 Always keep in mind the main goal: helping the students to achieve
their goals. To do this the teacher and paraprofessional must effectively work together and clearly understand
each other’s roles and responsibilities. The teacher must know and consider the district/school parameters
for the classroom responsibilities of each type of paraprofessional assigned to his/her classroom. Their
responsibilities may be limited to routine tasks that may/may not include direct instruction.
Take time
to get acquainted with your paraprofessional. Expressing a personal interest in him/her will convey a feeling
that s/he is more than just a minor part of classroom instruction. Avoid intimate questions, but do inquire
about such things as general interests, work experiences, hobbies, etc. This knowledge may also help in
planning specific activities that the paraprofessional will do with the students.
Although you want the
paraprofessional to feel as though s/he is a valued part of the instructional team, it is essential to convey the message
that the teacher is the director of the classroom. It is the teacher who will delegate responsibilities
and make the final decisions. The paraprofessional must understand that all variations in policy and procedures
must be reviewed and approved by the teacher. When necessary be assertive, but not aggressive or confrontational.
If the paraprofessional
is new to the building, orient him/her to the building by providing a personal tour. Introduce him/her
to the school personnel with whom he/she will need to interact. Note the location and procedure to procure
essential materials. Outline building goals, as well as your own teaching philosophy and classroom management
system. Thoroughly explain your system of record keeping and his/her role in this process.
Since clear
communication is essential to teamwork, it is important to maintain an effective system of communication between you and your
paraprofessional. Plan to meet frequently. Schedule weekly meetings to review large
topics and talk on a daily basis to update information. When you discuss the paraprofessional’s daily
assignments, remember to tell the paraprofessional what s/he is to do, rather than make a request. This
will reinforce your authoritarian role and help to clarify expectations. S/He must also be kept current on such things as
schedule changes, new materials, changes in teaching strategies, behavior management plans, assessment procedures, etc.
S/He should know the individual goals for each student and specific instructional modifications that need to be made
to help the students reach these goals.
The teacher should have specific student goals in
mind before explaining plans to the paraprofessional. Each duty should be thoroughly detailed, so s/her
knows exactly what needs to be done. There should be no question as to the limits of his/her responsibilities
for any given situation. S/He also needs to know if/how to interact with parents s/he may encounter when
with the students.
If the paraprofessional feels that s/he is a contributing member of the team, s/he will have
a vested interest in team’s objectives. Whenever possible, give the paraprofessional choices to make
them feel as part of the decision making process. Brainstorm with the paraprofessional on classroom problems,
share articles and handouts, and ask for their suggestions on modifications for certain activities. Give
the paraprofessional a chance to express any concerns or issues. This helps to validate the importance
of his/her contribution to the classroom. These conversations should be conducted privately, so that confidential
information is not revealed to students and other staff members.
As paraprofessionals
often work with small groups of students, they have an opportunity to gain unique insight into individual student abilities
and needs. Their interactions with the students may extend past the classroom to include settings such
as the playground, lunchroom, gym, bus, etc. The paraprofessional’s feedback can give the teacher
a more complete picture of the students and their social interactions. This may help in planning instruction
and behavior management strategies.
Build a working relationship with your paraprofessional – make them feel
that they are part of the team by asking for ideas, building plans together, etc. Be positive and encouraging
in conveying tasks and responsibilities. Prioritize your list of things for the paraprofessional to do,
so that s/he will know what’s most important to accomplish. If there’s a problem, ask why?
Were the directions clear, were there other interfering circumstances?
Give your paraprofessional
his/her own space and supplies. Set up a desk for him/her with standard supplies, such as paper, pens,
pencils, markers, stapler, etc. Give him/her the tools to stay organized by supplying folders, stackable
trays, etc. Display your paraprofessional’s name in the hallway under your name. Little
things like this help to say, “You’re important.”
Remember that the paraprofessional
may not have had much training prior to being assigned to your classroom. On-the-job-training is an integral
part of working with a paraprofessional. Give clear directions and model your expectations for him/her.
Don’t assume that s/he knows exactly what you want. Give the paraprofessional a copy of your
lessons plans at the beginning of the week, so that s/he will have time to review them and be better able to ask clarifying
questions throughout the week. Be patient and recognize their efforts. Offer suggestions
when they experience difficulty and praise them when they do a good job.
Be honest, specific, and
supportive in evaluating the performance of your paraprofessional. If you are involved in the formal evaluation,
make sure that you have addressed criticisms and offered suggestions personally before giving a negative evaluation.
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