New Education Support Professionals Handbook Oregon Education Association Âś OEA/NEA www.oregoned.org
To learn more about how OEA can help you, visit our web site: www.oregoned.org
Welcome to the education family. We’re glad you’re joining us in a career where we truly do make a difference. Working as an Education Support Professional (ESP) is exciting, rewarding and satisfying. It is never boring. It can be difficult, draining and sometimes heartwrenching. We want you to know that the Oregon Education Association supports you. We are ready to work for you today and continuing through your retirement years. Our support is provided in a variety of ways: Professional Development: You’ll discover that you need to continuously update your own skills. OEA, your district, the Educational Service Districts and the Department of Education offer professional development opportunities. We can help you find the information you need to take advantage of those opportunities. Contract Bargaining: Students’ learning conditions are your working conditions. We are there to help you get the tools you must have to reach your highest potential. Political Action: You are on a team with your local association, the OEA and the National Education Association. Our collective strength makes us a powerful advocate for improving the working and learning conditions for our students and for you. We’ll work together to make sure the public and our representatives in Salem and Washington D.C. have the information they need to make the right decisions for public education and school employees. To learn more about how OEA can help you, visit our OEA website: www.oregoned.org, or call you local UniServ office (contact information for each office can found in your OEA calendar book or on the OEA web site). Thank you for choosing a career in public education. I look forward to helping you continue this challenging and exciting work. Sincerely,
Hanna Vaandering OEA President
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Table of Contents Education Support Professionals Professional Resources 5
GETTING STARTED ESPs: Who We Are 6 Your First Days on the Job 8 Your Professional Records File 9 YOU AND YOUR WORKPLACE Enhancing Your Job Security: Do’s and Don’ts 10 Job Evaluations 12 What to Do if There is a Complaint Against You 14 Use School Technology Wisely 15 Working with Students with Special Health Care Needs 16 Keeping Student Information Private 19 WORKING SMARTER Keeping the School Environment Healthy and Safe 20 Enhancing Team Communication 22 Tips for Secretarial and Clerical Professionals 23 Tips for Custodians and Maintenance Employees 25 Tips for Bus Drivers and Transportation Assistants 26 Tips for Paraeducators 28 Feedback Form 29
To help you work better and smarter… NATIONAL EDUCATION ASSOCIATION EDUCATION SUPPORT PROFESSIONALS www.nea.org/esp OREGON EDUCATION ASSOCIATION www.oregoned.org NATIONAL EDUCATION ASSOCIATION www.nea.org NATIONAL RESOURCE CENTER FOR PARAPROFESSIONALS www.nrcpara.org CENTER FOR THE PREVENTION OF SCHOOL VIOLENCE http://usermc.net/hyden THE INDOOR AIR QUALITY TOOLS FOR SCHOOLS KIT www.epa/gov/iaq/schools/tools4s2.html EDUCATION WEEKLY www.edweek.org PARENTS AS TEACHERS www.patnc.org/home.html NATIONAL PTA www.pta.org PARTNERSHIP FOR FAMILY INVOLVEMENT IN EDUCATION www.pfie.ed.gov NATIONAL CENTER TO IMPROVE PRACTICE IN SPECIAL EDUCATION www.edc.org/NCIP OREGON DEPARTMENT OF EDUCATION www.ode.state.or.us U.S. ENVIRONMENTAL PROTECTION AGENCY www.epa.gov
OCCUPATIONAL SAFETY AND HEALTH ADMINISTRATION, U.S. DEPARTMENT OF LABOR www.osha.gov
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Education Support Professionals Who We Are Many different jobs fall under the umbrella term of Education Support Professionals (ESPs). The National Education Association (NEA) has identified nine main job groups that include more than 300 categories of ESP positions: PARAEDUCATORS Instructional and Noninstructional Support CLERICAL SERVICES Secretarial, Clerical, and Administrative Support CUSTODIAL AND MAINTENANCE SERVICES Custodial, Building and Grounds Maintenance
HEALTH AND STUDENT SERVICES Nursing, Health, and Therapy Support: Community, Family, Parent, and Welfare Services SECURITY SERVICES School Resource, Guard, Police, and Security Specialties TECHNICAL SERVICES Computer, Audiovisual, and Language Technical Support; Media, Public Relations, Writing and Art Specialties
TRANSPORTATION AND DELIVERY Transportation and Delivery Services, Vehicle Services and Vehicle Maintenance FOOD SERVICES Food Planning, Preparation, and Service SKILLED TRADES SERVICES Trades, Crafts, and Machine Operations
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Making a Difference for Public Education Did You Know?
