only to maintaining a clean environment, but to convey a sense of caring for students as they carry out their duties. Food service personnel often provide students with their primary source of nourishment. It is an undeniable conclusion that support staff are essential to the promotion of a healthy, safe, and productive learning environment. Considerations for staff development programs for support personnel are centered on the involvement of the participants to create their own destinies for lifelong learning. Equally important is making clear to participating employees the link between their staff development program and the overall goals of the district. Staff development programs are also an opportunity for districts to express recognition and appreciation to the often unsung heroes who are the ESP. Staff development for support personnel is, in some classifications or job groups, very much in its infancy. In order to nurture programs of meaning in the work lives of support personnel and in the lifeblood of our schools, the needs of adult learners must be kept in the forefront as models are examined and developed. The Alabama Legislature requires, as part of the Education Trust Fund Budget passed annually, that education support professionals be provided two days of 10 professional development each year at their regular daily rate of pay. The professional development is to provide occupation-specific skill training, safety training, training on school discipline, and other relevant aspects of support personnel interaction with students. Qualified occupationspecific trainers from the State Department of Education and/or private vendors solely for training purposes are to be used. Local affiliates of AEA should be consulted or help develop the training based on member needs. The Job Categories The National Education Association has recognized nine major job categories within its support staff ranks. The nine job groups are: • Paraeducators • Clerical Services Professionals • Custodial and Maintenance Professionals • Food Services Professionals • Transportation Services Professionals • Health and Student Services Professionals • Skilled Trades and Crafts Professionals • Technical Services Professionals • Security Services Professionals While appreciating that staff development is needed to meet the unique skills and background for each job, it is important to recognize that the quest for staff development is not always job-specific. There are certain skills that must be gained by all ESP. • Effective discipline • Interpersonal communications skills • Diversity awareness • Stress management • Crisis intervention • School safety (for example, gang awareness) • Self defense • Customer/community relations • Health and safety issues (for example, blood borne pathogens) • Time management • Dealing with difficult people • Legal and ethical issues (including, for example, sexual harassment) • Leadership skills • CPR/first responder courses • Reporting suspected child abuse
Dealing Positively with Students, Co-Workers, and Parents Most people respond better to positive statements and directions. Communication in a more positive way is more likely to result in cooperation than an argument or confrontation. Negative language sometimes causes conflict when it is not necessary. Think before you speak. Try replacing negative statements with positive ones. Instead Of . . . Don’t run. Shut up. Don’t interrupt. Mind your own business. That’s not my responsibility. Don’t hit. Get to your seat. Can’t you do anything right? I’m busy right now. Sit down. Don’t touch that. Don’t play in the bathroom. Don’t do it again. Don’t push. You should pick up that piece of paper. My shift is over. I don’t know. It’s not my fault the principal didn’t handle it. I don’t care what you say, your child hit me with a pencil. Your child is always causing trouble. Try . . . Let’s walk. Is everyone being quiet? or I’d appreciate it if everyone would quiet down. Raise your hand before speaking. I’m sorry, but this is a private matter between me and _________. I know who can help you with that. Someone could get hurt. I like the way Johnny is sitting. I can depend on you to do your best. When I finish, I will be glad to help. After you are seated, we will continue. I wouldn’t put my hands on that. Remember our rules concerning the bathroom. Remember our good behavior. Be considerate. Let’s work together to keep our school clean. If I didn’t have an appointment, I’d be happy to help you out. I’ll see what I can find out. I have followed proper procedure in handling this situation. If you have further concerns, please speak to the principal. If you speak with the following witnesses, they will be glad to explain what happened. Have you had a chance to sit down with your child to discuss each day what he/she may be able to do to help me solve the problem? 11
Page 1 and 2: ALABAMA EDUCATION ASSOCIATION EVERY
Page 3 and 4: Contents ESP - It’s a Matter of P
Page 5 and 6: Creation of ESP History of the AEA-
Page 7 and 8: Students First Act: • This law re
Page 9 and 10: Job Vacancy Posting • All jobs mu
Page 11: Trades, Crafts, Machine Operators
Page 15 and 16: ➤ Provide for an employee improve
Page 17 and 18: Ten Reasons to Join and Be Active i
Page 19 and 20: Assistance from UniServ Director Th

2012 ESP Handbook - Alabama Education Association

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