As districts continue to address educator shortages and increasing student needs, many are taking a closer look at one of the most essential members of the school workforce: paraeducators. 

For years, workforce conversations focused largely on recruitment. But district leaders are increasingly recognizing that filling positions is only part of the challenge. Preparing paraeducators for success and supporting their ongoing growth may be just as important. 

"The role of the paraeducator is getting some much overdue recognition for all that they do in the classroom," said Cory Galano, who leads the Paraeducator Program at ETS Praxis. He noted that paraeducators, particularly those supporting students with high needs, are taking on greater responsibility in today's classrooms.  

That growing responsibility is prompting districts to rethink how paraeducators are prepared, developed, and supported.

From Certification to Readiness 

According to Galano, one of the most common challenges districts report is that certification alone doesn't always translate to classroom success. 

"Just because they passed the standard of getting a license to be a paraeducator, that doesn't necessarily mean that they're prepared for what day one actually looks like," he said. "We hear a lot of districts that have a very high turnover because paraeducators are not trained or ready for the real classroom environment."  

That feedback helped inform the development of ParaPathways, a modernized paraeducator assessment designed to align with current educational standards and classroom expectations. 

ETS developed ParaPathways after hearing from states and districts that portions of the legacy ParaPro assessment needed updating, particularly in areas such as science of reading principles and mathematics applications. The updated assessment includes separate math and reading/writing subtests and other enhancements intended to provide a more modern testing experience. 

Today, Galano said, 25 states have already adopted ParaPathways. 

Assessment Is Only the Beginning 

For ETS, however, the assessment was never intended to be the entire solution. 

"How should districts think about assessment as the beginning of development rather than simply a hiring tool?" became a central question during conversations with states and local education leaders.  

Those conversations consistently pointed to another challenge: while professional development is widely available for teachers, much less exists specifically for paraeducators. 

"A lot of times across many districts, the paraeducators are kind of thrown into teacher PD days where a lot of that content is not geared towards their role," Galano said. "They come out of that with not really a better understanding of what the expectations for that role are." 

To help address that gap, ETS developed High-Leverage Practice (HLP) modules designed specifically for paraeducators. 

Current modules focus on creating a positive classroom climate and engaging students with subject matter. Future modules will address topics including para-teacher collaboration, assessing and responding to student learning, and drawing on students' experiences.  

The learning experience combines scenario-based training with AI-supported simulations that allow paraeducators to practice real-world interactions and receive feedback on their approach.

Building a Workforce, Not Just Filling Vacancies 

Perhaps the biggest shift emerging from district conversations is a move away from viewing paraeducators as positions to fill and toward seeing them as professionals to develop. 

Galano noted that many districts are beginning to think beyond annual hiring needs and instead focus on helping paraeducators build the skills and confidence needed to succeed long term. 

"I think the shift from the constant hiring of paraeducators expecting turnover to really treating this as a workforce development program that starts with the paraeducator," he said, "is the most exciting part." 

That workforce mindset recognizes an increasingly important reality: paraeducators are often among the adults who spend the most time supporting students each day. Their effectiveness directly impacts teachers, classrooms, and student outcomes. 

As districts continue to strengthen educator pipelines, many are beginning to see readiness assessment and role-specific professional learning not as separate initiatives, but as connected parts of a larger workforce strategy. 

The goal, Galano said, is simple: ensure paraeducators enter classrooms with the knowledge, skills, and confidence to succeed from day one. Because when paraeducators are successful, classrooms are stronger as a result.