Abstract
This study identified competencies needed by teachers to supervise or direct the work of paraprofessionals in educational settings. Participants included 92 administrators, 266 teachers, and 211 paraprofessionals. Respondents completed a survey of prospective competencies for teachers supervising the work of paraprofessionals. In addition, respondents were asked about the extent to which they observed teachers' demonstration of these competencies in their school environments. Results of the study suggest that participants considered the competencies very important, but that the competencies were not observed as frequently as their perceived importance. For teachers who reported they did not demonstrate competencies, it was often due to a lack of preservice preparation or professional staff development opportunities. Implications for practice are discussed.