Which states have established credentialing systems?

Anna Lou Pickett, the NRCP's former Director, was recently asked, "Which states have established credentialing systems?" Following is Anna Lou's response. "There are several states that have established credentialing systems for paraeducators. Kansas is the only state with a procedure that applies to paraeducators in special education. The others are concerned with all paraeducators. The systems that I think provide the best models in addition to Kansas include: Iowa, Maine, and Delaware. All of these models recognize the distinctions in the skills paraeducators require to work in positions where they have different levels of independence and require more advanced knowledge and skill competencies. They are based on a three tiered approach to training. Other states with credentialing/licensure systems include Ohio, Georgia, Texas, New Mexico, New York, and New Hampshire. The primary problem with each of the systems is that they are voluntary. Thus LEAs are not required to develop/provide job descriptions or training for paraeducators that recognize the differences in the roles of paraeducators who work in different programs or positions. Other states such as Utah, Washington, Minnesota, Idaho, Montana, and Rhode Island have established standards for paraeducator roles and preparation. While a great deal of careful thought and planning has gone into the development of these standards, they are not necessarily part of a statewide infrastructure that will ensure that paraeducators employed by some LEAs within a state will be appropriately trained. In addition to the issues connected with paraeducator roles, competencies, and preparation - very few states have addressed the need to prepare teachers to supervise and work effectively with paraeducators. Only Washington and Minnesota have recognized the need to prepare teachers to plan for, direct, and monitor paraeducator performance in their teacher licensure systems. Utah, California, and Iowa have established standards for paraeducator supervision. This latter point is very important because IDEA requires states to assure that paraeducators are appropriately trained and SUPERVISED - so there is a long way to go. A resource that addresses with distinctions in teacher and paraeducator responsibilities as members of education teams, the knowledge and skills they require to carry out their assigned tasks, and many issues connected with the preparation of both teachers and paraeducators is available from the NRCP titled: Strengthening Teacher and Paraeducator Teams: Guidelines for Paraeducator Roles, Preparation and Supervision. The Web site (www.nrcpara.org) also has information about instructional materials and other resources.