Doing the Math with Paraeducators

A Research and Development Project

Lead Staff:
Judy Storeygard
Karen Mutch-Jones
Project Staff:
Audrey Martinez-Gudapakkam


Over one million paraeducators (teaching assistants and volunteers) currently assist in classrooms, and another 100,000 are likely to be added in the next ten years. Paraeducators (paras) are often required to teach content, such as mathematics, but there are few efforts to provide them with the knowledge or supervision they need to be effective when working with students of all levels. Doing the Math with Paraeducators focuses on developing the confidence, mathematical knowledge, and teaching strategies of paras using classroom activities that they are expected to implement. The planned professional development will enable them to make a greater difference in the classroom, but it will also increase their access to continuing education and workplace opportunities. The work is conducted in the Boston Public Schools (BPS) and focuses on grades K-3, where the largest numbers of paras are employed. Given the importance of early math learning in predicting mathematical achievement, supporting paras who work in the early grades is particularly important. The project is designing and piloting professional development that supports paraeducator knowledge development and addresses instructional challenges in teaching mathematics.

Supplement Funding Fall 2018-Fall 2019

The project received supplementary funding to add a component that fostered para leadership and peer mentorship in order to increase project impact and strengthen our paraeducator professional development model. Year 2 paraeducators received additional professional development that focused on continuing to foster their growth in mathematics knowledge for teaching and pedagogical strategies and prepared them to facilitate meetings with our new cohort of paraeducators. These meetings centered on analyzing student work.

Research Activity

The project is addressing the following goals:

  1. research the current roles of paras in mathematics instruction, the preparation of their collaborating teachers, and the opportunities for collaboration and planning between supervising teachers and paras in BPS;
  2. pilot, develop, implement, and research a model for a professional development program for paras that targets specific activities they can implement that are key to student learning in number and operation in K-3;
  3. document how paras assume new roles that increase student engagement and empower them as mathematical learners;
  4. pilot, develop, implement, and research a supervisory component to help teachers set expectations, and structures for debriefing and reflecting along with their paras; and
  5. identify next steps for an early stage development study based on our findings.
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A needs assessment survey will investigate the context in which paras work. The iterative process of design-based research will develop, test, and implement the targeted professional development with paras, measuring how prepared they feel to implement new ideas and how they translate their learning into new pedagogical practices. Cross-case analyses, descriptive statistics, tallies and coded behaviors from observations, and themes from paras, and teacher and administrator interviews will be collected, coded, and analyzed. Furthermore, an efficacy survey will be administered periodically to document longitudinal changes in paras, which will be integrated into the cross-case analyses.


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Hands On! Article

Doing the Math with Paraeducators

Feature // By Judy Storeygard, Karen Mutch-Jones, Simone Ngongi-Lukula Doing the Math with Paraeducators Article          

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