Jerry: (Para) Professional, Part Three

I know a paraprofessional who was responsible for getting children off the bus in the morning. Among the children who were helped off the bus was a student with multiple disabilities who was amazingly adept at taking off her shoes and did so frequently. One morning, the student arrived on the bus and had, predictably, in the course of her ride, taken off her shoes. The paraprofessional collected the child and promptly allowed her to walk into the school building without shoes, in nothing but socks. In November. This was, in my view, an individual who was not trained properly to work with students with disabilities.

In this final part of my three part series, I will note three ideas that I have come across in literature and in my personal experience that I believe might pave the way forward if we are serious about providing paraprofessionals with the respect their work deserves.

First, the training for paraprofessionals—especially those who work one on one with students or in self-contained classrooms—simply must be improved. It very well could be that in other states such training is already taking place, however, “[T]he nondatabased literature suggests that preservice training for paraprofessionals is virtually nonexistent and inservice training continues to be in-sufficient” (Giangreco, Edelman, Broer, & Doyle, 2001; McGrath, Johns, Mathur, 2010). Furthermore, McKenzie (2011) notes that improved training serves to increase retention of special education paraprofessionals.

What I have found is that most of the training takes place on the spot so that not only is the classroom teacher trying to write curriculum, educate students with varying and unique needs, collect data, and develop appropriate evidence-based interventions, but he or she is also trying to educate adults in the ways of prompts, classroom management, DTT, PBS, the Force, and…well, do I really need to go on with this list?

It is an unreasonable expectation of the teacher and an unfair distraction for the children for training to occur on the spot. It needs to be conducted proactively and frequently. Perhaps paraprofessionals, too, should receive professional days for professional training seminars and such. If they are trained properly, from the start, then we can avoid the disturbing scenes such as I mentioned above and, consequently, entrust paraprofessionals with more serious responsibilities such as dealing with difficult behavior, instruction in reading and math, and more. I realize some training does take place in the manner I am suggesting. My point is that paraprofessionals need more of it.

Second, where are all the men? Seriously? A serious problem, from my perspective, is the near complete absence of men in the role of special education paraprofessional. In my experience, many of the children that I have seen in the EBD classrooms (especially in student teaching) come from homes where men are either not the biological father, not present at all, the parents are split so that maybe there are two fathers, or the father is incarcerated (I have worked in urban and rural areas, this may not hold true in areas of more affluent SES.) Male paraprofessionals would be a great boon to the boys and girls in our schools who need a positive male role model in their lives.  

I worked as a teacher’s aide for five years in a junior high school. I have been a substitute teacher in many schools. I have student taught and now I have my own classroom. I have worked in pre-school, elementary, junior high and high school. I have conducted observations and volunteered. To date I am the only male teacher’s aide/paraprofessional I have ever met.

Children need to see men in supportive roles. Children need to see responsible, caring, affectionate, men working in such an environment. I have no explanation as to why there are so few men (I have conjecture), but I believe it would be of great benefit to the students and to teachers if more men filled some of those roles.

Third, Appl (2006) noted that schools should be more considerate of making matches between first-year teachers and paraprofessionals. I would take this a step further and suggest that schools ought to be more considerate of making matches period. Again, Appl points to professional preparation and philosophical compatibility between teacher and paraprofessional as significantly important (and I agree). I want to see that taken a step further.

In my opinion, it is not productive to place two or more adults in a room and ask them to “mesh’’ if their differences are so vast that meshing is impossible and yet that is exactly what can/does happen given bumping rules that are in place in many unions. It is, again, not productive to ask a student to put up with an adult all day long when the adult has no genuine interest in being around the students or in the room and is there only because they had to be in order to have a job.

Teachers ought to have some say-so over who is in their classroom. I realize I am asking a lot, but the fact is, not every personality is a match. Furthermore, it does not do well to have personality tension around the students in our classrooms. The current rules governing how paraprofessionals are placed (or retained) are, at best, antiquated and at worst, detrimental.

It serves no one’s interest for unqualified people to be in rooms just because the union rules say they can be. Furthermore, I strongly believe that the adults writing the contracts need to recognize this and come up with an alternative way of dealing with potential budget cuts and future staff reductions instead of allowing bumping (or riffing) as it is currently conceived. Allowing for consistency of staff in special education classrooms ought to be paramount and at the forefront of contract negotiations and, frankly, common sense.

Giangreco, Edelman, Broer, & Doyle, (2001) asked significant and penetrating questions concerning the work of paraprofessionals with students who have disabilities. I found this one most challenging: “Does it make sense to have the least qualified employee primarily responsible for students with the most complex challenges to learning?” (See also Giangreco, Edelman, Broer, 2001). Well, what do you think? And if you answer ‘no,’ then what are you prepared to do to see that changes take place? I believe very strongly that unqualified adults should not be working with children whose gifts and abilities they do not understand, whose personalities are an ill fit for such an environment. On the other hand, I also happen to believe that things can and should change.

