Resource Library
All professional development resources, organized by the 7 paraprofessional skill areas and their sub-topics.
Instructional Support
11 skill areas
Identifying what is actually blocking a student and adjusting your support on the fly.
IRIS Center module on understanding the acting-out cycle and early intervention before a student fully shuts down.
Module · IRIS Center (Vanderbilt) · ~40 min
Covers identifying what each student needs and adjusting your approach in real time.
Module · IRIS Center (Vanderbilt) · ~45 min
Practitioner-focused guide on reading student needs and adjusting support strategies on the fly.
Article · Edutopia · ~15 min
Adapting materials and tasks in real time when no prepared modifications are available.
Case-based activity for quickly deciding how to adapt a task for a specific learner without a pre-made plan.
Activity · IRIS Center (Vanderbilt) · ~30 min
- EssentialAccommodations: Instructional and Testing Supports for Students with Disabilities (opens in new tab)
Full IRIS module on the four categories of accommodations with real implementation examples.
Module · IRIS Center (Vanderbilt) · ~40 min
Covers in-the-moment differentiation techniques for content, process, and product.
Module · IRIS Center (Vanderbilt) · ~45 min
Keeping students at different skill levels engaged simultaneously without neglecting any one student.
Strategies for managing student behavior and engagement when you're supporting multiple learners at different levels.
Module · IRIS Center (Vanderbilt) · ~45 min
Describes structured co-teaching models, including how paraprofessionals can manage sub-groups effectively.
Article · Edutopia · ~15 min
Covers maintaining engagement across a diverse group while managing transitions and varied task demands.
Module · IRIS Center (Vanderbilt) · ~40 min
Collecting specific, actionable observations and communicating them to the teacher in useful form.
- EssentialBehavior Assessment: Frequency and Interval Recording (Interactive Activity) (opens in new tab)
Hands-on practice collecting behavioral data using real observation scenarios.
Activity · IRIS Center (Vanderbilt) · ~25 min
IRIS Center module page on frequency, interval, and duration recording with operational definitions.
Module · IRIS Center (Vanderbilt) · ~30 min
Explains what to track, how to record it, and how to communicate progress data to teachers.
Module · IRIS Center (Vanderbilt) · ~35 min
Building predictable transitions, schedules, and instructional routines that scaffold students who need consistency to access learning.
No resources listed yet.
Designing teaching so skills transfer across people, settings, and materials — and checking that mastered skills hold over time, not just in the moment.
No resources listed yet.
Supporting Students with Dyslexia
SPED: MildProviding real-time decoding support that keeps the student participating with dignity, without drawing attention to what is hard.
Reading Rockets guide on decoding strategies paras can use in the moment to support students with dyslexia without drawing negative attention.
Article · Reading Rockets · ~15 min
IRIS Center module on identifying specific reading difficulties and providing targeted support while preserving student dignity.
Module · IRIS Center (Vanderbilt) · ~45 min
Practical strategies for in-the-moment decoding support, including whisper-reading, visual tracking, and vocabulary pre-teaching.
Article · Understood.org · ~12 min
AAC Device Support
SPED: MildImplementing the AAC system the SLP and team have selected — speech-generating devices, PECS, or core vocabulary boards — bridging vocabulary gaps in the moment and flagging needed updates to the SLP. Never use Facilitated Communication (FC); it is not evidence-based and is actively opposed by ASHA.
ASHA overview of AAC systems, roles of support staff, and how to prompt AAC use naturally during classroom activities.
Article · ASHA · ~15 min
Practical strategies for paraprofessionals on how to model core vocabulary, encourage initiation, and coordinate device updates with the SLP.
Guide · PrAACtical AAC · ~18 min
PrAACtical AAC guide on supporting students who use speech-generating devices or PECS, including vocabulary modeling and bridging vocabulary gaps.
Article · PrAACtical AAC · ~20 min
Prompting Hierarchy & Prompt Fading
SPED: MildShifting from full physical prompting toward least-to-most support so the student is doing the learning, not the para.
IRIS Center module on the least-to-most and most-to-least prompting hierarchies, and how to systematically fade prompts to build independence.
Module · IRIS Center (Vanderbilt) · ~45 min
IRIS Center companion resource on identifying the right prompt level for each student and systematically fading support to build independence.
Article · IRIS Center (Vanderbilt) · ~12 min
Distinguishing normal language-acquisition silence from behavioral or developmental concerns, and sharing that context with the team before any referral.