40 percent of Education Support Professionals have been with current employer for at least 10 years
42 percent have more than 10 years of experience 65 percent have taken college courses 46 percent take or have taken job-related classes 42 percent have an associate’s or more advanced degree 82 percent plan to stay in the profession 53 percent provide care to students with special needs
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Questions You Should Ask During Your First Days on the Job n n n n n n n n n n n n
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Who is my immediate supervisor? What is my work schedule? What are the goals of the school, department, district? What is my job description? Is there a dress code? What machines or equipment am I responsible for - computer, copier, vehicle, etc.? What is the payroll and deduction calendar? Is there an ID badge I should wear? What is the procedure I should follow if I see students fighting? What are the safety procedures for the building? Is there an employee handbook for me to review? When is my first evaluation?
Your Professional Records File Begin the year by starting a professional records file folder. Put these documents in it: n n n n n n n n n n n n n n
Letters of hire An individual employee contract if you signed one upon hire Your local Association’s negotiated contract Yearly salary information and payroll notices Records pertinent to your retirement Records of leave accrual and use Evaluation and growth plans Commendations, awards and honors Work schedules Records of incidents involving discipline or referral of students Records of referrals of students with special needs Copies of all correspondence from your employer Proof of Association membership The Association’s $1 million liability insurance policy brochure
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Enhancing Your Job Security Things to Do DO A GOOD JOB. Be well prepared. Meet your deadlines. DEVELOP A GOOD RAPPORT with your supervisor, your colleagues, other school employees, parents and students. MAINTAIN A GOOD ATTENDANCE RECORD. Avoid unnecessary absences or tardiness. Always give prompt notice of unavoidable absences or tardiness. ACCEPT CONSTRUCTIVE CRITICISMS gracefully, and try to heed them. INITIATE REGULAR COMMUNICATIONS with your supervisor. Find out what is expected of you and how well you are meeting those expectations. MAINTAIN YOUR OWN FILE OF ALL JOB-RELATED DOCUMENTS. Save paycheck stubs, salary placement notices, notices of accumulated sick leave, observation reports, evaluations, commendations or thank-you notes from colleagues, letters from parents, etc. If it’s in writing and pertains to your job, don’t throw it away. ASK FOR HELP IF YOU NEED IT. Ask your supervisor about district policies and procedures. Ask respected colleagues for hints on doing your job effectively and on getting along with your supervisor. FIND OUT WHAT TRAINING IS AVAILABLE to enhance your skills or qualify you for other positions. OBEY DIRECT INSTRUCTIONS FROM YOUR SUPERVISOR. If you believe an order is unreasonable, unfair, or in violation of the contract, you can raise an objection and indicate that you are complying but disagree. Always remember this principle: Obey first, then grieve. The only exception is when ordered to do something illegal or which would cause harm or create an unsafe situation for you or someone else. BECOME AN ACTIVE PARTICIPANT IN ASSOCIATION PROGRAMS. Association activities provide an opportunity for you to develop a district-wide network of supportive colleagues while you also develop and demonstrate your leadership skills.
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Things to Avoid DON’T SHIRK YOUR RESPONSIBILITIES. Make every effort to attend required meetings, meet required deadlines, and carry your fair share of the load. DON’T BECOME A “WORKAHOLIC.” The most productive persons are wellbalanced employees — people who can manage their jobs and their lives. Avoid burnout. DON’T ANTAGONIZE your supervisor. DON’T GET MIXED UP in the staff rivalries or worksite politics, and don’t indulge in gossip on the job. DON’T BE A CHRONIC COMPLAINER. If your contract rights are violated, grieve, but don’t gripe. Contribute to the solution instead of the problem. DON’T CONFIDE DETAILS of personal problems to your supervisor or to colleagues you barely know. The exception is when a personal emergency affects your job. Then explain the situation briefly and objectively. DON’T LOSE YOUR COMPOSURE ON THE JOB with students, parents, colleagues or your supervisor. Crying or losing your temper will only work against you. DON’T LET YOURSELF BE PUSHED AROUND. Whether you are a contract/ permanent, probationary, or temporary employee, you are a professional and are entitled to be treated as one. DON’T LIE OR ATTEMPT TO DECEIVE your supervisor or others. Occasional lapses in judgement may be tolerated, but deception seldom is. DON’T PANIC! If you find yourself in a situation where you may be subject to disciplinary action or if you become the subject of administrative harassment, call your Association Representative immediately.
