Working with Working with Paraprofessionals in the Paraprofessionals in the

ClassroomClassroomNorth East School DivisionNorth East School Division

2008-20092008-2009

Originally developed for NETA Teachers’ Convention Originally developed for NETA Teachers’ Convention byby

Sandi Norum, Dawn Trask Sandi Norum, Dawn Trask Adapted by Cheryl ThackerAdapted by Cheryl Thacker

Roles and Responsibilities Roles and Responsibilities of the Classroom Teacherof the Classroom Teacher

The teacher competencies considered necessary for effective The teacher competencies considered necessary for effective teacher-EA interaction are:teacher-EA interaction are:

• Knowledge of school division policiesKnowledge of school division policies with regard to the with regard to the employment, roles and responsibilities, placement and employment, roles and responsibilities, placement and evaluation of EA’sevaluation of EA’s

• Ability to Ability to plan, assign and scheduleplan, assign and schedule specific duties for EA’s specific duties for EA’s• Ability to Ability to direct and monitor the day-to-day workdirect and monitor the day-to-day work of the EA of the EA• Ability to Ability to delegatedelegate appropriate tasks to EA’s appropriate tasks to EA’s• Ability to use effective Ability to use effective communication and problem-solving communication and problem-solving

techniquestechniques to reduce interpersonal or other problems that to reduce interpersonal or other problems that may occur in the classroommay occur in the classroom

• Ability to objectively and systematically Ability to objectively and systematically determine the determine the strengths and weaknessesstrengths and weaknesses of EA’s assigned to the classroom of EA’s assigned to the classroom

• Ability to plan and provide structured Ability to plan and provide structured on-the-job coachingon-the-job coaching sessions based on the identified training needs of the EA’ssessions based on the identified training needs of the EA’s

Roles and Responsibilities of Roles and Responsibilities of the Paraprofessionalthe Paraprofessional

• assist individual students in performing activities initiated assist individual students in performing activities initiated by the teacher;by the teacher;

• supervise children in the hallway, lunchroom, and supervise children in the hallway, lunchroom, and playground;playground;

• assist in monitoring supplementary work and independent assist in monitoring supplementary work and independent study;study;

• reinforce learning in small groups or with individuals, reinforce learning in small groups or with individuals, while the teacher works with other students;while the teacher works with other students;

• provide assistance with individualized program materials;provide assistance with individualized program materials;• assist the teacher in observing, recording and charting assist the teacher in observing, recording and charting

behaviour;behaviour;• assist the teacher with crisis problems and behaviour assist the teacher with crisis problems and behaviour

management;management;• assist in preparation/production of instructional materials assist in preparation/production of instructional materials

and modifications;and modifications;• carry out instructional programs designed by the teacher;carry out instructional programs designed by the teacher;• work with the teacher to develop classroom schedules;work with the teacher to develop classroom schedules;• carry out tutoring activities designed by the teacher;carry out tutoring activities designed by the teacher;

• assist the classroom teacher to include and involve the assist the classroom teacher to include and involve the student with special needs in classroom and extra-student with special needs in classroom and extra-curricular activities;curricular activities;

• assist in the observation and assessment of students as assist in the observation and assessment of students as requested by the teacher/requested by the teacher/

• supervisor;supervisor;• maintain records relative to specific programming and maintain records relative to specific programming and

student performance as requested by teacher/supervisor;student performance as requested by teacher/supervisor;• assist in related duties which may be assigned because of assist in related duties which may be assigned because of

specific needs (e.g., the maintenance and/or preparation specific needs (e.g., the maintenance and/or preparation of instructional and life skills materials);of instructional and life skills materials);

• participate in parent-teacher conferences and assist with participate in parent-teacher conferences and assist with parent communication on request;parent communication on request;

• supervise and/or participate with students in community-supervise and/or participate with students in community-based programming when requested;based programming when requested;

• assist the teacher to provide program adjustments that assist the teacher to provide program adjustments that are suitable to the student’s behavioral and emotional are suitable to the student’s behavioral and emotional make-up;make-up;

• assist with carrying out behaviour management assist with carrying out behaviour management programming;programming;

• assist with occupational and physical-therapy exercise assist with occupational and physical-therapy exercise under the direction of professional staff;under the direction of professional staff;

• assist with student’s dressing and feeding.assist with student’s dressing and feeding.

