Strategies for Working Effectively with Paraprofessionals
When teachers work with paraprofessionals, having an extra pair
of hands may improve the overall work efficiency and effectiveness or sometimes
may result in more confusion and frustration for both teachers and
paraprofessionals (McGrath, Johns, & Mathur, 2010).
What type of challenges do teachers often face? McGrath, Johns, and Mathur (2010) present 10 common questions that teachers working with paraprofessionals may ask.
What type of challenges do teachers often face? McGrath, Johns, and Mathur (2010) present 10 common questions that teachers working with paraprofessionals may ask.
What about the voices from paraprofessionals? One challenge that paraprofessionals often report in the research touches upon working with teachers who might not know what to do with them. Liston, Nevin, and Malian (2009) categorize what they found from paraprofessionals in their study into three sections: what paraprofessionals do, how they do it, and what helps them do it better.
How do parents think about paraprofessionals? In Werts, Harris, Tillery, and Roark's (2004) study, the researchers examined the parents' perception of paraprofessionals' roles and responsibilities. They found that parents shared positive perceptions of paraprofessionals working with their children. In addition, parents reported that paraprofessionals had adequate knowledge of their children's daily activities and challenges with assignments. The parents considered that paraprofessionals should be perceived and treated as professionals and highly valued service providers, and should be valued as important instructional team members.
Paraprofessionals are great asset and an integral part of the educational team, but sometimes their strengths, potentials, and capabilities may not be fully utilized in the classrooms. They deserve respect, appreciation, and acknowledgement (Giangreco, Edelman, & Broer, 2001). It is important to establish a positive and mutually supportive relationship between teachers and paraprofessionals, which can make a critical difference in how they work together (Law & Eckes, 2010). Here are tips for teachers to build a positive relationship with their paraprofessionals:
Paraprofessionals are great asset and an integral part of the educational team, but sometimes their strengths, potentials, and capabilities may not be fully utilized in the classrooms. They deserve respect, appreciation, and acknowledgement (Giangreco, Edelman, & Broer, 2001). It is important to establish a positive and mutually supportive relationship between teachers and paraprofessionals, which can make a critical difference in how they work together (Law & Eckes, 2010). Here are tips for teachers to build a positive relationship with their paraprofessionals:
Sources:
Giangreco, M. F., Edelman, S. W., & Broer, S. M. (2001). Respect, appreciation, and acknowledgment of paraprofessionals who support students with disabilities. Exceptional Children, 67(4), 485-498.
Law, B. & Eckes, M. (2010). Teacher tips: Effective collaboration with ELL paraprofessionals. Retrieved from http://www.colorincolorado.org/article/49117/
Liston, A. G., Nevin, A., & Malian, I. (2009). What do paraeducators in inclusive classrooms say about their work? Analysis of national survey data and follow-up interviews in California. Teaching Exceptional Children Plus, 5(5), Article 1. Retrieved from http://escholarship.bc.edu/education/tecplus/vol5/iss5/art1
McGrath, M. Z., Johns, B. H., & Mathur, S. R. (2010). Empowered or overpowered? Strategies for working effectively with paraprofessionals, Beyond Behavior, 19 (2), 2 – 6.
Werts, M. G., Harris, S., Tillery, C. Y., & Roark, R. (2004). What parents tell us about paraeducators. Remedial and special education, 25 (4), 232–239.
Giangreco, M. F., Edelman, S. W., & Broer, S. M. (2001). Respect, appreciation, and acknowledgment of paraprofessionals who support students with disabilities. Exceptional Children, 67(4), 485-498.
Law, B. & Eckes, M. (2010). Teacher tips: Effective collaboration with ELL paraprofessionals. Retrieved from http://www.colorincolorado.org/article/49117/
Liston, A. G., Nevin, A., & Malian, I. (2009). What do paraeducators in inclusive classrooms say about their work? Analysis of national survey data and follow-up interviews in California. Teaching Exceptional Children Plus, 5(5), Article 1. Retrieved from http://escholarship.bc.edu/education/tecplus/vol5/iss5/art1
McGrath, M. Z., Johns, B. H., & Mathur, S. R. (2010). Empowered or overpowered? Strategies for working effectively with paraprofessionals, Beyond Behavior, 19 (2), 2 – 6.
Werts, M. G., Harris, S., Tillery, C. Y., & Roark, R. (2004). What parents tell us about paraeducators. Remedial and special education, 25 (4), 232–239.