Teacher Aides

• Nature of the Work

  Teacher aides, also called paraprofessionals or paraeducators, provide instructional and clerical support for classroom teachers, allowing teachers more time for lesson planning and teaching. Aides assist and supervise students in the classroom, cafeteria, schoolyard, or on field trips. They record grades, set up equipment, or help prepare materials for instruction. They also tutor and assist children in learning class material using the teacher's lesson plans.

  Aides' responsibilities vary greatly. Some teacher aides handle routine nonteaching and clerical tasks. They grade tests and papers, check homework, keep health and attendance records, type, file, and duplicate materials. They also may stock supplies, operate audiovisual equipment, and keep classroom equipment in order.

  Other aides instruct children, under the direction and guidance of teachers. They work with students individually or in small groups-listening while students read, reviewing or reinforcing class work, or helping them find information for reports. Instructional teacher aides usually specialize in a certain subject, such as English or math. Teacher aides also assist students working with computers and educational software. Some teacher aides work in computer laboratories.

  Teacher aides also may provide personal attention to students whose families live in poverty, or to students who speak English as a second language, for example. In addition, schools are becoming more inclusive, integrating special education students into general education classrooms. As a result, teacher aides increasingly assist students with disabilities. Aides may attend to a student's physical needs, including feeding, teaching good grooming habits, or using physical restraint. Aides help assess a student's progress by observing a student's performance and recording relevant data.

  Many aides have a combination of instructional and clerical duties, designed to most effectively assist classroom teachers. Sometimes aides take charge of special projects and prepare equipment or exhibits, such as for a science demonstration.

• Working Conditions

  Over half of all teacher aides worked part time during the school year in 1994. Most aides who provide educational instruction work the traditional 9- to 10- month school year, usually in a classroom setting. Aides also may work outdoors supervising recess when weather allows, and spend much of their time standing, walking, or kneeling.

  Seeing students develop and gain appreciation of the joy of learning can be very rewarding. However, working closely with students can be both physically and emotionally tiring. Aides who perform clerical work may feel overwhelmed by tedious administrative duties, such as making copies or assembling handouts containing information for students. The relatively low pay may deter some from entering this occupation.

• Employment

  Teacher aides held about 932,000 jobs in 1994. About 9 out of 10 worked in elementary and secondary schools, mostly in the lower grades. A significant number assisted special education teachers in working with children who have disabilities. Most of the others worked in child daycare centers and religious organizations.

• Training, Other Qualifications, and Advancement

  Educational requirements for teacher aides range from a high school diploma to some college training. Aides with teaching responsibilities usually require more training than those who don't perform teaching tasks. Increasingly, employers prefer aides who have some college training. Some teacher aides are aspiring teachers who are working towards their degree while gaining experience. Many schools require previous experience in working with children. Schools may also require a valid driver's license and perform a background check on applicants.

  A number of 2-year and community colleges offer associate degree programs that prepare graduates to work as teacher aides. However, most teacher aides receive on-the-job training. Aides who tutor and review lessons with students must have a thorough understanding of class materials and instructional methods, and must be familiar with the organization and operation of a school. Aides also must know how to operate audiovisual equipment, keep records, and prepare instructional materials, as well as have adequate computer skills.

  Teacher aides should enjoy working with children from a wide range of cultural backgrounds, and be able to handle classroom situations with fairness and patience. Aides also must demonstrate initiative and a willingness to follow a teacher's directions. They must have good oral and writing skills and be able to communicate effectively with students and teachers. Teacher aides who speak a second language are in great demand to communicate with growing numbers of students and parents whose primary language is not English.

  Some States have established certification and training requirements for general teacher aides. To qualify, an individual may need a high school diploma or general equivalency degree (G.E.D.), or even some college training.

  Advancement for teacher aides, usually in the form of higher earnings or increased responsibility, comes primarily with experience or additional education. Some school districts provide time away from the job so that aides may take college courses. Aides who earn bachelor's degrees may become licensed teachers.

• Job Outlook

  Employment of teacher aides is expected to grow much faster than the average for all occupations through the year 2005. Including special education students in general education classrooms, restructuring of schools, emphasis on early education, and the rising number of students who speak English as a second language will spur rapid growth among teacher aides. Numerous job openings also will arise as workers transfer to other occupations, leave the labor force for family responsibilities, return to school, or leave for other reasons-characteristic of occupations that require limited formal education and offer relatively low pay.

  Projected rapid employment growth in special education will also spur strong demand for teacher aides. The number of special education programs is rising in response to Federal legislation which mandates appropriate education for all children with disabilities, and emphasizes placing disabled children into regular school settings. Children with special needs require much personal attention, and special education teachers, as well as general education teachers with special education students, rely heavily on teacher aides.

  In addition, school reforms which call for more individual instruction should further enhance employment opportunities for teacher aides. More paraprofessionals are being employed to provide students with the personal instruction and remedial education they need. Most students greatly benefit from additional attention, individual instruction, and positive feedback.

  Teacher aide employment is sensitive to changes in State and local expenditures for education. Pressures on education budgets are greater in some States and localities than in others. A number of teacher aide positions, such as Head Start assistant teachers, are financed through Federal programs, which also may be affected by budget constraints.

• Earnings

  According to a survey of salaries in public schools, conducted by the Educational Research Service, aides involved in teaching activities averaged $8.77 an hour in 1994-95; those performing only nonteaching activities averaged $8.29 an hour. Earnings varied by region, work experience, and academic qualifications. Many aides are covered by collective bargaining agreements and have benefits similar to those of the teachers in their schools.

• Related Occupations

  Teacher aides who instruct children have duties similar to those of preschool, elementary, and secondary school teachers and librarians. However, teacher aides do not have the same level of responsibility or training. The support activities of teacher aides and their educational backgrounds are similar to those of child-care workers, family daycare providers, library technicians, and library assistants.

• Sources of Additional Information

  For information on teacher aides, including training and unionization, and on a wide range of education-related subjects, contact:
  American Federation of Teachers, Organizing Department, 555 New Jersey Ave. NW., Washington, DC 20001.

  For information on a career as a teacher aide, contact:
  National Resource Center for Paraprofessionals in Education and Related Services, 25 West 43rd St., Room 620, New York, NY 10036.

  School superintendents and State departments of education can provide details about employment requirements.

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