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Job Evaluations Do’s and Don’ts All employees are formally evaluated by their supervisors. Evaluations build a written record for the performance of duties outlined in the job description. They should also affirm the skills and strengths the employee brings to the job, and may include a positive plan for personal improvement. It’s a good idea to maintain your own professional records file with copies of your job description, evaluations, letters of a job well done, and anything else related to your job performance. EVALUATION DO’S n Before your evaluation conference, review your job description and any updates. n Review copies of any previous evaluation reports. Note any improvements since your last evaluation. n Review policy manuals, department handbooks, and other written instructions. n Think about any questions you want to ask before or during the conference. n If you believe disciplinary action may be involved in your evaluation, consult with your Association Representative or your OEA UniServ Consultant. EVALUATION DON’TS n Don’t evaluate yourself. n Don’t identify or agree to any deficiencies. n Don’t accept inaccurate information, erroneous comments, or hearsay. Request detailed information to correct the record. n Don’t get involved in confrontation. n Don’t assume that all positive comments will appear on the record. Request that they be included. n Don’t agree to ambiguous and/or open-ended criteria or goals that could be difficult to follow or achieve. Ask that goals be measurable, reasonable, and positive. 12
Job Evaluations THE CONFERENCE n Understand what you want to accomplish. n Start with some positive comments about yourself. n Ask questions. n Remain rational and confident. Don’t rush or be rushed. Request more time if necessary. n Make notes. n Clarify with your supervisor what will be included in the record. Get it in writing! Introduce your own materials, such as letters of commendation, thank you notes, etc. SIGNING THE RECORD It should be understood that the employee’s signature merely indicates that the employee is aware of the document and/or the evaluation conference. It should not indicate agreement. If you believe that the signature may denote agreement, add a statement before signing, such as “Receipt acknowledged,” or “I have received a copy of this document.”
Use the space below to remember the people who can help you in difficult times. Your Association Representative:_________________________________ Worksite Location: _____________________________________________ Phone: ________________________________________________________ Your UniServ Consultant: _______________________________________ Phone: ________________________________________________________ Email: ________________________________________________________ Contact information for OEA UniServ consultants can also be found in your OEA calendar book and on the OEA website at www.oregoned.org. 13
What to Do if There’s a Complaint Against You You don’t think it will happen to you. Unfortunately, even the best employees sometimes face arbitrary or unfair situations. It is better to be prepared than have to fly by the seat of your pants. Get a copy of your local contract and read it. Your Association Representatives are good people to get to know. Here are some things to remember: If you are called to a meeting with one or more administrators and the meeting becomes an accusatory proceeding where you are asked questions that could lead to discipline, respectfully decline to answer such questions until you have Association representation. Request that the meeting adjourn until you can have representation. Contact your Association representative, your grievance representative, or your OEA UniServ Consultant as soon as possible. It is important that you get advice early instead of waiting to see what happens. If the problem is serious, your UniServ Consultant will see to it that you have the benefit of legal advice and counsel, if needed. It is extremely important that you keep records of all conversations and copies of any written statements or correspondence related to your situation. If you receive material through the mail, keep the postmarked envelope, too. Before you respond in writing to requests from your administration, review the response with your Association Representative. When you meet with your representative, he/she will review the contract with you. It is important to be completely honest with your representative and consultant. They are there to help you be successful and to protect your rights.
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Use School Technology Wisely Computers serve as powerful tools to transform and enhance the work we do. Whether working with software programs, using the Internet or sending e-mail, technology can help you on the job and to further your professional development. Technology, however, creates a new set of hazards for education employees. Keep these tips in mind when using school computers: n
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Check to see if your district has an acceptable use policy (AUP) for computers, Internet and e-mail access. Your district might have separate policies for student use and employee use of technology. The AUP should define where, when and how long school employees may use school computers and network services. Do not access, receive or transmit anything that can be interpreted as obscene or pornographic. Do not use your school’s computers for anything not permitted in the AUP. Do not use school computers for commercial purposes, such as promoting a summer business you operate. Do not expect your e-mail to be private. Do not send anything you wouldn’t want read by your employer. The school district — your employer — owns and controls the e-mail system. Even deleted e-mails can be retrieved, and used in lawsuits. Do not send any confidential or private e-mail at work. All confidential student data such as IEPs or grades must be secured, even on a computer. Just as you wouldn’t leave confidential written material in view, don’t leave your computer data unprotected. You might be held responsible for inappropriate student use of the Internet or e-mail. Check to see if your district has a “reasonable supervision” standard. It is impossible to supervise student Internet use at all times. If your district makes you responsible for all student use of the Internet, contact your UniServ Consultant.
