About the Authors

omplaints, hearings, legal opinions, and lawsuits on issues surrounding the training and supervision of paraprofessionals are increasing. Concern over the lack of preparation of paraprofes-sionals and the sporadic nature of the training that is available to them (Morgan, Hofmeister, & Ashbaker, 1995; Pickett, 1996) have led to the develop-ment of training programs in many states, although these paraprofessional training programs are often localized rather than statewide. Some training has also been developed for supervising teachers (e.g., Morgan & Ashbaker, 2001), and a few programs have been developed for teacher and paraprofessional teams (e.g., Ashbaker & Morgan, 2000; Morgan, 2000). However, the comprehensive system of personnel development needed to ensure proper supervision of paraprofes-sionals lacks specific guidance for admin-istrators in leading and supporting teacher-paraprofessional instructional teams for maximum effectiveness (Hilton & Gerlach, 1997; Morgan, Ashbaker, &amp