How to Get Hired as a Paraprofessional in New Jersey

Schools are like living organisms, with every staff, faculty and administrator—like our cells and DNA—doing their part to make up an entire body focused on the pursuit of knowledge. We know the reason healthy schools and bodies exist is because the sum of all their parts is strong, prepared and ready to carry out roles. If one group struggles, weakness ensues.

The paraprofessional role embodies this analogy, serving as support to students and the classroom teacher. Often referred to as the ‘backbone of a classroom,’ paraprofessionals step in and fill learning gaps through assisting teachers, guiding students and assisting with classroom management.

“[Paraprofessionals] are often members of the school community and reflect the racial and linguistic diversity of our K-12 student population,” said Kwamé Floyd, founder and executive director of Teacher Apprenticeship Network (TAN).

There are nearly 1.5 million paraprofessionals in the United States, an entire ecosystem of support and talent. These roles are growing, too. A recent study found paraprofessional growth outpaced teacher growth by approximately 21 percent.

“Evidence has shown that educator-support roles, such as paraprofessionals and school counselors, may help reduce teacher turnover and improve student outcomes,” the study reads. “Support educators contribute to students’ feelings of connectedness at school, leading to positive academic and lifelong outcomes.”

Curious about becoming a paraprofessional in New Jersey? This blog details what’s involved and opportunities to springboard into professional opportunities. 

How to become a paraprofessional in New Jersey

New Jersey’s leaders have passed legislation over the years that has opened doors for individuals seeking opportunities in education. Earlier this year, a bill was passed to remove the Praxis Core exam, eliminating one step between aspiring teachers and serving full-time in a classroom. On the district level, many are increasing daily substitute teacher pay to attract more talent.

Job seekers with a passion for education and improving youth outcomes are well-suited for the paraprofessional role because it is a position districts regularly look to fill, with requirements that are not challenging to meet. 
In New Jersey, a high school degree or GED is the minimum requirement to become a paraprofessional, however, most (75%) have at least an associate’s degree, representing an educated population. Further requirements are determined by districts, so it is common to see differences between paraprofessional job postings. For example, one district may require a high school diploma or GED, while another may require secondary education.

Certificates are also not required, but are good to have for a competitive edge in the job market. A few certificates paraprofessional job seekers pursue include:

• Certified Teacher Assistant
• Child Development Associate
• Microsoft Certified Educator

Having knowledge and experiences that are well-rounded are also helpful, as a paraprofessional’s role is different from school to school and classroom to classroom. A paraprofessional could be assigned to a classroom to support a teacher or to an individual student to help close learning gaps.

This ability to evolve and step up in diverse ways are why paraprofessionals are so important to districts. Greg Del Russo, a former teacher and current district leader at iLearn Schools, has experienced many changes in public education during his multi-decade career. Still, one thing has remained the same over the years: the important role of support staff in schools.

“I've seen that teachers' aides and substitute teachers are more valuable and play an even larger part in student learning than most people likely realize.”

Can becoming a paraprofessional lead to other opportunities?

Paraprofessionals are exposed to unique training that opens doors to additional career growth. Robyn Griffin is a great example of the value and insight being a professional brings to future opportunities. Griffin’s first job out of college was as a paraprofessional and she is now chief academic officer at Bound Brook School District.

“I wound up having such an amazing experience because I was able to go in other classrooms and learn about the school as a whole,” Griffin said. “Really quickly, I was able to see the benefits. … I’m so thankful I started my career that way.”

Becoming a paraprofessional is also a great way for future teachers to get a taste of day-to-day life as an educator. These support roles mirror those of full-time, certified teachers, making learning on the job ideal for training.

“In addition to providing critical support for students, paraprofessionals and student support staff are some of the strongest candidates for the teaching pipeline,” Floyd said.

ParaPreppED, an NJDOE-funded teacher apprenticeship initiative, has leveraged that on-the-job learning to help districts grow their teaching pool. The program makes becoming a certified teacher accessible to those who already hold a four-year degree. Emphasizing training on the job helps teaching candidates make the most of their time while receiving quality education and mentorship.

Resources from the TAN provide additional support for Rutgers Graduate School of Education to partner with districts to promote the apprenticeship, establish new USDOL-approved teacher registered teacher apprenticeship programs, and recruit talent.

The program’s format accommodates the unique experiences and needs of substitute teachers and paraprofessionals, making the appropriate channels easy for them to reach.

Overall, the program aims to:

• Increase the number of Registered Teacher Apprenticeships in the state;
• Expand the teacher pipeline, leveraging the existing district talent;
• Address barriers for aspiring teachers through targeted support like Praxis prep; and
• Conduct and disseminate ongoing research on the implementation and impact of the initiative.

ParaPreppED is driven by the expressed interests of district leaders who wish to identify overlooked or hidden teaching talent among eligible paraprofessionals and substitutes the district can support to fill teaching vacancies, including those in Special Education, Science and Math, and English as a Second Language or Bilingual Education.

If you’re considering following your dream of teaching, Rutgers Alternate Route can offer you the support and training you need to succeed. Be sure to follow Rutgers Alternate Route on Twitter and sign up for Alternate Route’s monthly newsletter for more information and stories from the field of education.