Common Common Issues/Frustrations that are Issues/Frustrations that are often expressed by E. A. soften expressed by E. A. s

• Feeling of isolation.Feeling of isolation.• Frustrations.Frustrations.• Not having a voice in some of the processes.Not having a voice in some of the processes.• Disagreeing with the school direction or what Disagreeing with the school direction or what

the teacher has been asking them to do.the teacher has been asking them to do.• Being asked to change in relation to roles Being asked to change in relation to roles

and feeling of uncertainly.and feeling of uncertainly.• Not being valued when making suggestions Not being valued when making suggestions

or the experience they have to offer.or the experience they have to offer.• I am learning this but the teachers I work I am learning this but the teachers I work

with should be learning this too.with should be learning this too.

Enduring Enduring understandings . . . understandings . . .

1.1. Working as part of a team is a more Working as part of a team is a more effective process than working in effective process than working in isolation.isolation.

2.2. There are processes, strategies, and ways There are processes, strategies, and ways to communicate that contribute to more to communicate that contribute to more effective teamwork.effective teamwork.

3.3. Effective Educational Associate and Effective Educational Associate and teacher teamwork looks and feels like it’s teacher teamwork looks and feels like it’s working for all –and it gets results.working for all –and it gets results.

What does this look like in What does this look like in NESD?NESD?

The NESD mission statement includes . . . The NESD mission statement includes . . .

“ “ to ensure to ensure everyevery student has the opportunity to succeed.”student has the opportunity to succeed.”

There are an ever increasing number There are an ever increasing number of vulnerable children, and children of vulnerable children, and children

with differences who need support in with differences who need support in today’s schools .today’s schools .

NESD . . . inclusionNESD . . . inclusion• According to NESD, “we define According to NESD, “we define inclusioninclusion as a value as a value

system which holds that system which holds that all students are entitledall students are entitled to to equitable access to learning achievement and the equitable access to learning achievement and the pursuit of excellence in all aspects of their education. pursuit of excellence in all aspects of their education. The practice of inclusion transcends the idea of The practice of inclusion transcends the idea of physical location, and incorporates basic values that physical location, and incorporates basic values that promote participation, friendship and interaction. promote participation, friendship and interaction. Inclusion involves Inclusion involves bringing the support services to the bringing the support services to the childchild rather than moving the child to the services and rather than moving the child to the services and requires only that the child will benefit from being in requires only that the child will benefit from being in the class (rather than having to keep up with the other the class (rather than having to keep up with the other studentsstudents).). Schools that embody effective principles Schools that embody effective principles and practices of inclusion coordinate and unify and practices of inclusion coordinate and unify educational programs and supports in order that all educational programs and supports in order that all children, including those with diverse needs, belong children, including those with diverse needs, belong and can learn effectively.”and can learn effectively.”

• NESD Inclusion DocumentNESD Inclusion Document 20082008

How does this philosophy How does this philosophy impact on the classroom?impact on the classroom?

• extremely high/diverse needs in the classroom today. extremely high/diverse needs in the classroom today.

Because of this, teachers needBecause of this, teachers need . . . . . . – to know it’s OK to ask for helpto know it’s OK to ask for help– help in planning to adapt the teaching and learning help in planning to adapt the teaching and learning

to allow for student differences (to ensure that all to allow for student differences (to ensure that all children are able to learn).children are able to learn).

– need to understand where and whom to ask for need to understand where and whom to ask for help (and know what kind of help can be expected).help (and know what kind of help can be expected).

– need to know how to make the most effective use need to know how to make the most effective use of supports. of supports.

– need to learn about collaboration and teamwork.need to learn about collaboration and teamwork.– need to understand appropriate communications need to understand appropriate communications

with teams.with teams.

What kind of support is What kind of support is available? available?

• Levels of support:Levels of support:– Classroom/school level (Classroom/school level (Teacher, EA, Teacher, EA,

DET, Administration)DET, Administration)– Divisional (Divisional (Personnel, clarifying Personnel, clarifying

documents)documents)– ProvincialProvincial

• What can I expect?What can I expect?– Process*Process*– Team interventionTeam intervention– Support (right and responsibility balance)Support (right and responsibility balance)

Many questions are Many questions are connected to supports connected to supports

requested . . . requested . . .

• What is really needed to allow equity What is really needed to allow equity of access to learning?of access to learning?

