How do you establish an effective partnership between a teacher and a paraprofessional?

Last year, I had the pleasure of working with a paraprofessional because I had two classified students assigned to me, both with very different needs. I first explained my approach to running my classroom when it came to things like student behavior and noise levels.

Then, I explained what I saw as her role for the two students she was assigned, as well as the other students. I made sure she knew I regarded us as a team, not as a teacher and an aide.

I asked her to tell me her expectations. and what worked and didn't work with other teachers she'd been assigned to.

We developed an open relationship and a system of eye and hand signals to get each other's attention silently during class.

From day one, the students are introduced to the paraprofessional as another adult in the room, equally in charge.

It helps to have a common goal that both are aware of. And it helps to make sure that both understand the other person's role-that is, what the teacher needs to attain the goal, and what assistance the parapro needs to provide the teacher and students in reaching that goal.

Both the teacher and the paraprofessional need to be willing to listen and make changes for the good of the students. They both need to understand that constructive criticism is a valuable tool, and that personalities and personal feelings need to be kept aside.

Pat Tozer

Middle school guidance secretary

Fairless Hills, Pennsylvania

By treating paraprofessionals with respect, they become your biggest allies and advocates in the classroom. I involve my aide with parent conferences, include her in some lesson planning, and let her know through occasional notes how much I appreciate her.

From what she's told me, this paraprofessional and many of her colleagues are looked down on by teachers. She may not have a college degree, but she's priceless to my students and me.

Martina Fegan

High school English teacher

Mercersburg, Pennsylvania

Never disagree with your paraprofessional in front of the students. If there is a difference of opinion, then work on another activity until you have discussed the problem in private.

Offer support. If one of you has disciplined a student, that same person should see the problem to conclusion. For example, if the teaching assistant gives a "time out," the assistant should also release the child from time out.

If students see mutual respect between their teachers, they will have equal respect for them.

Carol Jacobs

Special education teacher

Chestnut Ridge, New York

With each paraprofessional I work with (and I've worked with as many as four at at time), I take the time to learn who they are and how they learn, We've all attended those in-services that identify our learning styles. It's important to know the para's learning style, too.

I let them know they are a valued member of the staff. I include them in important meetings. They are usually held when they are technically off duty, but I arrange with my principal to shift their duty time so they can attend.

I also provide a detailed daily schedule. The paraprofessional knows exactly what to do and when to do it. The schedule needs altering frequently, and the paraprofessionals are valuable when solving a change in the schedule.

Patsy Wagner

Special education teacher

Aurora Colorado

I always treat my paraprofessional as a teammate. I keep her apprised of what my goals are and get her input on what she thinks would help. We then discuss where we are and where we're going, and then devise a plan for each student.

I'm also very conscientious about sharing student progress with the paraprofessional. They like to see that what they're doing brings results.

Lyna Kittelmann

Third grade teacher

Payette, Idaho

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What do you do to make life easier for a teacher new to the profession?

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