How to Become a Paraeducator: Requirements and Career Path
Paraeducators play an essential role in supporting teachers and students within school districts. Also known as teacher assistants or aids, paraeducators work alongside certified teachers to facilitate the learning process in various ways. If you love working with children and want to positively impact their lives, then becoming a paraeducator may be the perfect career path.
What is a Paraeducator?
A paraprofessional's job is to serve as a teacher's assistant, helping to facilitate the learning process in a multitude of different ways. They often work in public or private school settings, helping to oversee classroom activities or providing one-on-one assistance to students who need extra support and guidance. Responsibilities may include reinforcing instruction, monitoring student progress and managing classroom logistics. Paraprofessionals often help to implement behavior management strategies. For example, if a student has a behavior intervention plan, an assistant's role may be to record the student's behavior and report the information back to the lead teacher. Other duties may include working with students who have disabilities.
Educational and Training Requirements
Becoming a paraprofessional varies from state to state but usually requires a combination of education and training. In most states, 60 credits or an associate degree will likely be required to pursue paraeducator positions. Schools will want students who have committed to their own education and have taken some college courses that will be key in preparing them for success in the classroom. General education classes that expand on important knowledge are extremely important for paraeducators.
At a minimum, paraeducators generally need to complete at least two years of college coursework or an associate degree. But aspiring paraeducators would stand out from the crowd or be prepared for enhancing their teaching career by getting a bachelor’s degree in educational studies. There are many degrees offered within education-students can focus on educational studies, elementary education, or secondary. Another great option for paraeducators is a B.A. in Special Education. This degree thoroughly prepares students for a career as a paraeducator or to move forward as a teacher. It offers modules on behavioral support strategies, collaboration with partners for student success, and ethical practices for special education.
Other requirements include passing a local or state assessment test, job training to help you become familiar with the job requirements and protocols and obtaining a certification.
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Assessments and Certifications
Most school districts will have tests or assessments that paraeducators must pass in order to be qualified to work in a classroom. These tests measure abilities in math, English, reading, and more.
Formal Assessments: Formal assessments should be valid and reliable. An assessment is valid if it measures mathematics, reading, and writing content at a level equivalent to the knowledge obtained by attending two years of college and is applicable to duties being assigned to the paraprofessional. An assessment is reliable if it provides consistent results. An LEA may develop its own assessment. ACT-Work Keys and ETS-ParaPro assessments are acceptable as well as any other assessment that meets the above criteria for the instructional area the paraprofessional assists with.
Paraeducator Exam: The Paraeducator exam was developed to meet compliance requirements for paraprofessionals pursuant to the Elementary and Secondary Act (ESEA). Title I paraprofessionals whose duties include instructional support must have:
High school diploma or the equivalent
One of the following:
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- Two years of study at an institute of higher education equivalent to 48 semester units
- A. A. degree (or higher)
- California Basic Educational Skills Test (CBEST)
- Passage of a local assessment "Paraeducator Exam" demonstrating knowledge of, and the ability to, assist in the instruction of reading, writing and mathematics.
The assessment is comprised of 100 multiple-choice questions separated into three sections: Ability to Assist in Instruction, English/Language Arts and Mathematics. You must have an overall score of 70% to pass.
You’ll need to enroll in a paraeducator certification program to move forward in this career path. The American Education Association offers this certification at the district level, or a community college near you may also offer this.
Voluntary Paraprofessional Credential (Minnesota): Paraprofessionals who have passed an assessment(s) approved by the Minnesota Department of Education may wish to complete the additional requirements to obtain the Voluntary Paraprofessional Credential administered by the Minnesota Professional Educator Licensing and Standards Board (PELSB). The voluntary credential is not required to work as a paraprofessional.
Essential Skills for Paraeducators
To effectively support both teachers and students, paraprofessionals need to acquire a diverse set of essential skills.
- Patience: Working with students who have a disability or various learning abilities requires a lot of patience.
- Flexibility: Paraprofessionals need to be flexible to handle the different needs of students, especially because each learning environment can be so unpredictable.
- Strong Communication Skills: Strong communication skills are required and crucial for being able to convey information efficiently and effectively to students, teachers, and parents.
- Collaboration: Collaboration is a key skill for this position because paraprofessionals work as part of a team.
- Problem-Solving: Paraprofessionals encounter a wide range of challenges and situations which is why having the ability to problem-solve is so important.
- Understanding of Childhood Development: As a paraprofessional, a deep understanding of childhood development can help make a positive impact on young learners. This knowledge will help you tailor your support to meet the needs of all students.