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Students and Special Health Care Needs Student populations are changing. In recent years, greater numbers of students with disabilities are attending their neighborhood schools. In some instances, they come to school with physical conditions that require care and attention. But, who provides that care? In an ideal world, every school would have licensed, certified health care personnel on the premises who would ensure the safety and well-being of our students by attending to their special health care needs. But this isn’t an ideal world…. The best available estimates indicate that only about one in three public schools has a full-time nurse on staff. ESP are often asked, expected, or directed by their supervisor to provide care and assistance to students with special health care needs. Federal law does not specify which individual - a classroom assistant, school nurse, teacher, or some other individual - is to provide these services, but rather leaves this decision up to school districts. It is important that you discuss these issues with your supervisor and review your school district policy manual and your contract for additional information. The following questions and answers will provide you with some information about working with these students. What Are Your Responsibilities Under the Law for Student Care? Although the terms “medical services” and “school health services” may sound similar, they have very different meanings in the law. Medical services are defined as services that must be performed by a physician. Education Support Professionals (ESPs) should never be called on to perform these tasks. IDEA 04* requires a written Individualized Education Program, or IEP, for each eligible student with a disability. This ensures that the special needs of each student with a disability will be addressed in a way that will permit the child to benefit from her or his educational opportunity. *IDEA 04: The Individuals with Disabilities Education Act; the federal law that guarantees a free, appropriate education for all students, regardless of the nature or severity of their disability.
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The law permits, but does not require, educational support staff to be members of the team that prepares the written IEP. Why is the written IEP important? IDEA 04 requires this document to identify, among other items: n n n
The specific education and related services to be provided to the child, The extent to which the child will be able to participate in regular education programs and, The projected dates of initiation of services and the anticipated duration of the services.
The important point is that the school district is legally responsible for providing any school health services identified in the child’s written IEP. To ensure the safety of children under your care, you should be trained and supervised by a licensed health care professional. The licensed health care professional or nurse should document your training, include the documentation in your personnel file, and provide and document ongoing observation and supervision of your work. You should be trained in techniques for “universal precautions” that you can use with all students to ensure their safety as well as your own. Some students’ medical conditions, such as hepatitis, HIV or AIDS, pose a potential risk for employees administering health care. Many students who are at risk of contracting HIV will not be tested for the virus until they are older, and even if they have been tested, test results are imperfect. How, then, can you protect yourself from dangerous conditions? You should be trained in universal precautions. This means you should be issued protective equipment, and be instructed in its proper use. You should practice these techniques with all students in your care. In other words, treat all students as if they are infected. This protects students’ confidentiality and your safety and well-being.
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Students and Special Health Care Needs, cont. You should know what to do if you are working with a child who is covered by a legally-valid “Do Not Resuscitate (DNR)” order. You will need to be prepared to respond appropriately if the student goes into cardiac or respiratory arrest while in school. What do you do if your supervisor directs you to administer medication or perform health care procedures you have not been trained to do, you are not qualified to do, or you are not legally allowed to perform? OEA recommends that, except in extreme circumstances, a school employee should always comply with a direct order from a supervisor and then seek redress by filing a grievance or other legal action. Proactive stances, such as participating in the creation of the IEP and Individual Healthcare Plan (IHP), are, of course, most effective. If you are put in the position of being directed to perform a task you are not qualified to do, or which you believe is illegal, you can explain to your supervisor (preferably an association representative or a co-worker will be with you for support) that it isn’t safe - or legal - for you to perform the procedures. If all else fails and the supervisor mandates that you perform the procedure or risk losing your job, do the following: n n n n n
Contact your OEA UniServ Consultant and Association Representative immediately. Document what you are being asked to perform. Ask the supervisor to put the directive in writing. Comply with the direct order, unless you feel you will jeopardize the safety of the student. Put your objections in writing. (For example, “You are asking me to perform a health care procedure I have not been trained to do, and that could endanger the student.”)
REMEMBER: IDEA 04 guarantees safe health care for students, and your training as a health care provider is important in providing just that.