• What makes an effective team?What makes an effective team?• Who does what in an effective team?Who does what in an effective team?• How do we develop effective teams?How do we develop effective teams?

School-wiSchool-wide (and division-de (and division-wide) protocolwide) protocol

• Process to access supportsProcess to access supports– Teacher concerns documented (behavioral, learning, Teacher concerns documented (behavioral, learning,

specifics—frequency, severity, duration)specifics—frequency, severity, duration)– School level intervention –what tried, why, results?School level intervention –what tried, why, results?– Contact with divisional level –usually DC and Contact with divisional level –usually DC and

observations, feedback, --balance of needs with observations, feedback, --balance of needs with divisional perspective and considerations of divisional perspective and considerations of school/classroomschool/classroom

– Admin re staffing formula; discussions with Admin re staffing formula; discussions with superintendentssuperintendents

• Balance Balance – Classroom, school, division Classroom, school, division

What makes an effective What makes an effective team?team?

• Understanding of roles Understanding of roles • Common understanding of goals, Common understanding of goals,

classroom structure and expectationsclassroom structure and expectations• Strong timely communicationStrong timely communication• A plan to deal with conflictA plan to deal with conflict• School-wide (and division-wide) protocolSchool-wide (and division-wide) protocol

EAs need teacher direction to work EAs need teacher direction to work effectively with studentseffectively with students

Teacher/EA Teacher/EA CollaborationCollaboration

Teacher Teacher EAEAInstructional TasksInstructional Tasks Design and deliver a well-Design and deliver a well-

planned program for each planned program for each child.child.

May provide input during May provide input during planning as member of planning as member of team.team.

Assess, set and implement Assess, set and implement goals, plan instructional goals, plan instructional strategies and materials.strategies and materials.

Assist with preparation of Assist with preparation of instructional materials.instructional materials.

Provide goals, teaching Provide goals, teaching strategies, and evaluation strategies, and evaluation criteria to EA for each criteria to EA for each lesson.lesson.

Under direction of teacher, Under direction of teacher, provide direct instruction to provide direct instruction to individual students, small individual students, small groups, or large groups groups, or large groups (while teacher works 1-1).(while teacher works 1-1).

Provide EA with materials Provide EA with materials and the manner in which and the manner in which student is to be directed.student is to be directed.

Provide reinforcement or Provide reinforcement or drill following a lesson or to drill following a lesson or to assist with follow-up assist with follow-up assignments.assignments.

Evaluate student progress.Evaluate student progress. Provide teacher with Provide teacher with feedback regarding student feedback regarding student performance.performance.

Train EA to observe target Train EA to observe target behaviours.behaviours.

Assist teacher in observing, Assist teacher in observing, recording and charting recording and charting learning and behaviour.learning and behaviour.

Train EA to implement Train EA to implement behaviour management behaviour management techniques.techniques.

Monitor behaviour Monitor behaviour management and management and maintenance following maintenance following goals and techniques goals and techniques provided by teacher.provided by teacher.

Teacher/EA Collaboration Teacher/EA Collaboration (Con’t)(Con’t)TeacherTeacher EAEA

Management DutiesManagement Duties Communicate with Communicate with parents. parents.

Provide teacher with Provide teacher with feedback regarding feedback regarding student that may student that may need to be passed on need to be passed on to parents.to parents.

Establish and clearly Establish and clearly communicate to EA communicate to EA job description, job description, student goals, student goals, discipline procedures discipline procedures and class rules.and class rules.

Communicate with Communicate with the teacher to clarify the teacher to clarify duties, to understand duties, to understand student needs, and to student needs, and to support the teacher support the teacher with regard to with regard to discipline and class discipline and class rules.rules.

Manage and Manage and supervise the work of supervise the work of the EA.the EA.

Follow teacher Follow teacher direction and direction and expectations.expectations.

Provide positive and Provide positive and specific feedback to specific feedback to EA.EA.

Invite feedback from Invite feedback from teacher.teacher.

Teacher/EA Collaboration Teacher/EA Collaboration (Con’t)(Con’t)

TeacherTeacher EAEA

Non-instructional Non-instructional TasksTasks

Include EA as a team Include EA as a team member by seeking member by seeking EA opinion as he/she EA opinion as he/she works closely with works closely with student.student.

