Jerry: (Para) Professionals, Part One

“Many paraprofessionals who assist with instructional tasks do not receive the training that they need so that they can be successful at these tasks.” (Keller, Bucholz, Brady, 2007).

Indeed, this was one of the biggest issues during my student teaching experience that I decided would not be an issue when I actually started teaching. Ironically, I understand it too well because I started out as an educational assistant and, at times, was a substitute in the special education classroom. Trust me when I say that, given what I now know about students with disabilities, I was worse than clueless then.

But with rare exception, instructional aides, paraprofessionals, or educational assistants -- whatever we want to call them -- are typically not placed in a specific place because they have had specific training. That is, people are placed in rooms by rank or seniority, often with little training, and sometimes against their desires, but given certain rules, what choice do they have?

I know how much training I have had to be a licensed moderate/intensive intervention specialist in an educational setting and sometimes I believe it is unfair (to adults and children) that some paraprofessionals are in the same room simply because the union permitted them to bump someone else.

That said, what I would like to share in my next three posts are a few things that I have come to believe about the paraprofessional who works in the EBD classroom. This may not be your experience and you may believe differently; nevertheless, I encourage some dialogue because the relationship we as educators have with our paraprofessionals is just as important as the work we do with our students every day.

Where there is disharmony and tension between adults, there is anxiety and frustration among the children. This is important to remember because students know when there is tension between adults. I have three sons and they always knew when there was tension between mom and dad. Kids are intuitive like that.

Let me just say, without equivocation, that I have the best paraprofessional in the world. What I say here is based on what her example has been and the way she has worked with me in the EBD classroom to create an environment for our students that is conducive to learning and the sort of behavioral interventions necessary to help our students. I would be lost without her efforts, her work ethic, and her friendship. If I have had any success in the classroom with my students, she deserves an equal share of the praise.

First, my paraprofessional taught me that in order for the program to be successful, the paraprofessional has to buy into it. In other words, the paraprofessional has to be flexible and teachable and able to reinforce what the teacher does—not work in counterproductive, contradictory or counterintuitive ways.

We absolutely never contradict one another in front of a student. She believes in what we are doing for our students. I, as a matter of my own professional ethic and personal standard, treat my paraprofessionals with respect and dignity. But how successful would our students be if, in fact, we were reinforcing contradictory ideas in them? Thus, I make the effort to teach the paraprofessionals what needs to be done. Good paraprofessionals buy into it.

Second, we have a secret code that we use when I am -- what’s the right way to say this -- not being helpful? Yes, that’s it. I do not approach teaching with the mistaken idea that I am always right or that I never push too hard. So, there are times when the paraprofessional will signal me that I am not being helpful with a student who is having a tough time; that I need to dial it down or take a different approach.

It is easy to forget sometimes that I am the adult; she helps me remember. I gave her leave to do so and I expect her to be honest. I view us as equals in the classroom, working together for the students so that they receive the best possible free and appropriate education. Sure, I bear a significant responsibility and the ultimate blame for failure, but we are a team. I trust my paraprofessionals and I trust their judgment because they understand my expectations.

Third, paraprofessionals, good ones, are open to direction and do not take said direction personally. In my student teaching experience, one of my mentors did not get along well with one of the paraprofessionals in the room (she continually worked against the teacher, which was not helpful). So anytime there was correction, it was always taken personally. It was a very awkward situation and made me terribly uncomfortable especially because it was evident that the paraprofessional did not want to be in the room in the first place. This was not helpful from either point of view. On the other hand, good teachers know how to speak professionally to another adult without making it personal or making the adult feel as though they have to walk around on eggshells all the time, afraid to make a mistake or ask questions.

This is just the first of three posts on paraprofessionals. In the meantime, reflect upon your own relationship with the adults in your classroom. Have you encouraged them to be everything they can be? Have you set them up for success or failure? Have you communicated clearly what you expect of them every day? Are they props? Are they copy machine jockeys? Or are they valued members of your team who are treated as professionals, are expected to work, and understand the importance of the work you are doing?

I read that “[T]eachers and paraeducators work to promote the academic and socioemotional well-being of all students and this work requires a well-organized classroom, including a plan for all adults.” (Carnahan, Williamson, Clarke, Sorenson, 2009). This is true. So, then, what is your plan for the adults under your charge? If you do not have a plan, I will bet they make their own. And that may not serve the children, also under your charge, well.

Comments

[Heather]

This is all so true. I'm doing my student teaching right now and have enjoyed working with all the para professionals. However there are a few that don't get along with each other and this has made it hard. One day two of them got into a huge argument in front of the students they were working with. I could tell the students felt very uncomfortable. This was very unprofessional and both of them should have taken care of it another time and place.
I have also noticed that some of the paras are not trainned to do some of the things that they try to do. One thing I plan on doing in the future is have a meeting with all my paras at least every other week to make sure we are all on the same page. This time can also be used to get questions answered or resolve some problems that might have occured.
Thanks again for this post Jerry. I have found it to be very helpful and I look forward to reading your other posts that go along with this one.

