Frequently Asked Questions about Pre-k Paraeducators
1. What is the role of the paraeducator in the pre-k classroom?
Effective paraeducators in the pre-k classroom can make a tremendous difference in the lives of young
children. They focus primarily on meeting the educational, social and physical needs of their students,
spending only a small portion of their time on paperwork and administrative tasks. Daily responsibilities
may include:
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interaction with students
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Supporting classroom instruction and activities
Leading small groups (with the planning support of the classroom teacher)
Engaging students in oral communication naturally throughout the day
Assisting teachers in assessment and data collection
Supporting students during lunch, rest and playground activities
Assisting students with daily living activities as needed—for example, feeding, toileting
(including diapers) and dressing
Supervising and interacting with students during center-based instruction
An effective paraeducator:
Speaks clearly when
interacting with students
Shows interest and
enthusiasm
Responds to student
communication attempts
Responds to behavior as a
form of communication
Verbally identifies positive
student behavior
Uses specific praise
Remains calm, especially
during episodes of challenging
behavior
Is empathetic, warm,
understanding and respectful
toward students
What this looks like in the classroom:
Uses words children can understand, but includes them in full
sentences, showing children how language should be used
Questions students about their activities, providing positive
reinforcement
Acknowledges and responds to all attempts at spoken
language
Seeks to understand what is behind a behavior—for example,
a tantrum may be a student’s way of bringing attention to a
need
Praises all positive behavior, no matter how small, and avoids
bringing attention to negative behavior
Offers specific comments—for example, “I like the way you
are using your words to tell your friend what you want.”
Speaks in a calm and soothing voice, is consistent about
applying rules, uses simple directions and reminds students to
make good choices
Maintains a friendly manner toward all children, has
conversations with them, praises good work/behavior and
speaks enthusiastically
Professional responsibilities
Puts needs of students first in
all instances
Maintains effective
communication with pre-k
teacher and other faculty
Understands his or her role
and responsibility in executing
daily schedule
Understands individual needs
of children
Supports implementation of
routines designed for
individual students
Partners with the teacher to
provide high-quality
instruction
Puts paperwork and preparation aside when working with
students
Meets with the teacher regularly to go over plans, discuss any
issues and share suggestions
Consistently implements daily activities as discussed during
planning, follows the teacher’s instructions and takes
initiative when appropriate
Actively seeks to be informed about the different needs of
students in the class (goals in an Individualized Education
Program, medical history, etc.)
Plays a vital role in routines that address a specific need—for
example, toileting, behavioral strategies, accommodations,
etc.
Works with children in small-group activities and participates
in whole-group activities
2. Why does each pre-k class have a paraeducator assigned to it?
Best practices, as well as safety, indicate that a certain number of appropriately trained adults
must work in pre-k classrooms. Further, Maryland law, as outlined in the Code of Maryland
Regulations (COMAR) section 13A.06.02.05, states the following:
Provide staffing for each session of prekindergarten to include a teacher who possesses a
current State professional certificate in early childhood education and a paraprofessional with a minimum of a high school diploma, or its equivalent, or a CDA.
In describing class size, COMAR also stipulates that two adults must work in each pre-k program
at all times:
Based on the September 30 enrollment count, maintain an average staff to student ratio
of 1:10 with an average of 20 students per classroom.
3.
Can a pre-k paraeducator work on tasks not related to pre-k during the school day?
Pre-k paraeducators must work full time within the pre-k classroom. They are integral to instruction,
and their responsibilities are written into the pre-k curriculum. When paraeducators are not
present, pre-k teachers are not able to effectively implement the pre-k curriculum.
Further, their full participation in the pre-k classroom is necessary to maintain the average 1:10
staff-to-student ratio required by COMAR. Unlike other paraeducators in the school who are
funded through the school’s budget and can perform a variety of tasks, pre-k paraeducators are
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centrally funded by the district for the sole purpose of working in the pre-k classroom.
Therefore, principals cannot assign pre-k paraeducators to tasks not related to pre-k.
4. Can a pre-k paraeducator help to supervise MSA administration?
Pre-k programs must maintain the average staff to student ratio of 1:10 at all times, including
during the MSAs. Consequently, pre-k paraeducators cannot be assigned to other duties during
the MSAs.
5. Can I a pre-k paraeducator supervise lunch in the cafeteria?
Pre-k paraeducators can only supervise lunch for their particular pre-k class. Otherwise, they
cannot be assigned to lunch duty.
6. Can a pre-k paraeducator substitute for the pre-k teacher when he or she is absent?
Because there must be two adults in each pre-k class at all times, the pre-k paraeducator cannot
function as a substitute for a pre-k teacher. When a pre-k teacher is absent, a substitute must be
provided, following the same guidelines for placing a substitute in higher grades. Although the
pre-k teacher and pre-k paraeducator are centrally funded, schools are still responsible for
paying for a substitute for the first 10 days, at which point the district’s Human Capital Office
pays for a long-term substitute.
7. When a pre-k paraeducator is absent, do I need to provide a substitute?
A substitute must be provided to maintain the average 1:10 staff-to-student ratio. The same
procedures for assigning substitutes for all teaching positions should be followed.
8. Can a pre-k paraeducator work as a substitute in another class?
Pre-k paraeducators cannot work as substitutes in other classes, as they must work full time in
the pre-k class to maintain the required average 1:10 staff-to-student ratio.
For more information about the role of paraeducators in the pre-k classroom, please contact Early
Learning Programs, Birth through Five, at the City Schools district office:
Office of Early Learning Programs, Birth through Five
443-642-3990
[email protected]
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