Carter, O'Rourke, Sisco and Pelsue (2009) explain that "targeted and relevant training combined with well-defined responsibilities and adequate supervision and support can increase the confidence of paraprofessionals in their skills, qualifications for the work performed, and overall job satisfaction (p.356) suggest that during training paraeducators provide a rationale for the strategy, give step-by-step instructions, and then model the strategy. 'skills. This should be followed by paraeducator observations and providing feedback to them. In addition to on-the-job training, districts can provide targeted formal training sessions to improve performance. 2013) extends this logic further by conducting needs assessments, then developing sessions and offering professional credits or stipends for paraeducators who