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Keeping Student Information Private Much of the information you will deal with is private educational data on students and is protected by both state and federal privacy laws. Sharing information when there is no valid educational reason for doing so may subject you to discipline by the district and civil and criminal liability. When discussing students with colleagues, ask yourself whether the discussion is really necessary to provide educational services to the student. Be conscious of where you are holding discussions. Avoid discussions in the hallway or in settings where students might overhear you. Do not discuss individual students outside the school setting. n
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Most student data is private and should not be released to anyone but the student, parents and staff with a legitimate educational interest. Various statutes cover all releases of data. If you can’t release something in written form, you can’t release it verbally. Make sure you aren’t unnecessarily sharing information about students in class. Do not list the names of students who got the top scores or state the names of students who need to turn in work. If in doubt, when asked for information, withhold the requested information until you check with your principal to determine whether it can be released. If anyone questions you about a student, whether it be the media or a parent of another student, respond simply that the information is private student data and that you cannot discuss it.
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Keeping the School Environment Healthy and Safe Education Support Professionals attending NEA’s 1998 National ESP conference developed these ideas for working with teachers and administrators to create a safe and healthy school environment for students and staff. ENCOURAGE STUDENTS TO SUCCEED n Greet everyone with a smile. n Give students positive reinforcement. n Communicate with “at-risk” students. n Mentor a student in reading or writing. n Be observant, listen carefully. n Make a concerted effort to reach out to students who are shy or troubled. n Compliment them and acknowledge them whenever you see them. n Encourage children to share their problems; find help or counseling if necessary. n Provide a role mode – lifestyle, values, attitude, hobbies, and interests. n Ask students about their grades and if they need help. n Eat lunch with a student. n Set aside time daily to read with a student. PROTECT STUDENTS AND BUS DRIVERS n Inspect the bus for safety and cleanliness before each trip. Check after each trip to make sure no student is left on the bus. n Participate in bus safety classes for drivers. n Use two-way radios to communicate with other drivers and dispatchers. n Perform evacuation drills. n Service buses regularly. n Assign seats to prevent trouble. n Present a safety program to new kindergarten students each school year and make sure older students know the rules up front. n Listen to conversations to pick up potential problems.
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KEEP BUILDINGS AND GROUPS SAFE AND SECURE n Check the building before opening and at the end of the workday. n Require sign-in sheets and visitors’ badges. n Send students on errands in pairs. n Keep emergency cards on file for every student. Don’t let a student leave with anyone not listed on his or her emergency card. n Send a handbook home with each student explaining safety rules and procedures. n Ask neighbors to call the school whenever they observe anything suspicious. n Keep shrubs and bushes cut back. PREPARE FOR EMERGENCIES n Practice fire drills every month. n Train crisis intervention teams to react to emergencies. n Prepare course of action guidelines and evacuation plan for bomb threats, earthquakes and other school crises. n Have a code phrase that means “Get all the students out of the halls and into a room until the ‘all clear’ code is given.” n Don’t disregard any threats made by students. GUARD AGAINST DRUGS, WEAPONS n Know and enforce school board policies about weapons, drugs, alcohol, fighting, tobacco, and inappropriate language. PROTECT WORKERS n Keep equipment in repair to avoid accidents. n Use safety belts for lifting. n If you work with food, wash hands, wear gloves; sanitize tables and food equipment after meals.
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Enhancing Team Communication In your school, your community and your Association, you are part of a team. Important to the success of every team is good communication. The ultimate goal of the team is to increase the likelihood of success and provide a healthy working environment, whether for your students, your community, or your Association. Here are some elements to help ensure clear channels of communication. n
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The attitudes and feelings of all the team players need to be known, respected and understood. Deal openly with attitudes and feelings about roles and duties by discussing them with coworkers. An understanding of the similarities and differences of team members must be recognized and understood. There may be different points of view about strategies, different values, different cultural and religious heritages, different levels of education and experience, and other factors that can affect the working relationship. Seek to develop and share a common vocabulary. Be willing to ask for clarification or assistance if you don’t understand the assignment you have been given. Share your special interests, talents, and training with others. Actively work to create a climate of cooperation, trust, respect and loyalty by meeting regularly to discuss procedures and techniques that will establish and maintain open channels of communication.
Practicing these suggestions will improve your teamwork and help you succeed, individually and as a group.
