Abstract
Purpose. The purpose of this study was to collect baseline data to identify and describe the professional development frameworks that Northern Nevada school districts use to train their special education paraprofessionals/paraeducators to work with students with disabilities. Methodology. The subjects in the present study were 2 special education directors representing 2 Northern Nevada School Districts. Subjects participated in the study using 2 research tools: (a) a one-on-one interview utilizing 39 semistructured interview questions assessing the special education parareducator professional development framework based on the Ohio State University Quality Management Training System; and (b) a self-rating assessment tool including the same questions as the interview guideline and consisting of a Likert scale, with 1 representing never and 5 indicating always. The researcher completed a document review process, which consisted of reviewing school district documents, Nevada Revised Statues, Nevada Administrative Code, and Nevada Department of Education reports and plans. Findings. Examination of quantitative and qualitative data from the two school districts indicated that both school districts' special education paraeducator professional development frameworks were designed based on quality training principles. Study results indicate that both school districts have documentation in defining professional learning needs for special education paraprofessional training at a local level and use a professional development model to plan and coordinate training. Both school districts provide special education training opportunities, have a system in place to evaluate training outcomes and, to some degree, a process for monitoring and improving the training. Conclusions. The study data support the conclusion that school districts can operate and design training processes embedded in quality training principles and demonstrate accountability for the outcomes of those efforts without having a "licensed" quality management system. In addition, there are a variety of effective training designs for professional development models. Lastly, human capital training and development and staff professional development may have different roots, but serve the same purpose for an organization: enhanced job performance. Recommendations. Further research is advised: descriptive studies of various school district stakeholders' perception on the quality of the professional development programs and the degree of implementation for each quality training principle. Also, it is recommended that the study be replicated for each school district in Nevada.