Colorín Colorado overview of the silent/pre-production stage and subsequent stages of language acquisition — essential for distinguishing normal silence from concerns.
Article · Colorín Colorado · ~15 min
Colorín Colorado guide on distinguishing normal language acquisition behaviors from indicators of learning disabilities — addressing both over-referral and under-referral risks for ELL students.
Article · Colorín Colorado · ~20 min
- EssentialSupporting English Language Learners (ELL): An Introduction for Paraprofessionals (opens in new tab)
IRIS Center module covering language acquisition stages, the silent period, and how to support newcomers without misinterpreting normal acquisition behaviors.
Module · IRIS Center (Vanderbilt) · ~45 min
Bridging vocabulary and language barriers using visuals, gestures, bilingual supports, and scaffolds — removing the language obstacle without removing the cognitive challenge.
Colorín Colorado guide on using visuals, gestures, bilingual glossaries, and scaffolds to make content comprehensible without removing cognitive challenge.
Article · Colorín Colorado · ~15 min
Reading Rockets strategies for pre-teaching vocabulary and bridging language barriers in the moment without doing the cognitive work for the student.
Article · Reading Rockets · ~18 min
WIDA overview of English language development levels — helps paras calibrate the right level of language scaffolding for each student.
Guide · WIDA · ~20 min
Behavior & Social-Emotional Support
7 skill areas
Recognizing when a behavior plan strategy is causing acute harm and making a safety-driven departure — stopping the strategy, pivoting to what helps the student settle, notifying the team immediately, and documenting the deviation in writing before the end of the day. This is an emergency exception, not a routine competency. The BIP is part of the student's IEP — a legally binding document — and recurring deviations require team approval, not individual judgment.
Understanding why a behavior happens — a prerequisite to knowing when a plan is truly failing.
Module · IRIS Center (Vanderbilt) · ~45 min
How to implement a BIP, recognize when it isn't working, and communicate that back to the team.
Module · IRIS Center (Vanderbilt) · ~55 min
Plain-language overview of BIP implementation, fidelity, and when to ask the team to revisit the plan.
Guide · Parent Center Hub (U.S. Dept. of Education) · ~25 min
Calming a disruptive student without an audience, using low-profile redirection techniques.
- EssentialAddressing Disruptive and Noncompliant Behaviors: De-escalation Strategies (opens in new tab)
Specific de-escalation techniques including low voice, physical positioning, and offering a way out.
Module · IRIS Center (Vanderbilt) · ~25 min
- EssentialClassroom Behavior Management (Part 1): Key Concepts and Foundational Practices (opens in new tab)
Covers the acting-out cycle and how to intervene early — before transitions become crises.
Module · IRIS Center (Vanderbilt) · ~40 min
Practical strategies for paraprofessionals to prevent and de-escalate disruptions during classroom transitions.
Article · Edutopia · ~12 min
Using your relationship with a student to detect meaningful shifts in mood or behavior early. Note: for ELL students, extended quietness may reflect a normal silent period of language acquisition rather than withdrawal — check language context before escalating.
How a trusting relationship with a student enables you to notice subtle changes before problems escalate.
Module · IRIS Center (Vanderbilt) · ~35 min
Practical guidance on what behavioral and emotional changes to watch for and how to respond.
Article · Edutopia · ~12 min
How to document behavioral changes and determine when a referral is warranted.
Guide · CDC · ~20 min
Knowing when an offhand student comment warrants immediate reporting and how to do it correctly.
Clear overview of who is a mandatory reporter, what triggers a report, and what to say to a student.
Article · Child Welfare Information Gateway (U.S. Dept. of Health & Human Services) · ~20 min
IRIS Center module on recognizing indicators of abuse and following correct mandatory reporting steps.
Module · IRIS Center (Vanderbilt) · ~40 min
Virginia-specific training on mandatory reporting procedures. Note: legal thresholds and procedures vary by state — search '[your state] mandatory reporter training for school staff' to find your state's equivalent. Use the Child Welfare Information Gateway resource (listed above) for federal-level guidance applicable in all states.
Guide · Virginia Department of Education · ~45 min
Applying reinforcement principles — functional reinforcement, replacement behaviors, schedule thinning — to build new behavior rather than just suppressing unwanted behavior.
No resources listed yet.
