I remember my first year of teaching like it was yesterday. I was brand new to the special education field, had just accepted a role serving students with autism, and was told I would have four paraprofessionals in my classroom. While more seasoned special educators may have been thrilled to be given that kind of support, I could barely grasp managing myself and my students, and now I had four teachers that I was expected to manage, as well. While college courses teach you how to provide instruction and manage paperwork/IEPs (I even remember a course about working with families!), there was no specific guidance provided on managing a team of adults.
Let’s explore how to support the invaluable staff who work with our students – our paras!
Before a truly supportive working environment can exist with your paras, you will first want to build a strong relationship with the members on your team. Start off the school year by having an initial conversation with each of your paraprofessionals and ask them what areas of teaching they feel most comfortable with, and where they may require more training. By doing this, you are setting the stage for open communication, which will be a key piece in creating a supporting environment. Working alongside your paraprofessionals should feel collaborative with everyone working together, instead of them working for you. For example, starting the school year off with demands is likely to get you started on the wrong foot. Embrace the partnership as ‘our classroom’ vs. ‘my classroom.’
If you are collaborating with a paraprofessional who is brand-new to the field, guide them and listen to their concerns and opinions. Allowing your paras to feel heard will help to build a positive classroom environment.
Understanding your paras’ strengths, and also recognizing areas where they may need more support, is key to having a successful team (this is why addressing this in some of your initial conversations is super important!). Some paraprofessionals work better with students with severe behaviors, while others excel in academic support. Some paraprofessionals are extremely creative and support interactive, engaging lessons, while others might thrive with technology-based learning. Some paras benefit from step by step instruction, while others have more experience and require less guidance. Working with your team to build on their strengths and assist with their areas of need will have your classroom running like a well oiled machine.
Setting up a consistent way to communicate and check in with your paraprofessionals will be vital to creating a seamless partnership. Whether it’s a weekly meeting, a journal to jot things back and forth, or a debrief at the end of the day, having routine touch points ensures that expectations are clear and there is consistency within your team.
There will be times when your classroom can feel a little hectic – especially if you are not on the same page as your paraprofessionals. Having a weekly check-in with your paras – just a quick, standing appointment every week, can help to openly discuss issues, provide updates on any new behavior protocols, and instructional changes. Additionally, it offers a chance for you and your paras to genuinely check in emotionally with each other and adjust processes that aren’t working well and/or optimize those that are.
Sometimes just a simple, “You’re doing great,” is the most important statement you can communicate to your team.
Raise your hand if you prefer to be completely in control of your classroom? You’re not alone…
Delegating responsibilities can be one of the more challenging pieces to manage in your classroom, especially if you prefer to do everything yourself. However, until you learn to successfully delegate certain tasks, your workload can become incredibly taxing.
During the teacher work days leading up to my first official day of teaching, I vividly remember my para had showed up to my classroom and asked what she could help with. I had IEPs to look over, a classroom to set up, copies to be made, families to call, and endless preparation for the first day of school, yet I couldn’t think of a single thing for her to do. Realistically, the more help you have, the easier it should be… but that’s not the case when you don’t know how to delegate.
You can start delegating with smaller tasks. For example, create a to-do list and display it in the classroom. This can include a check-list where you continuously add tasks for your paras to complete. You can also set up a bin system separated by copies to be made, items to be laminated/cut, and items to file, etc. These two small changes can significantly help the day run smoother and ensure that everything is getting done in the classroom.
The pressure of leading a classroom can feel overwhelming. Paraprofessionals are an incredible resource in the classroom – not just for you, but for your students. Once you begin to get to know and trust your paraprofessionals, your classroom can truly begin to thrive.
Contributor Bio
Carley Knight, M.Ed. is a Sales Development Representative at TeachTown, where she utilizes her expertise to support teachers working students with various disabilities. She holds a Master’s degree in Special Education from Fordham University in New York. Carley has been a Special Education Teacher for 8 years and specialized in working with students with Autism and Intellectual Disabilities. Carley’s passion lies in empowering both students and individuals working with students with disabilities and making a significant impact in the field of special education. In her free time, she loves spending time with her husband and cats, and exploring the National Parks across the country!