Working with Paraprofessionals Top 10 Tips

#1 Welcome them to your room Give them their own place (desk, table, chair, mailbox) Give them their own place (desk, table, chair, mailbox) Introduce them to others Introduce them to others Tour the school Tour the school Model that you are a team Model that you are a team Demonstrate respect (ask for their opinion) Demonstrate respect (ask for their opinion) Thank them for their efforts Thank them for their efforts Remember special occasions Remember special occasions Do not isolate them to work only with one child Do not isolate them to work only with one child

#2 Establish importance of para as a team member Invite them to meetings and let them speak Invite them to meetings and let them speak Give them agenda and ask them to add items Give them agenda and ask them to add items Ensure tasks are aligned with their job description to increase motivation and strengthen the team. Ensure tasks are aligned with their job description to increase motivation and strengthen the team.

#3 Clarify Para’s Roles and Responsibilities Avoid role confusion Avoid role confusion Write down the roles/responsibilities Write down the roles/responsibilities Remember they are not teachers and they may not know all that you do in terms of planning etc. Remember they are not teachers and they may not know all that you do in terms of planning etc. They do not get coffee They do not get coffee

#4 Establish Shared Expectations for Student Learning and Class Management Let the para contribute to goals for student learning Let the para contribute to goals for student learning Develop expectations together Develop expectations together Plan classroom management strategies together Plan classroom management strategies together

#5 Ensure that the para is guided by certified staff You are the instructional leader and you oversee the learning environment and the activities of the para, you are ultimately responsible for what happens in the classroom You are the instructional leader and you oversee the learning environment and the activities of the para, you are ultimately responsible for what happens in the classroom

#6 Review Paraprofessional’s Activities Get feedback Get feedback Too much assistance? Not enough? Too much assistance? Not enough? Ask para to keep a log of suggestions Ask para to keep a log of suggestions Vary their job so they do not get bored Vary their job so they do not get bored Review together regularly Review together regularly

#7 Establish procedures for unexpected situations Share routine and plan for change (e.g., field trips, scheduled events) Share routine and plan for change (e.g., field trips, scheduled events)

#8 Ensure that Para Promotes student responsibility Success and failure is critical Success and failure is critical Encourage student to gain independence and responsibility Encourage student to gain independence and responsibility Constantly adjust Constantly adjust

#9 Establish times and ways to communicate Keep a list of topics and issues for meetings Keep a list of topics and issues for meetings Keep to the scheduled meeting times Keep to the scheduled meeting times

#10 Evaluate Effectiveness Use list of responsibilities and give feedback and direction for the future Use list of responsibilities and give feedback and direction for the future

What tasks/support could paras do/not do To do Not to do

Working with Student Services Know what they have to offer Know what they have to offer Approach support services as collaborators not experts Approach support services as collaborators not experts Make sure the team members agree on expectations and goals for students Make sure the team members agree on expectations and goals for students Clarify your role as a team member and your relationship with other team members Clarify your role as a team member and your relationship with other team members Be clear about what types of supports you need and want (resource, moral, technical, evaluation) Be clear about what types of supports you need and want (resource, moral, technical, evaluation) Make sure they are helping you do a better job. Make sure they are helping you do a better job.

Top ten signs that you do not find a Consultant’ input supportive 10. You cancel the consultant’s scheduled visit to the classroom because of possible Elvis sightings. 9. When you spot a consultant coming down the hall, you duck into the nearest closet or vacant classroom to avoid being asked to do another task you find irrelevant. 8. When consultants show up in the classroom, you first ignore them and then pretend that they weren’t expected. 7. Several minutes into a visit by a consultant you say, “Remind me again why you’re here?” 6. You offer to donate your time with the consultant to more “needy” staff members 5. You keep a do-it-yourself voodoo doll and pins handy, just in case the consultant asks for too much

4. At the end of a visit by the consultant, you have conveniently left your calendar in another province and therefore have a legitimate excuse for not scheduling a follow-up visit. 3. As soon as the consultant is at least 300 yards off school property, you ignore the consultant’s recommendations. 2. The equipment left by the consultant for your use fails the “white glove test” and is submitted to the Guinness Book of World Records in the category “Most Dust Accumulation in a Public School Classroom.” 1. You shred written suggestions left by the consultant as bedding for the classroom hampster. (Giangreco, 1996)