Executive Function & ADHD Strategies
SPED: MildCalibrating support for students with ADHD — knowing when to redirect, when to use accommodations, and when to document patterns for team review.
CHADD resource covering evidence-based classroom strategies for students with ADHD, including movement breaks, chunking, and low-key redirection.
Article · CHADD · ~20 min
- EssentialAttention Deficit Hyperactivity Disorder (ADHD): An Overview for Educators (opens in new tab)
IRIS Center module covering ADHD subtypes, behavior patterns, and accommodation strategies paraprofessionals can implement independently.
Module · IRIS Center (Vanderbilt) · ~50 min
Understood.org explainer on executive function deficits and how paras can scaffold organization, task initiation, and impulse control.
Article · Understood.org · ~12 min
Recurring Transition Support
SPED: MildResponding effectively to recurring transition breakdowns while using data to advocate for systemic changes to the transition routine itself.
IRIS Center resource on proactive transition supports, priming strategies, and data collection during recurring transition problems.
Article · IRIS Center (Vanderbilt) · ~15 min
IRIS module covering visual supports, transition warnings, and systematic approaches to recurring behavioral patterns during transitions.
Module · IRIS Center (Vanderbilt) · ~50 min
Communication & Collaboration
8 skill areas
Initiating substantive, specific communication with teachers about student changes you observe.
How paraprofessionals and teachers build a communication rhythm that makes observation-sharing natural and timely.
Module · IRIS Center (Vanderbilt) · ~35 min
Communication structures — including brief check-ins — that make sharing meaningful observations routine.
Article · Edutopia · ~15 min
Practical guidance on when and how paraprofessionals should flag concerns to teachers.
Article · Edutopia · ~15 min
Sharing your direct observations in team settings even when they challenge an existing plan.
- EssentialWorking with Paraeducators: Practical Guidance for General and Special Educators (opens in new tab)
Covers the paraprofessional's role in team meetings, including how to contribute observations constructively.
Module · IRIS Center (Vanderbilt) · ~45 min
How to frame classroom observations as data points that improve decisions, not as challenges to authority.
Article · Edutopia · ~12 min
Helps paraprofessionals understand the IEP meeting structure so they can contribute observations at the right moment.
Guide · PACER Center · ~20 min
Redirecting parent questions about student progress to the teacher while keeping the parent feeling respected.
PACER Center guide on appropriate roles for school staff when communicating with families.
Guide · PACER Center · ~25 min
Role-clarity guidance on what paraprofessionals can and cannot share with parents, and how to redirect gracefully.
Guide · NEA · ~15 min
Plain-language guidance on keeping parent conversations productive without overstepping your authority.
Guide · PACER Center · ~15 min
Raising professional disagreements directly and privately, and receiving feedback without defensiveness.
Addresses the supervisor-paraprofessional relationship, including receiving and acting on feedback.
Module · IRIS Center (Vanderbilt) · ~45 min
How to frame professional feedback as growth information rather than criticism.
Article · Edutopia · ~12 min
Professional standards including conduct toward colleagues and supervisors.
Guide · NEA · ~15 min
Producing clear, factual, observable written records — incident reports, daily logs, communication notes — that hold up to family, administrator, or legal review.
No resources listed yet.
Using district-approved digital platforms for data collection and communication, and respecting the FERPA limits around personal devices and accounts.
No resources listed yet.
Emergent Communication Documentation
SPED: SevereRecognizing, recording, and escalating possible communicative signals in students who use non-symbolic or emergent communication systems.
- EssentialEvery Child Has Something to Say: Emergent Communication in Complex Learners (opens in new tab)
PrAACtical AAC resource on identifying intentional communicative behaviors in students without formal symbolic communication systems.
Article · PrAACtical AAC · ~15 min
ASHA guide on recognizing and responding to non-symbolic communication signals, and how to document potential communicative acts for the SLP team.
Article · ASHA · ~20 min
ASHA guidance on writing precise, actionable observation notes for students with emergent or non-symbolic communication — including what details the SLP and team need to make programming decisions.
Guide · ASHA · ~18 min
Listening to ELL families, keeping the conversation within your role, and ensuring a properly interpreted communication channel is established.
Colorín Colorado guidance on working with interpreters, respecting communication boundaries, and ensuring ELL families have access to information about their children.
Article · Colorín Colorado · ~15 min
Colorín Colorado guide on building meaningful school-family communication with ELL families, including interpreter use, language access rights under Title III, and avoiding miscommunication.
