Nierengarten, GerryHughes, TrudieBrice, LynnO'Leary, Aaron M2011-05-262017-04-142011-05-262017-04-1420102010https://hdl.handle.net/11299/187458Presented in Partial Fulfillment of the requirements for The Master of Special Education Degree in the College of Education and Human Service Professions, University of Minnesota Duluth, 2010Committee names: Gerry Nierengarten (Chair), Trudie Hughes, Lynn Brice. This item has been modified from the original to redact the signatures present.The purpose of this phenomenological study was to examine supervisory skills special education teachers need to learn based on previous literature. Special education teachers, institute of higher education instructors, and paraprofessionals took part in the study. The participants completed online questionnaires that included items about supervisory skills learned by special education teachers in their teacher licensure programs, as well as how they supervised paraprofessionals. Stakeholder responses revealed several themes. Few special educators received supervisory training, especially in management, role clarification, meeting, orientation, and evaluation of paraprofessionals. Paraprofessionals reported little orientation and evaluation by special education teachers. All stakeholder groups noted the need for special educator training and establishment of communication and working relationship between special educators and paraprofessionals. Responses also reflected disagreement between special education teachers and paraprofessionals about how special educators supervise.enTeacher licensureSupervisionParaprofessionalsMaster of EducationMaster of Special EducationDepartment of EducationCollege of Education and Human Service ProfessionsUniversity of Minnesota DuluthSpecial education teachers -- Training ofSupervision of employeesScholarly Text or Essay