Shelby Gelinske

[Shelby Gelinske @shelgel26]

@borgen_j Knew you’d come around!! Check this out @lrsantl

[Shelby Gelinske @shelgel26]

@nicoleywarren They’re the best! On my last one, we saw baby chicks and baby goats 😊

[Shelby Gelinske @shelgel26]

Second grader 1: you have to be married to have a baby Second grader 2: no you don’t Second grader 1: yes you do, or that would be gross

[Shelby Gelinske @shelgel26]

January 2nd- everybody and their dog is working out

[Shelby Gelinske @shelgel26]

Is Dwight a common name?

[Shelby Gelinske @shelgel26]

@MorganPrante @johnson557377 @CobberSID @lpsbroncos Thanks Morgan!

[Steve Johnson, Ph.D. @johnson557377]

The LPS are proud to announce the hiring of Shelby Gelinske new elementary teacher Shelby graduated from Oakes High School & Concordia College @CobberSID with an elementary degree & captain of the Women's Track Team. Welcome Shelby! @lpsbroncos #BroncoPride

[Shelby Gelinske @shelgel26]

A8: SPED paras have a wider range of qualifications because their role involves assisting student with disabilities, which consists of academics and behaviors. A title 1 para needs 1 of 3 options I mentioned in A7. #CCED421para

[Shelby Gelinske @shelgel26]

A7: Department of MN Education- A title 1 para must meet federal qualification requirements even if the position is not paid with Title 1 funds. There’s 3 options including completing 2 years of study, associate’s degree, or demonstrate ability to assist in literacy #CCED421para

[Shelby Gelinske @shelgel26]

A6: “Working with the Paraprofessional in Your Classroom” suggests to provide the para with a notebook including information such as classroom management strategies, weekly schedule, emergency procedures, etc. so they’re able to be on the same page #CCED421para

[Shelby Gelinske @shelgel26]

A5: “A Teacher’s Guide to Working with Paraprofessionals” suggests to plan for your para, meaning to think about how the para can guide during planned activities/groups. My teacher does an excellent job of this #CCED421para

[Shelby Gelinske @shelgel26]

A4: The purpose of supervision would be to help establish the roles and responsibilities of the para in the team setting. Supervision of a para can be either the classroom teacher or administration. I haven’t seen anything regarding this #CCED421para

[Shelby Gelinske @shelgel26]

A3: The teacher and para in the classroom I’m in talk in person about observations they’ve noticed about the students at least once a week #CCED421para

[Shelby Gelinske @shelgel26]

A2 From “Core Instructional Competencies...” In summary, paras are to have knowledge on the variety of needs on students, awareness of tools used for assessment/diagnosis, and support/manage student behaviors and guide students in their academics. #CCED421para

[Shelby Gelinske @shelgel26]

A1: There’s 1 para in the classroom I’m in. The para helps the students receiving services stay on task during their independent work, as well as guides the students during partner work too. #CCED421para

[Shelby Gelinske @shelgel26]

A7: The agenda would be created and adjusted based on the team’s goals. According to, “Collaborative Professional Development: One School’s Story,” the agenda should include a variety of lessons, book study, try its, case studies, & book/curriculum explorations #ED421plc

[Shelby Gelinske @shelgel26]

A6: According to https://t.co/r6bYYkRQwu, there can be a downside to PLCs if there’s lack of communication and team goals. #ED421plc

[Shelby Gelinske @shelgel26]

A5: What has surprised me about PLCs is the variety. The PLCs have been school wide and other times grade level only. #ED421plc

[Shelby Gelinske @shelgel26]

#ED421plc

[Shelby Gelinske @shelgel26]

A4: One topic discussed was the zone of proximal development. Takeaway: “What requires max support & assistance today will be something the child can do with minimal help tomorrow. Thus, the assisted performance level will chance as the child develops.” (Bodrova & Leong, 2007)