Guide · Colorín Colorado · ~20 min
Professionalism & Ethics
5 skill areas
Declining to share student information with colleagues who have no need to know, without creating awkwardness.
Official U.S. Department of Education resource on FERPA rights, obligations, and what to share with whom.
Guide · U.S. Department of Education · ~25 min
Practical scenarios about hallway conversations, requests from staff, and how to decline gracefully.
Article · Edutopia · ~12 min
Professional standard for protecting student information within schools.
Guide · NEA · ~15 min
Maintaining clear separation between your personal and professional life, including social media.
What constitutes appropriate vs. inappropriate educator-student contact online and on social platforms.
Guide · NEA · ~20 min
Covers appropriate relationships with students and families, including digital communication.
Article · NASP (National Association of School Psychologists) · ~20 min
Professional standards around appropriate relationships with students and community.
Guide · NEA · ~15 min
Showing up consistently, on time, and prepared — understanding that a para's absence or tardiness has direct consequences for the students who depend on them.
No resources listed yet.
Genuinely trying supervisor feedback rather than deflecting or making surface-level adjustments.
What effective supervision looks like and how paraprofessionals can get the most from corrective feedback.
Module · IRIS Center (Vanderbilt) · ~45 min
How school staff can shift to treating feedback as growth information rather than evaluation.
Article · Edutopia · ~12 min
IRIS Center professional development guide for setting and pursuing growth goals as a paraprofessional.
Guide · IRIS Center (Vanderbilt) · ~15 min
Saying no clearly and firmly when asked to falsify or sign off on records you did not collect.
The professional obligation to refuse requests that compromise record integrity, regardless of social pressure.
Guide · NEA · ~15 min
Legal consequences and professional obligations related to falsified or fabricated student records.
Guide · U.S. Department of Education · ~20 min
Case-based guidance on refusing unethical directives while maintaining professional relationships.
Article · NASP · ~20 min
Inclusion & IEP Implementation
10 skill areas
Catching missing IEP accommodations before they affect a student and addressing them immediately.
How paraprofessionals fit into the IEP implementation cycle and their responsibility to flag missing accommodations.
Guide · Parent Center Hub (U.S. Dept. of Education) · ~25 min
- EssentialAccommodations: Instructional and Testing Supports for Students with Disabilities (opens in new tab)
Full IRIS module on what accommodations are, how to implement them, and how to catch when they're missing.
Module · IRIS Center (Vanderbilt) · ~40 min
Practice identifying which supports are required by a student's IEP in real-time scenarios.
Activity · IRIS Center (Vanderbilt) · ~30 min
Recognizing the legal and identity dimensions of disability — IDEA, Section 504, ADA, person-first vs. identity-first language — and acting accordingly with students and families.
No resources listed yet.
Supporting Universal Design for Learning and co-teaching arrangements that keep students with disabilities engaged in grade-level instruction with appropriate scaffolds.
No resources listed yet.
Understanding the legal and practical difference between accommodations and modifications and applying them correctly.
Hands-on practice distinguishing accommodations (no change to expectations) from modifications (changed expectations).
Activity · IRIS Center (Vanderbilt) · ~30 min
Full module establishing the legal and practical distinction between accommodations and modifications.
Module · IRIS Center (Vanderbilt) · ~40 min
State-level guidebook with clear definitions and implementation examples across content areas.
Guide · Texas Education Agency · ~35 min
Resisting the pull to do tasks for students who can do them independently, even when they ask.
AFIRM (Autism Focused Intervention Resources & Modules) brief on prompting procedures, types of prompts, and systematic fading — peer-reviewed and practitioner-focused.
Guide · AFIRM / UNC Frank Porter Graham Child Development Institute · ~20 min
Evidence-based overview of prompt hierarchies and systematic fading — the core skill for building student independence.
Module · IRIS Center (Vanderbilt) · ~25 min
How paraprofessionals inadvertently create learned helplessness — and how to reverse it.
Module · IRIS Center (Vanderbilt) · ~45 min
Reading the IEP, finding what affects your day-to-day work, and treating its accommodations and modifications as the contract they legally are.
No resources listed yet.
Sharing specific, observed evidence during IEP meetings rather than staying silent or offering only general impressions.
How paraprofessionals can contribute substantively to IEP meetings using specific observational evidence.
