Paraprofessionals

Paraprofessional

n. , an individual who works closely with a certified classroom teacher to provide additional assistance to students


Many special educators feel that they have insufficient preparation to oversee paraprofessionals. In some studies, working with multiple adults in a classroom increased teachers' risk of burnout.

Below, find tips and strategies suggested by professional literature, district special educators, and paraprofessionals regarding how to form and keep a good working relationship between paraprofessionals and special educators.

Tips from Teachers

  • Make sure to "listen" to the paraprofessionals that you work with. Let them know that you value their opinions and suggestions.

  • Always say "thank you". The paraprofessionals you work with have a very difficult job. They are often the people that spend the most time with particular students and your recognition of a job well done goes a long way.

  • Be VERY clear in what you expect of your support staff. The clearer you are with your expectations and directions the better your working relationship will be with them. If you are not clear on your expectations this can lead to frustration, burnout and lack of respect.

  • Include them in classroom decisions. For example discuss potential assignments and projects with them, get their input. You are both a team and being on the same page is good for you and your students.

Tips From Paras

  • Be mindful of how you correct or provide direction to paraprofessionals, especially when students are present. Students pick up on tone easily, and will lose respect for paraprofessionals if they feel that their teacher doesn't respect them. If students see paraprofessionals as another adult to be respected, it is a lot easier for everyone in the classroom to follow a behavior program seamlessly.

  • Paraprofessionals often see your students in a wider variety of settings than anyone else does. Use this knowledge!

  • When designing a behavior plan, keep the personalities of both the student(s) and all people who will be implementing it in mind.

  • Ask paras for feedback and concerns regularly. They see things from a different perspective, and students often share thoughts and opinions with them.

  • If you can, plan at least a few minutes of your paraprofessionals' time in the classroom when you also are free. This allows time to communicate when students are not present.

  • If you don't like the way your paraprofessional does something, tell them! Especially when under stress, it can be easy to see things as a personal attack, when in fact the other party might be oblivious or have forgotten your preferences.

  • A little appreciation goes a long way!

Tips from the literature

  • Take time to go over each paraprofessional's schedule, along with IEPs, behavior plans, and classroom procedures, before the first day of school.

  • Ask paraprofessionals about what has worked well in the past, as well as what their strengths and interests are. Tailor their work in the classroom to this as much as you are able.

  • Try to avoid criticism. For example, instead of saying "You didn't redirect James back to his math assignment", try saying something like "Next time James is off-task, let's try...".

  • Make sure all of your students are familiar with your paraprofessionals, and see them as part of the classroom community.

  • Check out the factors that influence the paraprofessional/teacher relationship (below), and see if any stand out as something you can work on.










Factors that influence teacher/Paraprofessional Relationships

In an analysis of in-depth interviews conducted with teachers and paraprofessionals in 2016, the following factors were found to have an impact on relationships. If you are struggling to collaborate effectively, think about which of these you might be able to work on.

  • Teacher Mindset – The teacher was open, flexible, dedicated, patient, and/or empathetic.

  • Teacher Leadership – The teacher provided clear communication and feedback regarding classroom roles and responsibilities.

  • Teacher Proficiency- The teacher was organized and professional.

  • Paraprofessional mindset – cooperative, flexible, and understanding.

  • Paraprofessional skills, knowledge, and professionalism had a positive impact on collaboration with the classroom teacher.

  • Paraprofessional initiative – Paraprofessional filled needs in the classroom and provided input and encouragement.

  • Rapport – The paraprofessional and the teacher benefitted from open communication, interpersonal connection, and/or compatible personalities.

  • Shared Vision – The paraprofessional and the teacher were invested in the same goals and held similar expectations for students.

  • Administrative Support – Administration were approachable and responded to needs and challenges surrounding collaboration between teachers and paraprofessionals.

  • Shared Time – The paraprofessional and the teacher had shared time (i.e. planning time, shared breaks, etc.) to collaborate and communicate with one another.

  • Clear Roles and Expectations – Expectations surrounding teacher and paraprofessional roles were clearly communicated by the administration.


Biggs, Elizabeth E., et al. “Accomplishing More Together: Influences to the Quality of Professional Relationships Between Special Educators and Paraprofessionals.” Research and Practice for Persons with Severe Disabilities, vol. 41, no. 4, 2016, pp. 256–272., doi:10.1177/1540796916665604.