How to fill the teacher shortage: Look in your district's own backyard
"We grow our own here" is a common refrain in the Hayward Unified School District. It has established a "farm league" in its effort to address the teacher shortage.
As in many districts, Hayward schools are filled with paraeducators who would make excellent teachers. Unlike other districts, Hayward has set up a special program that cultivates paraeducators as future teachers.
Celebrating the program's successful first year are HEA President Kathy Crummey (top center); paraeducator Elizabeth Lopez (top left)
The Paraeducator Teacher Training Program, which recently ended its first year, is a collaborative and cooperative venture that involves the Hayward Education Association (HEA), the school district, Chabot Community College, California State University-Hayward, Service Employees International Union Local 39, and the Association of Educational Office and Technical Employees.
The program provides college tuition assistance and support to "paras" wishing to pursue a teaching career.
Paraeducators Kimberly Holmes and Monica Ruiz
The program makes sense, say those involved in the program, since paraeducators already have hands-on classroom experience. Paraeducators also offer ethnic diversity and a level of maturity that directly benefit school districts. And, because they are already enmeshed in the community and local schools, they are unlikely to move away or flee the profession.
"Finding teachers from within is a great way to build our future," says Kathy Crummey, president of the Hayward Education Association. "These individuals have already shown their dedication in the classroom. They are established in the community and have a sense of history. They understand basic classroom management, plus district policies and procedures. Paraeducators are a valuable resource and can be a wonderful way to fill the teaching shortage."
Retired HEA member Debbie Vollick, an early organizer
"They are already in the classroom doing one-to-one tutoring, observation and assisting students," says Edna Rodriggs, a retired HEA member who serves as the program's facilitator. "The experience they have is tremendous. They can be wonderful teachers once they get an educational background."
HEA got the ball rolling for the project by obtaining a grant from the California School Paraprofessional Teacher Training Program, then teamed up with district administrators, local colleges and other participating local associations. Debbie Vollick, a retired HEA member, and Diane Fernandes Lisi, executive director of the Faultline UniServ Unit, were instrumental in getting the program off the ground.
Program facilitator Edna Rodriggs, also a retired HEA member.
The state funding - and matching district funds - pay the basic educational costs (up to $3,000 per year) for 30 paraeducators enrolled in the program, who continue to work as school assistants while taking classes toward a credential. There is hope that the program will expand the number of enrollees in the future.
The program is open to paraeducators who have completed a successful year of employment with the school district. They must also have completed a minimum of six semester units in college coursework required for teacher preparation, and must be employed at least half-time as a paraeducator in one of the following areas: bilingual/bicultural education, special education, child development, library media technician or computer lab assistant. Participants agree to teach in the Hayward Unified School District for the number of years that their educational expenses were supported - or up to five years.
Once in the program, they must take at least six semester units - or nine quarter units - per term, and maintain the required grade point average. They also attend monthly support meetings as a group, and are urged to participate in all professional development training sponsored by the school district.
In June, participants gathered at the district office to celebrate completing their first year in the program. Accompanied by proud family members, the paraeducators were honored for their hard work and commitment. One at a time, sometimes moved to tears, they approached the podium to receive a "children first" pin and a round of applause from their peers and district staff. Then they enjoyed cake and congratulations for a job well done.
"Teaching is my life's work - it's what I'm meant to do," says Daphne Baxter, a paraeducator who works with emotionally disturbed students at the Darwin Center. "Being a para has allowed me to work under a teacher's supervision. I have been able to stretch my wings and see what is possible. There is a huge need for teachers in special education."
Baxter, who has three daughters in college, didn't have the money to go back to school on her own. "The program has been a godsend, because I couldn't swing it myself," she says. "It has enabled me to go back to school now, instead of waiting five or six years." She is scheduled to receive her bachelor's degree from CSU-Hayward in June 2003.
"Lots of times we're seen as people who put up bulletin boards or do other types of menial work," says Melinda Wolf, a paraeducator who works with second- and third-grade autistic youngsters at Southgate Elementary School. "But we are a valuable resource. Many of us do have an education, skills, life skills and a maturity that comes from experience. We have a lot to offer."
It's not easy, says Sandra Vasquez, a bilingual and special education resource paraeducator. Working 30 hours a week at Longwood Elementary School, taking 12 units at CSU-Hayward and being a single parent is a juggling act.
"I have to prioritize. After I help my daughters with their homework, then I have to do my homework. But my children are very supportive."
"This program has definitely motivated me to become a teacher," says Monica Ruiz, a paraeducator who works in a before- and after-school program and subs for special education classes. "It makes sense for me to go into teaching, since I'm already in that environment."
Unlike some new teachers, who don't realize how difficult the job is, Ruiz says she is prepared for the reality of teaching. "My confidence is high. I'm not afraid of being in the classroom or being with children. Because of my work as a substitute teacher, I'm not intimidated about handling a class. Because I already have experience, I know exactly what I'm getting into.
Celebrating the program's successful first year are HEA President Kathy Crummey (top center); paraeducator Elizabeth Lopez (top left)
Paraeducators Kimberly Holmes and Monica Ruiz
Retired HEA member Debbie Vollick, an early organizer
Program facilitator Edna Rodriggs, also a retired HEA member.
