Teachers might discuss with their paraprofessionals how they will plan for their work in the classroom. Paraprofessionals might ask their collaborating teachers about their expectations and discuss how those expectations will be dealt with.

Other items to reflect upon include: “How will the paraprofessional meet instructional goals?” “What are the teacher’s expectations for participation in classroom management?” and “How will the classroom teacher and paraprofessional communicate with each other?” The following questions include many possibilities for consideration. Not all of the following items are applicable to every person, school, or situation. Rather, this is a launching pad for discussion.

Lesson Planning:

• Will the paraprofessional provide input into the planning process for either specific students or the class in general? If so, how will the classroom teacher gain that input?

• Will the paraprofessional have input into lesson planning, or planning for reteaching?

• When and how should the paraprofessional’s experience in the classroom contribute to interventions used with non-responders or students with special needs?

Instruction:

• With whom will the paraprofessional work: students with special needs, non-responders, students-at-risk, or the general student population?

• Will the paraprofessional reteach material?

• When and how will need for reteaching be decided?

• How will the paraprofessional help implement lesson plans or provide re-teaching? What will this look like?

• If specific interventions or programs are being utilized, who will train the paraprofessional in these methods?

• When will student assessment take place? How will gains be recorded? Who will be responsible for collecting this data?

Student Behavior:

• What are the behavioral expectations and rules for students in the classroom?

• What methods are used to gain student understanding of classroom expectations and rules?

• How will students perceive those expectations and rules in regards to the paraprofessional’s authority? Who clarifies the paraprofessional’s level of authority?

• How should the paraprofessional deal with misbehavior, disruptions, or problems that occur in the classroom?

• Who will provide the paraprofessional with positive behavior management training when necessary?

Communication:

• How and when will professionals and paraprofessionals communicate about concerns, student updates, intervention progress, etc.?

• Who will be responsible for communicating with parents?

• Will communication with parents be verbal or written? What parameters should the paraprofessional work within? Are there times when communication should be deferred to the classroom teacher, special educator, or administrator?

• When should conversations with parents be documented? When should they not be documented? If documented, what form should that documentation take?

• Exactly who should the paraprofessional report to if any conversation with a parent occurs that might cause concerns, or where student issues need to be related?

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Paraprofessionals Make Difference

We received several great responses to the Paraprofessional survey in our September newsletter.  Every single story you told me shared one important component – The best paras are the ones who take extra time to get to know their students well.

Paraprofessionals Make Difference: Sandy Bertola

Sandy Bertola’s para knows each individual student’s reading level as well as what skills each student needs to work on.  She even looks for extra books that support the concepts being taught in the classroom at various reading levels.

Paraprofessionals Make Difference: Michelle Reed

Michelle Reed sings the praises of her paraprofessional, “My program assistant, Megan Porter, made a huge difference in my classroom and my life. We met a few years ago when she observed in my room. Then she interviewed for a job and got hired as my PA. She was wonderful. She worked well with the kids, decorated the room, helped keep me organized, and even taught her own group. She was truly like having another teacher. She is a wonderful teacher and friend.”

Paraprofessionals Make Difference: Theresa Tapia

Theresa Tapia shared that her husband, Charlie, became her paraprofessional.  While there is very little pay involved, Charlie feels rewarded by helping the severely disabled students in her class.  He doesn’t do any educational duties but he helps feed, change, lift, and otherwise assist the children.  He even went to the school administration with ideas for facilities to care for these children so they wouldn’t feel left out.

Paraprofessionals Make Difference: Karen Hillard

Karen Hillard’s son has Down Syndrome.  When speaking about his paraprofessional from Kindergarten through second grade, she says, “Melissa Brickle was chosen as my son’s paraprofessional in Kindergarten. She went above and beyond her job duties to communicate with me and to make Jake’s experience at school a success. Jake had been learning sign language since he was 18 months old and we really wanted someone to continue teaching him signs, as his speech was very difficult to understand and signing made it easier. Melissa knew sign language from her high school years and was eager to help us in increasing Jake’s signing vocabulary. Melissa continued as Jake’s paraprofessional through 2nd grade. She even attended the Inclusion Works conferences with me every year to help better herself for my son and the other children.”

Paraprofessionals Make Difference: Pamela Spann

After being unwillingly moved from first grade to pre-kindergarten after 14 years, Pamela Spann was dreading the change.  But she shares, “Gloria Roney saved me. She is the aide for the class I moved into. She unpacked boxes and cleaned for several weeks during the summer on her own time. When the first day of school came, she helped me get everything into place for a safe, inviting classroom for 4 year olds. The first day went great because of her loving help with the children and support for me.”

Paraprofessionals Make Difference: Trisha Johnson

Trisha Johnson raves about her para, Kim Bassett; “Last year was both Kim’s and my first year working as a Para/Teacher respectively. Everything that Kim did was for the students. She formed a special bond between the kids and the teachers that she works with. She is a very hands-on lady and I truly appreciate everything she does at our school. She has a vision to make our Special Education department and our school superior to others. She has touched our students and teachers with a desire to make every student’s educational experience the best. I appreciate Kim Bassett and all of the other Paraprofessionals who support the teachers and students in their schools.”

Paraprofessionals Make Difference: Thank you for sharing your stories!

Each of the paraprofessionals honored here has a unique story, but all of them give so much more of themselves than is required by the job description.  Thank you so much to all the paraprofessionals out there.  You make our job so much easier!

Do you have a story about how a paraprofessional made a positive difference in your life? Please share below in the comment field.

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