Paraprofessional Knowledge and Skills for Georgia Public Schools
What this domain covers
This domain tests the working knowledge a paraprofessional needs to support instruction and student safety in Georgia schools. Expect questions on roles and supervision, confidentiality, behavior support, instructional assistance, communication, and basic legal/ethical expectations. Know the difference between what a paraprofessional may do and what is reserved for the certified teacher: paraprofessionals reinforce and support instruction under teacher direction; they do not design curriculum, assign final grades, or independently make placement decisions.
Concepts to master
- Role boundaries: follow the supervising teacher's plans; report concerns rather than act alone.
- Confidentiality: student records and disability information are protected (FERPA for education records; IDEA protections for special education information). Discuss students only with staff who have a legitimate need to know.
- Behavior support: use positive, proactive strategies; redirect privately; follow the school's plan; never use physical discipline.
- Instructional support: small-group practice, re-teaching, monitoring, recording data as directed.
- Safety and mandated reporting: know reporting duties for suspected abuse or neglect and follow school protocol.
Traps to watch for
Questions often offer an answer that sounds helpful but exceeds the role (e.g., "change the student's IEP" or "decide the student needs retention"). Choose the option that supports the teacher's plan and refers decisions upward. Another trap: sharing information with a well-meaning parent or volunteer; confidentiality does not bend for good intentions.
Rule of thumb
Support, don't decide. If an action changes a student's program, grade, or discipline outcome, it belongs to the teacher or administrator. If it reinforces, monitors, records, or keeps students safe, it is likely yours.
Worked example
A student with an IEP struggles during independent reading. The best paraprofessional response is to provide the accommodation listed in the plan as directed by the teacher and report progress data-not to redesign the reading program.