Building Professional Capacity Among Paraprofessionals Through Onboarding

Many studies have investigated the inadequacy of training and support for special education paraprofessionals (paras); but few have examined training with a quantitative method and even less recommend actionable next steps in a comprehensive plan. This study addresses the concern over paras’ lack of knowledge and training and what factors impact job performance in public school districts. A quantitative action research study of special education paraprofessionals was conducted in a large urban school district. Based on themes from the literature and the expertise of an insider, the purpose was to increase the understanding of the relationship and effect of characteristics and knowledge on training in order to create an onboarding plan for paras. Data collection consisted of survey data of 289 participants, which included special education paras and special education teachers. Through a conceptual framework constructed of Bolman and Deal’s structural frame of organizations, the Change Management Model ADKAR, and Organizational Socialization, a formal institutionalized onboarding program for new front-line education employees was developed. Results showed that paras are not adequately trained, have specific training topics of importance, and find certain characteristics and knowledge affect job performance. An onboarding plan is included for immediate implementation along with quick fixes and future research