While paraeducators cope with a new federal mandate intended to ensure they鈥檙e qualified, a kindred group stands in the background worrying. Many teachers say their classrooms and their work would be seriously compromised should they lose the services of those assistants.
Susan Solomon, a kindergarten teacher at San Francisco鈥檚 John Swett Alternative Elementary School, tells just that story.
鈥淭his past year, I鈥檝e had the great good fortune to have an aide for most of the day. It really makes it possible for me to teach the way I teach,鈥� she said.
Two years ago, when a paraeducator was in her classroom for far fewer hours a week, Ms. Solomon could seldom work with small groups of children. But now, on most days, she tailors reading lessons to groups of just five pupils. They have her undivided attention because aide Maria Meza is circulating among the other children, offering extra help to the group with the most complex assignment or simply encouraging a student.
Equally significant, the bilingual para- educator often serves as the link between the school and the families of the class鈥� six pupils learning English. 鈥淭he parents will talk to her about things they might with me鈥攂ut I don鈥檛 speak enough Spanish,鈥� the teacher said.
鈥楤ackbone of the School鈥�
The influence of paraeducators extends beyond single classrooms, Ms. Solomon contended. 鈥淭here are paras who have been here 27 years,鈥� she said, 鈥渁nd they know the families. They are really a part of the backbone of the school.鈥�
When the Swett school realized it had some extra money coming, the governing council consisting of teachers, parents, a member of the support staff, and the principal used it for supplies and an aide.
The No Child Left Behind Act鈥檚 requirements for paraeducators 鈥渁re on everybody鈥檚 mind鈥攑aras first of course, but also teachers,鈥� said Ms. Solomon, the secretary of United Educators of San Francisco, an American Federation of Teachers and National Education Association affiliate. 鈥淲hat a lot of us would like to see,鈥� she said, 鈥渋s some kind of evaluation procedure and not just a written test鈥� to meet the federal standard. But a test is much more likely, Ms. Solomon said.
The 60,000-student district has not yet set the rules for its paraeducators, and the state has said the requirements are up to the districts.
Meanwhile, Ms. Meza, who is completing 15 years with the district, does not have the college credits that would make her qualified under the law.
So Ms. Solomon fears that down the line, Ms. Meza or someone of equal talent will be lost to the teachers and to the students.
