There is currently heightened awareness among policymakers and administrators at state and local levels about addressing more effectively issues related to the employment, roles, preparation, and supervision of paraeducators. Despite this increased scrutiny, catalyzed by provisions in the Individuals with Disabilities Act of 1997 and the No Child Left Behind Act of 2001, little progress has been made in finding viable solutions to these problems. The purpose of this report is to provide policymakers and administrators in state and local education agencies and in institutions of higher education, and other stakeholders, with information they can build on as they work together to address issues and practices that affect paraeducator employment, roles, training/education, and supervision. Part 1 of this report provides a historical overview of the factors that initially led to the employment of paraeducators. Part 2 describes contemporary concerns and events that have brought about increased reliance on paraeducators with greater emphasis on their learner support roles. Part 3 focuses on federal legislative actions, policy questions, and systemic issues related to producing a quality paraeducator work force. Part 4 discusses strategies policymakers and administrators can build on to improve teacher-paraeducator team performance and productivity. Appended are: (1) Scope of Teacher Responsibilities as Team Leaders; (2) Paraeducators Scopes of Responsibilities as Team Members; and (3) State Systems, Standards and Guidelines for Paraeducator Employment, Preparation and Supervision. (Contains 45 references.) (RT)