I know another paraprofessional who showed up at the school every day—first. Of the three paraprofessionals who were in the room, she was always the last to leave—well after her contract stipulated that she could leave. She made certain the work bins were ready for the next day, she made certain that the work we did that day was put back in its appropriate place. She took direction well. She listened and she communicated. And every day, she was there: on time, prepared for the grief she would undoubtedly take from one of our students, and with an “I won’t quit” attitude. She was pure gold—dedicated to the students first, loyal to the classroom teacher, and faithful to her job—and worth far more to the classroom teacher than the teacher knew.

And the best part? She knew enough to put shoes on a student who had taken them off on the bus ride. This is the paraprofessional I want in my room—every day.

For further reference, see The Development and Field Test of an Employment Interview Instrument for School paraprofessionals, Dillon & Ebmeier, 2006.*

*The date might be wrong, my copy is cut-off and I had trouble locating another copy online. 

Comments

[Jerry]

@Liz,

To be sure, the paraprofessional who forgot the shoes is *not* one I currently work with. Just want to clear that up so there is no misunderstanding. Otherwise, yeah. Common sense. :-)

Jerry

[Liz]

Dear Jerry,

As I continue to gain more and more experience working with children with special needs I am amazed at how terribly trained the people that work with them are. It amazes me that people are lacking in common sense when working with students or anyone with special needs. I cannot believe how the paraprofessional you are working with didn't put the student's shoes back on before going into the building. What is the point of working in the field of special education if you are not willing to take the time and energy to do it right. I can guarantee that the pay check is not an incentive.

[Anne]

Another great post about paraprofessionals Jerry. I am right in the middle of starting a new classroom (and still setting it up), doing everything else that is required of a teacher, training one paraprofessional, and in the hiring process for another paraprofessional. I feel like there is no time in the day for anything least of all training. But reading your post is a kind reminder of the importance to the training. I do want "golden" professionals who have a heart for the job and the students.
I must remember that Rome was not built in a day :)
Thanks

[Kathy Wojciak]

Unfortunately most para professionals are not paid well

[Brandi]

Jerry, I completely agree with you on the various points you have brought up about paraprofessionals. I have subbed as a para in a high school, my mom has been a para for the past 15 years, and I am currently student teaching, in which I work with 11 different paras. I honestly believe that paraprofessionals are the backbone of any special education program. Although, they are not given an opportunity for training, especially when they are working with students who have severe needs. I think that this isn't fair to the para, or the student. There are undoubtedly those paraprofessionals that are just in the school for a job, and have no real passion, but for those who do have a passion to help these unique students and want to learn, I think that have every right to get that training. As for the lack of males, what's up with that? I have worked with one male paraprofessional, and the students just thrive off of him. He's young and easily relates to the students. I am hoping that in our world today everyone's eyes will soon be opened up to the wonders that often come with the field of special education so that more males will be willing to take jobs as paraprofessionals. I enjoy working with paraprofessionals, because without them I wouldn't be able to function during the school day. But, at the same time, I do not enjoy putting out fires and taking responsibility for something that they are definitely capable of handling. They deserve the training to deal with behavior, academics, and functional skills, so why aren't they given it?

[Mary Beth Diehl]

Hi Jerry! No probs @ all with replies :) It would be very interesting if only same-sex staff could help with toileting, etc.--all the boys would be having accidents left & right! I miss the para who left due to those 'issues', but I could not change his mind based on the facts of the job :( Many of our classes have 1 teacher & 1 para and over 12 preschoolers, so, sadly, a para who 'is not comfortable' helping to change/ toilet children [based on advice they were given @ school system staff development!] IS not very helpful in the classroom--this means one staffer is stuck doing all the work in a non-fun activity.
Am curious--what did you do for Cinderella/Shoeless Joe to make the behavior stop? With our little guys, walking around w/out shoes & being uncomfortable, especially on sidewalk from bus to school, usually makes the point to them that "this is not what you should do now". We've also suggested different shoes [non-velcro] to families, and wrapping laces around the shoe. Sometimes, removing a simple way to express being upset [removing shoes],
can lead to the underlying cause of a behavior being revealed.
:) Happy American Education Week :)

[Jerry]

Mary Beth,

Thank you for the comments and the humorous way in which you delivered your disagreement. Since I prefaced most of this with the caveat 'this is my opinion' I'm not offended at all. Nevertheless, I want to reply in kind to a couple of your thoughts because I think you bring up a couple of very important ideas.

1. There is a huge difference between a student who constantly takes off their shoes (or variations of it) in the classroom and a para-professional who allows a student to walk from the bus, into the school, in November without shoes. And if the only response is to grit and bear it, then the child is not learning that there are times when shoe removal is socially unacceptable. For the particular student I have in mind, gritting our teeth and bearing it would not have been a successful intervention.

