Document Type

Article

Publication Date

11-22-2024

Abstract

Paraprofessionals remain a rich resource for our children and our school communities. Teacher education programs that have sought to provide pathways to teaching certification for paraprofessionals recognize this. Over the last 25 years, research has shown well-documented models for programs and strategies that support candidates in these programs, as well as the obstacles and challenges those programs and participants face. This article presents a descriptive case study of the first three years of a para-to-teacher program, across three cohorts of participants at a small liberal arts institution. Implications for best practices tied to collaborative leadership, relational approaches, and collaborative program evaluation are discussed.

Publication Title

International Journal of Teacher Education and Professional Development

ISSN

2572-4878

DOI

10.4018/IJTEPD.361239

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