A role of a paraprofessional can vary greatly based on the school, classroom, and needs. These amazing professionals are dedicated to both students and the certified educator(s) they support. South Dakota has a program that helps these dedicated, passionate professionals achieve their teaching certificate. Two cohorts have been approved by legislation for the two-year Registered Teacher Apprenticeship Pathway (TAP) with the goal to help amend teacher shortage challenges across the state.
Seven paraprofessionals (paras) employed by the Watertown School District are earning their bachelor's degree in elementary education, special education, or secondary education while continuing to work as a paraprofessional and receiving support from experienced mentors. Many of the paras are working towards a duel degree with special education.
“The TAP program has helped me financially to be able to continue with my education. There were serious questions about whether or not we could afford for me to go back to school. This program has not only offered financial freedom, but the amount of support available has been phenomenal. I’ve felt so valued and cared for,” said Ashley Stricherz, para at Watertown High School.
One component of TAP that makes it unique compared to other programs is it’s investing in professionals already in the classroom. Paras have a very good understanding of where their path is leading. Cameron Hoppe at McKinley Early Childhood Center said, “I love being in education because I get to watch students develop into their unique selves and grow in their learning. It’s fulfilling to help them progress while they also help me grow. I learn something new every day, and that’s why I’m so passionate about education!”
Likewise, Ashley Renner at Watertown Middle School said, “I am passionate about teaching because I want to support and inspire students beyond academics. Offering understanding and guidance that can encourage them in their own personal growths.”
A second component of TAP that makes it unique is a mentorship with an educator in the same school district. Work relationships are a source of inspiration and encouragement. Makenna Lambert at McKinley said, “My mentor at has been phenomenal. She has been there by my side throughout my schooling. She is always someone I can go and talk to about how to deal with our students, how to do certain schooling assignments, and questions within my assignments. We also tend to shoot ideas off of each other for our students, and what would make their growth more substantial. We meet weekly about my schooling. She always ask me if there are anything difficult and easy things happening with my classes. These things help me better myself as a paraprofessional and a future teacher.”
Building rapport among their colleagues will help this group achieve their aspirations long after they have their degrees and new positions within Watertown School District. Ashley Iverson at the High School’s Special Education Center has aspirations that go well beyond academics, “I want to make sure my classroom is a place where everyone feels important and supported, no matter who they are or how they learn. I want to build strong, trusting relationships so students feel supported. I hope to help discover how fun learning can be."
Lambert also wants every student to feel important and supported, “One teaching aspiration that I have is Inclusion-based learning. It promotes an accepting and equitable environment for all kinds of kids. It also provides the teacher with several teaching tactics to accommodate diverse learning styles and skills, allowing all students to interact with the topic. Inclusion also provides a classroom environment that reflects variety and promotes understanding and respect for students from all backgrounds.”
The TAP is not only addressing the teacher shortage but is empowering those already dedicated to our District’s students. Chelsey Butler, para at Jefferson Elementary said, “It’s empowered me by giving me the flexibility to handle a full-time position, and everyday life while earning my degree. It also allows me to get even more experience within the education field. I feel more prepared as I’m approaching student teaching to be able to run a classroom. I feel overall it’s really given me confidence to be more ready when I will be running my own classroom after earning my degree.”
Learn more about the Teacher Apprenticeship Pathway: The South Dakota Department of Education is in partnership with Dakota State University (elementary and special education), Northern State University (secondary education), the South Dakota Board of Regents, the South Dakota Department of Labor & Regulation, and local school districts. https://doe.sd.gov/oatq/TAP.aspx