3. It is wrong to issue directives to male staff to 'do and not do' specific things. That is sexist and discriminatory. It is wrong to assume that because a man is toileting a child that automatically means the man is a pedophile or worse. Toileting is not a sex-specific task; it is a human task. Sadly we live in a world where everyone is suspicious and thus children grow up thinking that only mommy can change a diaper or give a child a bath or whatever. This is unfortunately due to the sexualization of everything in this world. I'm sorry to be so blunt, but it offends me that men who work in such a role would be given any such directives. Rather, background checks are conducted for this very purpose. (I also agree that no one should do anything by themselves. We should always be in pairs or with a buddy.)

Should there be lines? Yes. I do not seriously think that it is appropriate for a man to help a young lady during her menstrual cycle. Then again, is it any more appropriate for a female staffer to help a young man to the toilet?

As for veteran teachers specifically not wanting male paras...well all your statement teaches me is that they are exactly the problem. "They can't help with our activities?" Really?

Thanks for the input. I appreciate a good robust disagreement. So I hope that is the way you take my comments. I think it is a backward way to live to teach children to be afraid of men who want to help, who want to serve, and who are good at their job. In my classroom, I have mostly boys. Would that I had another man in there to help. :-)

Jerry

[Mary Beth Diehl]

Hi Jerry & all. I'm mentally in the crash position because I'm about to disagree with Jerry, and am braced for impact!
1. Apparently, "Shoeless Joe' student also attends my school. He has walked without his shoes into the room for several days, and then he stopped--because his feet were cold! He [and has also been she] learned the consequences of behavior. I've had gen-ed and spec-ed children do variations on this many times--we grit our teeth & ignore it, and it goes away.
2. I like how you added the other things that Super Para does to show her dedication. Too many times we make 'staff member arrives on time/leaves on time' [not early or staying late] = not dedicated. Many of our paras NEED a 2nd and even 3rd job, and also have family to assist before & after school.
3. Male staff members are OFTEN specifically told to NOT assist with toileting, touch students in any way, or even "avoid being alone with students". Restrictions such as this make them less easy to place in classrooms, and veteran teachers will often state that "I can't work with [male staffer]--he won't be able to help with many of our activities". 2 of my best paras have been guys--one chose to risk not following the specific & implied directive and is still working with students, one didn't want the risk and moved on :(
4. WORD WORD WORD to more training for paras! In my district, on many staff development days; the paras [and always the dedicated assistants, who work 1:1 with specifically challenging students] do NOT GET PAID. Rationale from central office is that "they only work with students, so we don't need to pay them when students aren't there". It is a bit much to expect someone to come in to work for free, especially when they already make VERY low salaries, and with gas prices so high. Also they could be working other jobs.
4. Nice that this is posted right before Educational Support Professionals Day :) :) [think it's Nov. 15th?] Am ordering corsages for my paras--guy paras got coffee cards!

[kari]

I completely agree with this post. I will begin my student teaching in December and have multiple field experiences in Special Education classrooms. I have seen great paras and some paras who probably should not be working with kids. In one of my experiences, the para was an older man and was constantly yelling or making the students upset. The teacher would constantly talk to me about what to do and how it was affecting the students. She had brought up his behaviors to him, but he still was not understanding it. I know that it would be difficult to pair the perfect para with a teacher, but maybe if the SPED teacher was present during the interview process, they would have more of a say who would be coming into their classroom. It can greatly affect the students if the para and the teacher do not get along because they are the ones teaching these students. Thank you for the input on paraprofessionals!

[Kaylie]

Jerry, I could not agree more with everything you said! As a self-contained teacher, I've experienced and done this "on-the-spot" training you described, and it is ineffective. I know that my students would be much better served if the suggestions you listed were followed. Thanks for a great post!

[Jerry]

Breanna...and you will likely find that to be a difficult situation to manage. It's a little different for me given that I'm a 42 year old first year teacher...I'm not gonna take guff from anyone :-)....nevertheless, you will have to tread carefully the waters you are about to enter. But you can do it. Be humble. Be a listener. Be wise and tactful in how to offer suggestions for the way *you* want things done. Be respectful. Remember: You do have the training. That is key. jerry

[Brenna]

Jerry,
You made some very interesting comments and brought up a lot of good points in your blog. I am student teaching right now and have had the opportunity to work alongside some great paraprofessionals. I have, however, noticed some issues that frequently arise such as teacher/para disagreement, schedule conflicts, and lack of communication between teachers/paras. I have always wondered by paraprofessionals do not receive the same training as teachers when they are working with the same students. Oftentimes paras work with students with disabilities even more than special ed teachers do... so why do paras have the least amount of training? Is that fair to our students? These are all questions that do not have easy answers or solutions. But I do hope that by the time I have my own classroom that I find ways to communicate with the paras and do more than last minute on-the-job training when it comes to teaching them about the students. Another thing to note is that while I will soon be a first-year teacher, the paras that I'm working with will likely have been at the school for many years and have been doing their same job for many years... so they might not always be willing to change very easily!