Participate as a team Participate as a team member by providing member by providing suggestions and suggestions and feedback to teacher.feedback to teacher.

Provide training for Provide training for EA in such areas as EA in such areas as expectations, expectations, observing, recording observing, recording behaviour.behaviour.

Learn the Learn the expectations of the expectations of the classroom teacher.classroom teacher.

Conduct yourself Conduct yourself professionally.professionally.

Conduct yourself Conduct yourself professionally.professionally.

Respect Respect confidentiality.confidentiality.

Respect Respect confidentiality.confidentiality.

Be a model for the EA Be a model for the EA and students.and students.

Be a model for the Be a model for the teacher and students.teacher and students.

CollaborationCollaboration• It is when two or more It is when two or more

individuals come together individuals come together to cooperatively problem to cooperatively problem solve and action plan. solve and action plan.

• A strong emphasis is placed A strong emphasis is placed on cooperation and clear on cooperation and clear communication.communication.

• Collaboration is a Collaboration is a safeguard against the safeguard against the dangers of isolation. It dangers of isolation. It results in creative, caring results in creative, caring and supportive school and supportive school communication.communication.

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• Collaboration and consistency can benefit Collaboration and consistency can benefit allall students, not just those who are disabled, through students, not just those who are disabled, through improved supports and learning, classmates benefit improved supports and learning, classmates benefit from additional contact provided by the extra from additional contact provided by the extra personnel in the room & from the improved personnel in the room & from the improved instruction resulting from professional consultation.instruction resulting from professional consultation.

• Through collaboration and open communication Through collaboration and open communication about individual learning characteristics of students about individual learning characteristics of students whom may have intellectual or multiple disabilities whom may have intellectual or multiple disabilities are best discovered and best served. Thus, students are best discovered and best served. Thus, students are less are likely to “fall through the cracks”.are less are likely to “fall through the cracks”.

• Collaboratively the educational team Collaboratively the educational team should be assessing the student’s should be assessing the student’s strengths, needs and learning potential. strengths, needs and learning potential. With a detailed knowledge of the With a detailed knowledge of the student’s learning characteristics and student’s learning characteristics and contexts in which instruction will take contexts in which instruction will take place the team is in a better position to place the team is in a better position to organize instruction across activities in organize instruction across activities in natural contexts. This increases the natural contexts. This increases the number of instructional opportunities number of instructional opportunities and subsequent rate of learning. Thus and subsequent rate of learning. Thus regular communication is key. regular communication is key.

Team BuildingTeam Building1.1. Where to start?Where to start? – Getting Acquainted – Getting Acquainted with your E.A.with your E.A.• One way for teachers and educational One way for teachers and educational

associates to get to know one another is to have associates to get to know one another is to have a structured initial conversation. (See next a structured initial conversation. (See next slide.)slide.)

• You may want to ask other questions that will You may want to ask other questions that will help you get to know one another or even to get help you get to know one another or even to get more acquainted with other team members. It more acquainted with other team members. It allows one another gain knowledge of their allows one another gain knowledge of their fellow workers and to help team members get fellow workers and to help team members get to know one another and it will lead to to know one another and it will lead to establishing a clear view of expectations. establishing a clear view of expectations.

Possible Getting Possible Getting Acquainted QuestionsAcquainted Questions

• Why have you decided to work as a educational associate / teacher/other professional?

• What are your recreational activities / hobbies?

• Which of your teachers made the biggest positive impact on you?

• What other skills do you have that we might incorporate into the classroom?

• What is your understanding of this position?

• What do you think are the goals of education?

• What other teams have you participated on? Sports? Work?

• What talents and skills do you bring to the team?

• How do you think teams function best?

***Others that you feel are ***Others that you feel are related to your school or related to your school or specific situation. specific situation.

2. Where do you start?2. Where do you start? – Comparing – Comparing work style and preferences with EA work style and preferences with EA

It is important for all team members to It is important for all team members to recognize that style preferences are not recognize that style preferences are not inherently good or bad, but that they do exist. inherently good or bad, but that they do exist. The lack of initial recognition of differences The lack of initial recognition of differences often creates a breeding ground for often creates a breeding ground for interpersonal problems between educational interpersonal problems between educational associates and other professionals. Managing associates and other professionals. Managing differences from the start means that the team differences from the start means that the team members must note differences in work style members must note differences in work style preferences, recognizing that preferences are preferences, recognizing that preferences are just that-preferences. They are not flaws or just that-preferences. They are not flaws or personality defects, but simple likes and personality defects, but simple likes and dislikes. And everyone is different, as are the dislikes. And everyone is different, as are the students we are all working with.students we are all working with.