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Tips for Secretarial and Clerical Professions Important things to know how to do: n n n n n n n n n n n n n n
Answer phone promptly and properly How to call for substitutes Clinic procedures Paycheck distribution procedures Intercom Make copies and minor copy machine repairs Where to put the interdepartmental mail Where to put US mail for pick-up Distribution process for incoming mail Student registration process (if school-based) What do you do if children are left at school Policy and procedure for student discipline referrals How to handle student withdrawals Procedure for welcoming visitors
What to know right from the start: ¶ Dress code ¶ Duty times ¶ Bus schedule information ¶ Lunch cost and times for students ¶ When and where you can make private phone calls ¶ School calendar ¶ Tour the school or work site with a map ¶ Where to park and not to park
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Tips for Custodians and Maintenance Employees Maintaining the district’s facilities in top-notch condition takes the dedication of all employees – especially grounds, custodial and maintenance workers. Employees like you form the backbone of school systems. You possess important skills that are vital to quality schools and you are an essential part of the school community. The condition of the district’s schools and facilities often affects how parents, the media and the community view our schools. If the grounds and buildings are attractive, clean and well maintained, the public will view the school system favorably. Your work is vital not only to ensure that the public’s perception is favorable but also to ensure that the day-to-day operation of the facility runs smoothly. The following topics are ones you may need to know to be successful in your job. If you have questions, you can always contact your Association president or OEA UniServ consultant. Know the general job expectations, duties, hours and assignments. Follow approved sign-in and sign-out procedures. n Familiarize yourself with the forms and procedures for requesting sick, personal and vacation leaves and reporting on-the-job injuries. n Know the procedure for calling in if you will be late or absent. n Know the procedures for the following safety issues: - Handling of hazardous chemicals or materials - Reporting health hazards - Evacuating the building - Cleaning surfaces contaminated by blood and/or bodily fluids - Wearing protective equipment such as back belts, gloves, safety goggles, masks. n Ask for training on all equipment necessary for performing your job. n Learn the location of designated break and eating areas. n Know the facility you work in. Know the number and location of all of the following: - Fire extinguishers - Fire alarm pull stations - Electrical service locations - Shut-off valves for water and gas n n
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Tips for Bus Drivers and Transportation Assistants
Transportation employees like you play an important role in the care and education of students and you possess distinct skills that are vital to quality school districts. You are an essential part of the school community. The safety and well-being of students is in your hands. Usually the first and last person a student sees each day is a transportation employee. The professional way that you handle situations determines how students, parents, the media, and the community view our schools at large. The following tips may help you as a transportation employee. If you have any questions, contact your Association president or your OEA UniServ Consultant. n n n n n n n n n n n n n n
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Be firm, fair, and consistent with students. Use the radio on the bus only to report problems or for assistance. Keep the bus clean. Let students off only at designated, regular bus stops. Learn the procedures for calling in if you are going to be late or sick. Check that the bus is properly maintained and report any faulty equipment to your supervisor immediately. Maintain your paperwork such as seating charts, routes, and discipline logs. Allow only school board personnel or assigned students to ride the bus. Keep hands off students. Learn the district procedures and policies for breaking up student fights. Know the policy for referring students for discipline. Follow the dress code. Obey traffic laws. Do a thorough pre-trip check everyday. At the last stop, check the bus for sleeping students. Don’t be afraid to ask questions.
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Tips for ParaEducators As a ParaEducator, you play an important role in the care and education of students. You have a special commitment to students. You possess distinct skills that are vital to quality schools and are an essential part of the school community. Respect and communication are the key ingredients for an effective classroom team. Create a healthy open relationship with your co-workers and supervisor by getting to know each other’s background, experience, special interests and strengths and weaknesses. Be an active listener and promote good communication by showing interest and encouraging the speaker, asking clarifying questions, restating the basic facts and ideas that you’ve heard, and summing up and pulling together important conversations. Whenever possible, try to be involved in planning weekly schedules and daily activities. Express yourself clearly, ask questions when you need to, and address problems in a non-confrontational way as soon as they arise. The following is a list of other important things that often apply to ParaEducators’ jobs. Learn which ones are part of your job responsibilities and then learn the policies that apply. If you have questions, contact your Association Representative or your OEA UniServ Consultant for clarification. n n n n n n n n n n n
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Confidentiality laws and regulations Faculty/Staff meetings Student records Compensatory time vs. overtime Substituting Discipline forms CPR and First Aid training Duty assignments Parent conferences IEP conferences Special Olympics
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OEA wishes to thank the following for their help in creating this handbook: The OEA New Member Advisory Council The Florida Education Association The National Education Association The Washington Education Association The California CTA NEA-ESP and Safe Health Care Committee The National Association of School Nurses Janet McIntire – SKACE past president