Funding and Program Requirements
LEAs must ensure that each instructional paraprofessional who is hired by the LEA and who works in a program supported with Title I, Part A funds meets specific requirements. An instructional paraprofessional is an individual who provides instructional support for classroom teachers.
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Minnesota Public Schools: Non-licensed support staff including paraprofessionals have important, often essential, roles in schools. Paraprofessionals are also known as paraeducators, education assistants (EA), instructional assistants, instructional support staff or educational support persons (ESP).
Special Education (Minnesota): All paraprofessionals supporting children with disabilities in special education programs regardless of school, program or instructional setting must meet one of the following:
- Two years of college credits through an accredited institution
- An associate degree or higher
- Passing score on an approved formal academic assessment
- Meet the competencies listed in the MDE approved competency grid
Only paraprofessionals meeting one of the personnel qualification requirements are eligible for state special education aid calculations.
Title I, Part A Schoolwide Program (Minnesota): All instructional paraprofessionals in the entire school, regardless of funding source, must meet one of the following qualifications:
- Two years of college credits through an accredited institution
- An associate degree or higher
- Passing score on an approved academic assessment
A Title I, Part A school with a Schoolwide Program that is not compliant with the requirement will need to create and implement a corrective action plan to bring all instructional staff into compliance with the requirements. This could include switching from a Schoolwide program to a Targeted program.
Title I, Part A Targeted Assistance Program (Minnesota): Instructional paraprofessionals paid in whole or part by Title I, Part A funding must meet one of the following qualifications:
- Two years of college credits through an accredited institution
- An associate degree or higher
- Passing score on an approved academic assessment
A Title I, Part A school with a Targeted Assistance Program that is not compliant with the requirement will need to create and implement a corrective action plan to bring all impacted employees into compliance with the requirements.
Colorado Department of Education (CDE): Instructional paraprofessional qualification requirements can be found on CDE’s Paraprofessional Guidance webpage. LEAs should use the remainder of the 2025-26 school year to develop (or review if already developed) and document the local procedures and processes for ensuring all instructional paraprofessionals meet the requirements outlined above. Monitoring for paraprofessional qualifications will begin in the 2026-27 school year through CDE’s ESEA federal programs monitoring. The district should document their process internally and CDE will request evidence of the district’s implementation during monitoring.
If a special education paraprofessional works in a Title I schoolwide school and has instructional support duties, they must meet the Title I paraprofessional requirements. This is true even if the staff member is paid out of IDEA or special education funds.
Since the paraprofessional qualification requirements are a federal requirement, LEAs can use Title II, Part A funds to support paraprofessionals in meeting the qualification requirements. LEAs in collaboration with the paraprofessionals can develop a plan to support paraprofessionals in meeting the minimum qualifications of instructional paraprofessionals.
An LEA can determine the process and timeline for staff members to obtain the necessary qualifications beyond a HS diploma upon hire. CDE recommends developing local protocols and written procedures for reviewing and testing qualifications and the actions to take when a staff member does not have the appropriate qualifications.
Professional Development and Training
Within 60 days of starting work as a paraprofessional, school districts are required to provide the training required in Minnesota Statutes. School districts are required to provide at least eight hours of annual paid professional development to all paraprofessionals and other instructional support staff with at least six hours completed before the first instructional day or within 30 days of hiring. The professional development must relevant to work responsibilities and may include planning with the classroom teacher or the requirements of Minnesota Statutes. A school administrator must annually certify compliance with the requirement. Starting in SY25, school districts will be separately reimbursed for prior year compensation of the eight hours of paid professional development.
Career Advancement
If you’re currently a paraeducator or you’re interested in this career, a career as a teacher may be a great way to progress in your chosen field. Paraeducators don’t get to run their own classrooms, so for those who are ready for that step, becoming a teacher is a natural progression.
If you want to move your career forward and become a teacher, you’ll need to have a license. Each state has unique requirements for teaching licenses, so it’s best to research what the requirements are in your area. After completing a bachelor's degree and earning any licenses and certificates that might be necessary, prospective paraeducators are now ready to brush off their résumés and enter the workforce.
Job Outlook
According to the BLS, employment is projected to grow five percent over the next eight years to 2031 with an average of 154,000 job openings.
Conclusion
Embarking on a career as a paraprofessional can be a rewarding career choice for those who are passionate about the education of young children. It can also be a great stepping-stone for those who wish to pursue a career as a certified teacher. Paraeducators play an essential role within school districts, providing invaluable support to teachers and students alike.
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