Paraeducators provide essential academic support for young learners of mathematics. However, they have limited opportunities to engage in professional development (PD) that is responsive to their instructional needs and role. To scaffold paraeducators’ growth, project staff designed, tested, and refined a PD model specifically for K–3 paraeducators working in a diverse urban district. Results from 23 participants showed increased confidence and involvement in mathematics instruction, greater facility using inquiry-based mathematics resources, and improved strategies for supporting student thinking and mathematics learning challenges. Exploratory research offers proof of a concept that is ready for testing in a wider range of K–3 settings and school districts. Findings suggest that appropriate PD can enhance paraeducators’ teaching approach and build instructional capacity in schools.
Mutch‐Jones et al. (Mon,) studied this question.