Module · IRIS Center (Vanderbilt) · ~45 min
Full walk-through of the IEP meeting process so paraprofessionals know where and when to speak up.
Module · IRIS Center (Vanderbilt) · ~50 min
How to organize behavioral observations into evidence that supports IEP goal decisions.
Module · IRIS Center (Vanderbilt) · ~30 min
IEP Goal Data Collection
SPED: MildRecording accurate, context-rich data on IEP goal progress — including what conditions affected performance — so the team can make informed decisions.
Covers the difference between formal and observational progress monitoring and how to record data accurately when conditions affect performance.
Module · IRIS Center (Vanderbilt) · ~35 min
IRIS Center module covering frequency, duration, event, and ABC data recording methods used by paraprofessionals to track IEP goal progress.
Module · IRIS Center (Vanderbilt) · ~40 min
Step-by-step walkthrough of common data collection methods, with tips on recording context (e.g., off-task due to upset vs. skill gap).
Article · Understood.org · ~10 min
Fading Para Proximity
SPED: MildResponding to student feedback about proximity by working with the team to reduce dependence and build independence over time.
IRIS Center module on proximity fading, graduated independence, and collaborative strategies with the supervising teacher.
Module · IRIS Center (Vanderbilt) · ~40 min
Research-based article on how over-reliance on paraprofessionals can undermine student independence and peer relationships.
Article · Understood.org · ~10 min
Publicly affirming multilingual students when peers challenge their language use, and building on their contributions regardless of which language they use.
Colorín Colorado article explaining translanguaging, why multilingual students move between languages naturally, and how to publicly affirm their contributions.
Article · Colorín Colorado · ~12 min
Guidance on affirming students' home languages and cultures in the classroom, including strategies for responding to peer language policing.
Article · Colorín Colorado · ~15 min
Health, Safety & Physical Support
11 skill areas
Locating and following a student's health plan accurately when the nurse is unavailable.
Overview of individual health plans (IHPs), what they contain, and how to find and follow them in emergencies.
Guide · National Association of School Nurses · ~25 min
IRIS Center module covering student health conditions in school, the paraprofessional's role in following individual health plans, and when to escalate to the school nurse.
Module · IRIS Center (Vanderbilt) · ~45 min
What school paraprofessionals can and cannot do medically, and how to escalate quickly.
Article · Edutopia · ~12 min
Executing practiced evacuation procedures for students who need physical support without hesitating.
Specific mobility-support techniques and protocols for different disability types in evacuation scenarios.
Guide · Stanford University · ~25 min
Comprehensive guide to Personal Emergency Evacuation Plans (PEEPs) and the paraprofessional's role.
Guide · Wrightslaw · ~30 min
Regulatory requirements for evacuation plans that include students with physical disabilities.
Guide · U.S. Department of Transportation · ~20 min
Reading student resistance cues and backing off physical contact before a situation escalates.
When physical guidance is and isn't appropriate, and what to do instead when a student resists.
Module · IRIS Center (Vanderbilt) · ~40 min
How to de-escalate and redirect students without physical contact.
Module · IRIS Center (Vanderbilt) · ~40 min
Evidence-based alternatives to physical restraint from nursing and behavioral health research.
Guide · Registered Nurses' Association of Ontario · ~35 min
Keeping students with disabilities safe and supported in cafeteria, recess, hallway, bus, and field-trip contexts where standard classroom structure is absent.
No resources listed yet.
Knowing what to do when you observe unexplained injuries — report to the teacher immediately without questioning the student.
Students with disabilities face disproportionately higher risk — this resource covers what to watch for specifically.
Article · PACER Center · ~15 min
Federal overview of who is a mandatory reporter and what to do when you observe unexplained injuries.
Guide · Child Welfare Information Gateway (U.S. DHHS) · ~20 min
IRIS Center module on the physical and behavioral signs of abuse and the correct reporting chain.
Module · IRIS Center (Vanderbilt) · ~40 min
Following the student's IEP/BIP elopement protocol — alerting the office immediately, keeping remaining students safe, and not leaving the class unsupervised to chase alone.
Overview of elopement risk factors, IEP protocol requirements, and the specific roles school staff play before, during, and after an elopement incident.
Guide · National Autism Association · ~20 min
Step-by-step guidance for developing school-based elopement safety plans, including proactive strategies and emergency response protocols.
