Paraeducator's Self-Evaluation Standards

Introduction
Although the CEC Paraeducators’ Standards are comprehensive, one part that I feel is not adequately addressed is the paraeducator's self-evaluations standards after the teaching and instructional sessions to aid in the establishment of improvement goals for students. It is apparent that assessment canon in the CEC Standards evaluates the effectiveness of the instructional plans and strategies, but little attention is directed to paraeducator's themselves to ascertain their in-depth urge to assist their students. According to Iowa Department of Education (2013), self-evaluation among the paraeducators is one of the fundamental principles for effective professional practices. Therefore, I feel that paraeducator's self-evaluation
Self-evaluation principles act as the scorecards for evaluating the effectiveness of paraeducators' services. As suggested in Iowa Department of Education report (2013), performance indicators that characterize self-evaluation include paraeducators' abilities to plan the lessons and comprehend the lessons objectives, give a clear and concise introduction to aid students in understanding the concepts. Other performance indicators under the paraeducators' self-evaluation standard are the evaluations on the capacity to offer concise and definite instructions to their students. Furthermore, despite the existence of standards for instructional planning and strategies, there is a need for guidelines applicable for teachers to ask themselves if instructional materials are efficient. Paraeducators need to evaluate the appropriateness of the reinforcement techniques for instructions (Council for Exceptional Children, 2009). Self-evaluation standard is an extension of assessment standard that will aid in the determination of the achievement of the unit objective from the paraeducators' perspective who will evaluate their esteem capacity to encourage and assist students with diverse
Secondly, CEC paraprofessionals’ standards are useful in informing credentialing agencies, accreditation organizations, and preparation programs about paraeducators' professional and ethical canons (CEC, 2015). Lastly, the standards under the professional and moral principles hold the paraprofessional responsible for delivering their services in aid of the community of folks living with various disabilities. It follows the provision that since paraprofessionals serve people in the society living with exceptionalities, they have distinct roles and mandates recognizable by both the credentialing agencies and