Communication TEACHERS DIRECTING THE WORK OF PARAPROFESSIONALS

AGENDA FOR 2012 SESSIONS Session 3 Communication April 24, 2012 Session 4 Modeling May 22, 2012

COMPETENCIES FOR TEACHERS Communicates with paraprofessionals in a clear, receptive and responsive manner. Provides clear daily direction in coordinating plans, schedules, and tasks. Informs and updates paraprofessionals regarding student information, such as assessment results, behavioral changes, medications and other factors that may influence the work of the paraprofessional. Provides regular opportunities for staff communication, group discussion, and collaboration. Assists paraprofessionals in clarifying their roles and responsibilities to other staff, parents, or volunteers.

COMMUNICATES WITH PARAPROFESSIONALS IN A CLEAR, RECEPTIVE AND RESPONSIVE MANNER. As the teacher you are the leader and provide the appropriate instruction for your students Be a team leader, player, involve paraprofessionals in communication Brainstorm solutions, ideas, and programing (where appropriate) Provide daily “touch base” opportunities throughout the day Be willing to talk, provide direction, lend an ear to support them Be proactive Provide communication in a reasonable amount of time (some things need to wait 24 hours)

PROVIDES CLEAR DAILY DIRECTION IN COORDINATING PLANS, SCHEDULES, AND TASKS. Be available Be specific as you need to be according to the skills your paraprofessionals bring to the table Allow for suggestions from your paraprofessionals Take into consideration their strengths, weakness, preferences, etc. Empower your paraprofessionals, they are professionals too Make them feel valued

INFORMS AND UPDATES PARAPROFESSIONALS REGARDING STUDENT INFORMATION THAT MAY INFLUENCE THE WORK OF THE PARAPROFESSIONAL. IEP’s Behavior Support Plans Data collection Conversations with parents with regard to relevant performance duties Student work related changes relevant to their on the job training/skills Medical updates relevant to the performance duties

PROVIDES REGULAR OPPORTUNITIES FOR STAFF COMMUNICATION, GROUP DISCUSSION, AND COLLABORATION. TEAMING… Talk with each other Share ideas Request their input Try to meet regularly (weekly, bi-weekly) Provide opportunities to grow professionally (professional development)

EFFECTIVE TEAMING Roles &responsibilities are clearly defined and discussed Supervising teacher clearly shares expectations Mission & goals of the team are developed with input from all members Information shared in a timely manner Meetings are effective Scheduling regular meetings is important for team success Pickett, G., Gerlach, K., Morgan, R., Likins, M., & Wallace, T. Paraeducators in Schools. Strengthening the Education Team. Pro Ed. 2007

ASSISTS PARAPROFESSIONALS IN CLARIFYING THEIR ROLES AND RESPONSIBILITIES TO OTHER STAFF, PARENTS, OR VOLUNTEERS. Teach the roles of the paraprofessionals, teachers, special education teachers, administration, etc Don’t be afraid to say “that’s not your role”, “let me worry about that” Be transparent Create boundaries (para-parent, teacher – para, etc.) Identify what can be discussed with co-workers, parents, etc Create a level of communication system that identifies scenario's and who needs to hold the conversation (teacher, para, sped teacher, admin) Most importantly – Treat Paraprofessionals with RESPECT

STEPS TO CONFLICT RESOLUTION STEP 1: Set The Scene STEP 2: Gather Information STEP 3: Agree The Problem STEP 4: Brainstorm Possible Solutions STEP 5: Negotiate A Solution Tell me, I may listen. Teach me, I may remember. Involve me, I will do it. – Chinese Proverb

PROBLEM SOLVING Identify & define the problem Define& determine the cause of the problem Determine the needs & desired results Brainstorm possible solutions Select the solution that will best meet the needs Develop a plan of action Implement the plan Evaluate the solution and problem-solving precess Respond to conflict

EFFECTIVE COMMUNICATION Effective communication is critical to the success of the team. Gerlach, Kent Open channels of communication are important for several reasons. By talking to the supervising teacher an other team members, paraeducators can convey any special interests, talents, training, or habits they might have that could be an asset to determining their roles in instruction and other classroom responsibilities. Gerlach, Kent

NEXT MEETING Session 4 Modeling May 22, 2012 Thank you and have a great Month!

RESOURCES Susan Fitzell, M. Ed, Paraprofessionals and Teachers. Problem Solving Mind Map Pickett, G., Gerlach, K., Morgan, R., Likins, M., & Wallace, T. Paraeducators in Schools. Strengthening the Education Team. Pro Ed Chopra, R & French, N. Theory into Practice. Teachers as Executives.