Guide · AWAARE Collaboration · ~25 min
Understanding that physical restraint requires district-approved training and authorization — the para's role in a crisis is to clear the area, call trained staff, and maintain safe distance.
U.S. Department of Education resource document on restraint and seclusion — includes legal framework, state variation, and best practices for school staff.
Guide · U.S. Department of Education · ~30 min
Overview of how paras fit into crisis response teams — clarifies when physical intervention is and isn't the para's role, and what authorized training looks like.
Article · Crisis Prevention Institute · ~15 min
Sensory Regulation in Emergencies
SPED: MildDeploying sensory supports during high-stimulus emergencies like fire drills, and advocating for pre-taught routines so the student isn't blindsided.
- EssentialEmergency Preparedness for Children and Youth with Special Healthcare Needs (opens in new tab)
CDC guidance on individualized emergency planning for students with disabilities and special healthcare needs, including pre-taught routines and school coordination.
Guide · CDC · ~20 min
Practical guide on sensory regulation tools and emergency preparation, including pre-teaching fire drill routines for students with sensory sensitivities.
Article · Understood.org · ~15 min
Dignity in Personal Care
SPED: SevereProtecting student privacy during personal care routines and following up to ensure those protections are structural, not situational.
IRIS Center guidance on privacy, dignity, and consent during personal care routines, including how to ensure these protections are structural.
Guide · IRIS Center (Vanderbilt) · ~30 min
Practical article on privacy, respectful communication, and establishing structural protections during sensitive care routines.
Article · Understood.org · ~10 min
Safe Positioning & Transfers
SPED: SevereMaking training-based decisions about positioning transfers — only performing procedures you have been directly cleared for, and documenting when coverage gaps exist.
- EssentialSafe Handling, Positioning, and Transfers for Students with Physical Disabilities (opens in new tab)
Comprehensive guide on body mechanics, transfer techniques, and when to defer to trained therapists — emphasizing only performing procedures you have been cleared for.
Guide · IRIS Center (Vanderbilt) · ~40 min
Covers assistive technology, positioning devices, and the para's role in supporting physical therapist-designed programs with fidelity.
Module · IRIS Center (Vanderbilt) · ~45 min
Seizure Response Protocol
SPED: SevereExecuting a seizure response protocol correctly — stay, call for help without leaving, time the event, document precisely.
Epilepsy Foundation guide on seizure first aid steps, timing, documentation, and when to call 911 — the essential protocol for school paraprofessionals.
Guide · Epilepsy Foundation · ~15 min
CDC school health resource covering health plan implementation, seizure response, and coordination with nursing staff.
Guide · CDC · ~20 min
Epilepsy Foundation training resource covering seizure recognition, response protocol, documentation, and communication with the health team.
Module · Epilepsy Foundation · ~30 min
Self-Care & Professional Wellness
5 skill areas
Identifying signs of secondary traumatic stress in yourself and seeking appropriate support before it escalates.
- EssentialSecondary Traumatic Stress: A Fact Sheet for Child-Serving Professionals (opens in new tab)
Defines secondary traumatic stress, distinguishes it from burnout, and outlines warning signs and response strategies for school staff.
Guide · National Child Traumatic Stress Network · ~15 min
Clear comparison of compassion fatigue vs. burnout with practical self-assessment questions for educators.
Article · Edutopia · ~10 min
Maintaining appropriate limits around time, role, and workload to sustain long-term effectiveness.
Practical strategies for communicating professional limits clearly and without conflict, written for school support staff.
Article · Edutopia · ~12 min
Overview of what paraprofessionals can and cannot be asked to do, with language for setting limits professionally.
Article · National Education Association · ~15 min
Setting and maintaining professional boundaries with students, families, and colleagues so the work is sustainable over years — not just survivable this week.
No resources listed yet.
Taking concrete, self-directed steps toward professional growth rather than waiting for opportunities to appear.
Structured guide to identifying growth goals, finding PD opportunities, and documenting learning for evaluation purposes.
Guide · IRIS Center (Vanderbilt) · ~40 min
Overview of grow-your-own programs, state-specific pathways, and the steps paraprofessionals typically take to earn a teaching license.
Guide · National Education Association · ~20 min
Managing your own response after hard days while ensuring any needed school follow-up gets completed.
Strategies for managing emotional aftermath of difficult student situations, with specific guidance on when to debrief and with whom.
Article · Edutopia · ~12 min