• How many of you have How many of you have felt an assistant is not felt an assistant is not sure of the material sure of the material they are responsible to they are responsible to help with or that they help with or that they are not sure of what the are not sure of what the goal or objectives are? goal or objectives are? Are they spinning Are they spinning without clear direction? without clear direction?

• Whose role is it to Whose role is it to ensure that this doesn’t ensure that this doesn’t continue?continue?

• How many students feel How many students feel like this child; not clear like this child; not clear of the direction because of the direction because the EA may not be clear the EA may not be clear … or because the EA … or because the EA gives a different gives a different message than you?message than you?

Food for thought…..Food for thought…..

PLANPLAN WAYS TO COMMUNICATE WAYS TO COMMUNICATE

– Classroom (when Classroom (when opportunity presents)opportunity presents)

– Weekly team meetings Weekly team meetings (large or small group)(large or small group)

– Monthly program and Monthly program and evaluation meetings.evaluation meetings.

– Before and /or after Before and /or after school.school.

– Scheduled times that Scheduled times that have been provided by have been provided by administration.administration.

PERSON TO PERSON PERSON TO PERSON COMMUNICATIONCOMMUNICATION

PLAN SPECIFIC TOPICS FOR PLAN SPECIFIC TOPICS FOR COMMUNICATIONCOMMUNICATION

a) Individual Student Program a) Individual Student Program Needs. Needs.

(PPP/ROA/Assessments)(PPP/ROA/Assessments)

b) Curriculum Planningb) Curriculum Planning

c) Instructional Techniquesc) Instructional Techniques

d) Role Clarification & d) Role Clarification & ResponsibilitiesResponsibilities

e) Schedulinge) Scheduling

PLANPLAN WAYS TO COMMUNICATE WAYS TO COMMUNICATE WRITTEN COMMUNICATIONWRITTEN COMMUNICATION - Informed notes- Informed notes

– Ongoing notebookOngoing notebook– Specific formsSpecific forms– Student Program BinderStudent Program Binder– Team Consultation LogTeam Consultation Log– Notes on a Central Located Area Notes on a Central Located Area

(whiteboard, clipboard, etc.)(whiteboard, clipboard, etc.)– Notes in mailboxesNotes in mailboxes– Other (What are you using now that is Other (What are you using now that is

effective?)effective?)

What do/should plans for Educational What do/should plans for Educational

Associates contain?Associates contain? Good plans are brief, easy to read at a glance, and are relatively Good plans are brief, easy to read at a glance, and are relatively

easy to write. They also contain six key components:easy to write. They also contain six key components:

1.1. Purpose of task, lesson Purpose of task, lesson or adaptation or adaptation

2.2. Long term student goals, Long term student goals, short term objectives short term objectives

3.3. Specific student needs & Specific student needs & strengths strengths

4.4. Materials & Research Materials & Research 5.5. Sequence of actions, use Sequence of actions, use

of cues or prompts, of cues or prompts, permissible adaptations permissible adaptations

6.6. Data structure for Data structure for documenting student documenting student performanceperformance

What should we expect What should we expect from EAs?from EAs?

E.As are evaluated on the following:E.As are evaluated on the following:1.1. Professional BehaviourProfessional Behaviour2.2. Rapport with StudentsRapport with Students3.3. Team SupportTeam Support4.4. Instructional SupportInstructional Support5.5. Implementation of Special Education Implementation of Special Education

PlansPlans6.6. Social/Behavioural SupportSocial/Behavioural Support7.7. Non-Instructional SupportNon-Instructional Support

Reflection on enduring Reflection on enduring understandings . . .understandings . . .

• Working as part of a team is a more Working as part of a team is a more effective process than working in effective process than working in isolation.isolation.

• There are processes and strategies There are processes and strategies that contribute to more effective that contribute to more effective teamwork.teamwork.

• Effective Educational Associate and Effective Educational Associate and teacher teamwork looks and feels teacher teamwork looks and feels like it’s working for all –and it gets like it’s working for all –and it gets results.results.

Question/AnswerQuestion/Answer