1935

The Earliest Records of Teacher Assistants

Teacher assistants first appeared in educational literature as a response to wartime personnel shortages. While informal, this early mention reflected a growing awareness of the need for classroom support.

1950s

Clerical Support in Classrooms

Teacher’s aides were introduced to help with clerical tasks like grading and filing. These roles laid the groundwork for what would become a vital part of the educational workforce.

1960s - 1970s

Expanding Responsibilities

As classrooms became more varied and complex, paraeducators began taking on instructional and behavioral support roles - especially in special education. This shift highlighted the increasing complexity of the classroom.

1979

Founding of the NRCP

Anna Lou Pickett established the NRCP at the City University of New York (CUNY), driven by a vision to professionalize and support the paraeducator workforce. The center was initially funded by the Bureau of Education for the Handicapped, which was later integrated into what we now know as OSEP.

1980s

National Conferences Begin

NRCP launched its first national conferences, creating a space for paraeducators, educators, and policymakers to connect, share strategies, and advocate for improved training and recognition.

1989

"What’s in a Name?" and the Shift to "Paraeducator"

In 1989, NRCP founder Anna Lou Pickett published What’s in a Name?, a reflective essay explaining the Center’s decision to adopt the term “paraeducator” in place of “paraprofessional.” Drawing on decades of change in schools, the piece traced how teacher aides’ roles expanded from clerical support to complex instructional and learner‑centered responsibilities. Pickett argued that a shared, precise language was essential for advancing policy, improving preparation, and recognizing paraeducators as integral members of education teams—working alongside teachers much like paralegals and paramedics in other professions. The essay was later reposted in 2018 to reaffirm its continuing relevance.

1980s - 1990s

Building Resources and Research

NRCP expanded its reach by publishing newsletters, training manuals, and research, while also providing technical assistance and maintaining a growing database of best practices for paraeducator programs.

1999

Project of National Significance

With support from OSEP, NRCP led a national task force to define paraeducator competencies and career pathways. The resulting publication, Strengthening Teacher/Paraeducator Teams, helped shape national standards and inspired future legislation.

2000

Retirement of Anna Lou Pickett

Anna Lou Pickett, founder and long‑time director of the National Resource Center for Paraeducators, retired in 2000 after more than two decades of national leadership. Under her guidance, the NRCP became a central force in advancing the professional recognition, preparation, and supervision of paraeducators, as well as a trusted convener of educators, families, policymakers, and professional organizations across the country. Following her retirement, leadership of the NRCP transitioned to continue the work she had established.

Anna Lou Pickett passed away in June of 2016, leaving a profound and lasting legacy. A scholar, advocate, and mentor, she was widely respected for her persistence and vision, and for her belief that meaningful policy change requires long‑term commitment. Her contributions helped shape national conversations about paraeducator roles, competencies, and career pathways. She is remembered with gratitude for her leadership, generosity, and unwavering dedication to improving services for children and youth through strong systems and well‑prepared professionals.

Early 2000s

New Leadership and Transition to Utah State University

In the early 2000s, following the retirement of founder Anna Lou Pickett, leadership of the NRCP transitioned to Dr. Marilyn Likins and Dr. Teri Wallace, who were appointed as Co‑Directors. During this period, the NRCP relocated to Utah State University, where it established a new institutional home that supported long‑term sustainability and continued national engagement.

2003

State of the Art Report on Paraeducator Roles and Supervision

In 2003, the NRCP published Building Paraprofessional Partnerships: The State of the Art, a landmark report synthesizing more than three decades of research on paraeducator roles, preparation, and supervision. Authored by Anna Lou Pickett, Marilyn Likins, and Teri Wallace, the report examined national workforce trends, state policies, and the growing impact of federal legislation, including IDEA and the No Child Left Behind Act. It called for coherent statewide systems, competency-based training, and intentional preparation of teachers as supervisors of paraeducators—providing policymakers and education leaders with a strategic framework for strengthening teacher–paraeducator teams nationwide.

2004 - 2010

Policy Engagement and National Guidance

As federal education policy evolved in the mid‑2000s, including the implementation of the Individuals with Disabilities Education Improvement Act of 2004 (IDEA), the NRCP played an active role in helping educators, administrators, and policymakers understand the implications for paraeducator practice and supervision. During this period, NRCP served as a national clearinghouse for information, analysis, and resources related to paraeducator roles within the nation's changing regulations.

2010s - 2020s

Digital Expansion and National Reach

Building on its long‑standing conference model, NRCP expanded access to professional learning through a combination of national conferences, collaborative training initiatives, and increased online dissemination of resources. During this time the NRCP focused on reaching paraeducators and those who support them regardless of geography, while maintaining a focus on effective supervision, teamwork, and student outcomes.

2020

Adaptation, Virtual Expansion, and National Connectivity

The COVID‑19 pandemic of the early 2020s prompted a rapid shift in how professional learning and technical assistance were delivered nationwide. In response, the NRCP expanded virtual training and engagement models to maintain continuity of support for paraeducators, educators, administrators, and partner organizations. The NRCP broadened its reach through regional conferences, virtual leadership meetings, and ongoing professional development offerings, strengthening national networks and increasing accessibility. These adaptations not only sustained NRCP’s work during a period of disruption, but also informed lasting approaches to training and collaboration that continue to support the field today.

2021

NRCP Joins the Center for Technical Assistance for Excellence in Special Education (TAESE)

In January 2021, the National Resource Center for Paraeducators formally joined the Center for Technical Assistance for Excellence in Special Education (TAESE), strengthening its capacity to provide coordinated national leadership, training, and technical assistance. This partnership aligned NRCP with a broader network of technical assistance efforts while supporting continued collaboration with states, districts, higher education institutions, and national partners.