As I reflect on my years in education, I can confidently say that some of the professionals who have made the most significant impact on both student experiences and my own have been the paraprofessionals. These dedicated individuals consistently perform the challenging and rewarding work necessary to positively influence student outcomes. When it comes to doing “the most with the least,” paraprofessionals are true experts. That said, there are ways we can build their capacity and empower them to provide essential support to students and collaborate with teachers, both critical elements for fostering positive change in our campus and district culture.
Leveraging Buy-In is Key
To foster positive relationships, it’s essential to engage in conversations about the type of learning that is critical for paraprofessionals. School climate surveys should include paraprofessionals at a minimum, or we might even consider developing surveys specifically tailored to their input. Creating a sense of belonging fosters growth and significantly impacts our work. In addition to gathering feedback from this important group of stakeholders, implementing a consistent system of check-ins would help nurture a culture of equity within our campus or district and go the extra mile in building solid relationships among staff. As administrators with overly scheduled days, carving out time to listen to the needs of our paraprofessionals can be a monumental challenge; however, doing so on a consistent basis can cultivate growth mindsets in ways we have not yet witnessed.
Provide Meaningful Growth Opportunities
As with all staff, there are certain training requirements for paraprofessionals. Beyond that, a good question to consider when reflecting on your professional development each year is: “What training would best equip our paraprofessionals to perform their job duties?” By default, our paraprofessionals often end up in training that is not beneficial to the job they perform; therefore, training opportunities should be tailored to meet the specific needs of each role. By applying surveys and additional feedback results to design forward-thinking professional development, we can better equip paraprofessionals to enhance their work with students. In addition, consider follow-up opportunities for paraprofessionals to engage with staff about their specific needs in implementing their learning in real-world situations. Engaging in discussions about what worked well and what needs adjustment fosters that “team” mindset for which you strive as a campus leader.
Teamwork is the Dreamwork
Establishing and maintaining an atmosphere of true partnership between paraprofessionals and the teachers they support creates a much-needed avenue for shared responsibility and mutual respect. When this valuable relationship is not cultivated, it can create a barrier to student learning. The work begins with a clear understanding of roles and responsibilities is essential for mutual respect. The Texas Education Agency’s Working With Paraprofessionals document can provide clarity for both teachers and paraprofessionals. Once transparency is established, the effectiveness of their collaboration will be evident through consistent student support and progress.
These conversations should not be limited to the beginning and end of the year; regular opportunities must be provided for both teachers and paraprofessionals to collaboratively plan for student learning. Effective planning begins with engagement with student data, another key element to student growth that is often the responsibility of the paraprofessional. Taking the time to review data and proactively plan as a team can make all the difference in building opportunities for student progress.
Conclusion
As we reflect on our practices from the current school year and look toward the next, let's seize the opportunity to integrate our paraprofessionals into our campus culture. By fostering positive relationships and providing opportunities for growth, we can enhance their vital contributions in ways we may not have previously considered. Together, we can create an environment where every member of our educational community thrives. See below for opportunities to begin the work!
June 24 - Basics of Behavior Series 24-25
July 24 - Paraprofessional Symposium 24-25: Empowering Futures
 |
Leslie Reed is a Special Education Specialist at the Region 7 Education Service Center. She brings 27 years of diverse education experience, having served as a classroom teacher, educational diagnostician, behavior specialist, special education coordinator, and special programs director in East Texas districts. As special programs director, her focus areas included special education, MTSS, and Section 504. In her current role, she provides training, coaching, and technical assistance to districts in the effective implementation of MTSS, the Child Find pre-referral process, inclusionary practices for students with disabilities, and data-driven instruction for intervention |