[Brandi]

Paraprofessionals and what work they do for a special education program is something that I am very passionate about. My mom has been a para for over 10 years, and without her input and love for her job, I don't think I would have become a special education teacher. The special education programs in schools should be exactly what they are described as--programs. Having a program means having a team that works together to solve problems collectively and efficiently. With paraprofessionals that buy into the program, are seen as equals, and are willing to take constructive criticism a special education program will definitely be successful. I believe in this 100 percent. Without the paraprofessionals, those students with needs would not be able to have a positive school experience. In the end it is all about the students, and that is something that NEEDS to be felt by every member of the team. Those paraprofessionals that see it as just a job are preventing students from meeting their full potential.

[Jerry]

I really appreciate all of the response you (all) have given to this and its sister post. Maybe my experience is precisely because I am older (42) and the working relationship is thus different. Maybe it's because I am a man that it is different. Either way, and for whatever reasons, I do believe that communication, respect, and training are the big three when it comes to para-professionals--and many of you have echoed these thoughts.

Important also is, for teachers, to be yourself. Remember, you have been trained in all sorts of ways to bring about behavior modification through positive means. I find this one most helpful: Modeling. Demonstrate frequently the behavior you expect from your paras.

And don't forget, when all else fails, the principal is your ally. :-) Thanks for reading and replying.

[Jamie]

Jerry,
I agree with your perspective on paraprofessionals. I have had some experience working with paras who degrade the students because they get frustrated as they have had no training on how to work with students with disabilities. I have also, and currently am, working with a paraprofessional who is very good with the students. I am extremely nervous about getting my own classroom someday soon and not knowing what kinds of personalities I will be working with. The other first-year teachers I have spoken with seem to have had less than great experiences with their paraprofessionals and have confided that it was the hardest part of their first year. I am hoping that as long as I treat my paras with respect and dignity, I will be treated the same in return. Thank you for sharing and for your advice on working with educational assistants.

[Emma]

This is so true! Students of all ages know when teachers and/or paras are not getting along, and will use this to their advantage. It helps to have an open and honest communication with all adults in a classroom is essential. In my student teaching now, my cooperating teacher tends to corrects, not just her's but all paras, when they do something that she thinks isn't right, in front of the students. It's very awkward and the students know and then act out. I hear grumblings from the paras about these talk downs, but they still seem to be willing to openly communicate and work with all the teachers towards what is best for the students. Thanks for the post!

[Cassie]

Everything that you wrote is so true. We have to train our paraprofessional so that they know what to do and can be helpful in the classroom. They also need to be treated with respect and dignity not only by their cooperating teacher, but also by others within the school. Many paraprofessional are not treated as though they are equal members within the school. This also needs to change! Great information! I cant wait to hear part two!

[Anne]

Great post! I really needed to hear it. I am exactly in the middle of my student teaching and I am getting confused and frustrated about how my mentor teacher is not helping/training/or supporting our paraprofessionals in the classroom. As a soon to be new teacher I am learning a little bit about what not to do; however, it seriously is super helpful to know what I can do with your three pointers.
Thanks for your post!

[Avery]

I just made the transition from being a paraeducator to teacher. The biggest thing I appreciated as a paraeducator was not being asked to do anything the teacher would not be willing to do herself. I believe its important to recognize the unique skils and interests that each adult can contribute to the class. Thanks for your post, I am looking forward to your next posts on paraeducators.

[Chandra]

I agree completely in the idea that paras and classroom teachers need to work WITH one another 100%/. In one of my practicum experiences, the two paras would constantly defy my cooperating teacher. On one occasion, one para even degraded me in front of a student and told that student he didn't have to listen to me. This was completely unacceptable. I am happy to say that currently, I am working with two wonderful paras who help and guide me through many things in the day. I am a new student teacher and they have both been in that classroom with the same students for two years now. I understand that they know a great deal more about the students than I do and I take their suggestions and information openly. I notice such a huge difference in the way that my cooperating teacher interacts with her paras and the attitude that they have about being there as compared to my practicum before this semester. I think that because paras are such a big part of the classroom and your students lives at school, as a teacher you need to take into consideration the information they share with you about student progress and behavior. I believe that when working together, paras and teachers can make a good classroom environment turn into a GREAT classroom environment.

[Kari]

I found everything you said to be true as well. I am not yet a teacher but I have had several field experiences in Special Education classrooms with paraprofessionals. I too agree that how the teacher and para communicate and work together has a great affect on the students as well. I worked in one classroom and my cooperating teacher did not get along with one of the paras. The cooperating teacher would talk to me everyday about it and it too got uncomfortable. Although the para would yell at the students and not always take the approach the teacher preferred, I think it had a lot to do with the communication. If my cooperating teacher would have simply told the para what was bothering her and what could have been done to improve the learning for the students, I think the situation could have been handled. This affected the students because they could tell the teacher was frustrated with him and then some of those students would get easily frustrated with him as well. I agree completely regarding communication with paras and allowing them to understand and agree with what and how you are teaching. Thanks for the post!

[D]

I agree one-hundred percent with you. I love, absolutely love, everything you wrote. It is so true. I used to work at a day treatment for at-risk youth, ages 13-18, and this same philosophy holds true- "If the adults are in disarray, kids will pick up on it." Even at my work, this was true. We also had clue words, or gestures to help keep each other "in-check". This system worked fabulous. I found that when us adults were at our "weakest" the kids had a way of getting on that last nerve, every time. But, if we stayed together as a team, then it didn't matter if one of us was having a low day, we pulled each other up. I hope someday, when I have my own classroom, to have a great team.