Working with Paraprofessionals in the Classroom

1. Working with Paraprofessionals in the Classroom North East School Division 2008-2009 Originally developed for NETA Teachers’ Convention by Sandi Norum, Dawn Trask Adapted by Cheryl Thacker

2. Roles and Responsibilities of the Classroom Teacher The teacher competencies considered necessary for effective teacher-EA interaction are: • Knowledge of school division policies with regard to the employment, roles and responsibilities, placement and evaluation of EA’s • Ability to plan, assign and schedule specific duties for EA’s • Ability to direct and monitor the day-to-day work of the EA • Ability to delegate appropriate tasks to EA’s • Ability to use effective communication and problem-solving techniques to reduce interpersonal or other problems that may occur in the classroom • Ability to objectively and systematically determine the strengths and weaknesses of EA’s assigned to the classroom • Ability to plan and provide structured on-the-job coaching sessions based on the identified training needs of the EA’s

3. Roles and Responsibilities of the Paraprofessional • assist individual students in performing activities initiated by the teacher; • supervise children in the hallway, lunchroom, and playground; • assist in monitoring supplementary work and independent study; • reinforce learning in small groups or with individuals, while the teacher works with other students; • provide assistance with individualized program materials; • assist the teacher in observing, recording and charting behaviour; • assist the teacher with crisis problems and behaviour management; • assist in preparation/production of instructional materials and modifications; • carry out instructional programs designed by the teacher; • work with the teacher to develop classroom schedules; • carry out tutoring activities designed by the teacher;

4. assist the classroom teacher to include and involve the student with special needs in classroom and extra-curricular activities; • assist in the observation and assessment of students as requested by the teacher/ • supervisor; • maintain records relative to specific programming and student performance as requested by teacher/supervisor; • assist in related duties which may be assigned because of specific needs (e.g., the maintenance and/or preparation of instructional and life skills materials); • participate in parent-teacher conferences and assist with parent communication on request; • supervise and/or participate with students in community-based programming when requested; • assist the teacher to provide program adjustments that are suitable to the student’s behavioral and emotional make-up; • assist with carrying out behaviour management programming; • assist with occupational and physical-therapy exercise under the direction of professional staff; • assist with student’s dressing and feeding.

5. Common Issues/Frustrations that are often expressed by E. A. s • Feeling of isolation. • Frustrations. • Not having a voice in some of the processes. • Disagreeing with the school direction or what the teacher has been asking them to do. • Being asked to change in relation to roles and feeling of uncertainly. • Not being valued when making suggestions or the experience they have to offer. • I am learning this but the teachers I work with should be learning this too.

6. Enduring understandings . . . • Working as part of a team is a more effective process than working in isolation. • There are processes, strategies, and ways to communicate that contribute to more effective teamwork. • Effective Educational Associate and teacher teamwork looks and feels like it’s working for all –and it gets results.

7. What does this look like in NESD? The NESD mission statement includes . . . “ to ensure everystudent has the opportunity to succeed.” There are an ever increasing number of vulnerable children, and children with differences who need support in today’s schools .

8. NESD . . . inclusion • According to NESD, “we define inclusion as a value system which holds that all students are entitled to equitable access to learning achievement and the pursuit of excellence in all aspects of their education. The practice of inclusion transcends the idea of physical location, and incorporates basic values that promote participation, friendship and interaction. Inclusion involves bringing the support services to the child rather than moving the child to the services and requires only that the child will benefit from being in the class (rather than having to keep up with the other students). Schools that embody effective principles and practices of inclusion coordinate and unify educational programs and supports in order that all children, including those with diverse needs, belong and can learn effectively.” • NESD Inclusion Document 2008

9. How does this philosophy impact on the classroom? • extremely high/diverse needs in the classroom today. Because of this, teachers need . . . • to know it’s OK to ask for help • help in planning to adapt the teaching and learning to allow for student differences (to ensure that all children are able to learn). • need to understand where and whom to ask for help (and know what kind of help can be expected). • need to know how to make the most effective use of supports. • need to learn about collaboration and teamwork. • need to understand appropriate communications with teams.

10. What kind of support is available? • Levels of support: • Classroom/school level (Teacher, EA, DET, Administration) • Divisional (Personnel, clarifying documents) • Provincial • What can I expect? • Process* • Team intervention • Support (right and responsibility balance)

11. Many questions are connected to supports requested . . . • What is really needed to allow equity of access to learning? • What makes an effective team? • Who does what in an effective team? • How do we develop effective teams?

12. School-wide (and division-wide) protocol • Process to access supports • Teacher concerns documented (behavioral, learning, specifics—frequency, severity, duration) • School level intervention –what tried, why, results? • Contact with divisional level –usually DC and observations, feedback, --balance of needs with divisional perspective and considerations of school/classroom • Admin re staffing formula; discussions with superintendents • Balance • Classroom, school, division

13. What makes an effective team? • Understanding of roles • Common understanding of goals, classroom structure and expectations • Strong timely communication • A plan to deal with conflict • School-wide (and division-wide) protocol EAs need teacher direction to work effectively with students

14. Teacher/EA Collaboration

15. Teacher/EA Collaboration (Con’t)

16. Teacher/EA Collaboration (Con’t)

17. Collaboration • It is when two or more individuals come together to cooperatively problem solve and action plan. • A strong emphasis is placed on cooperation and clear communication. • Collaboration is a safeguard against the dangers of isolation. It results in creative, caring and supportive school communication.

18. Collaboration and consistency can benefit all students, not just those who are disabled, through improved supports and learning, classmates benefit from additional contact provided by the extra personnel in the room & from the improved instruction resulting from professional consultation. • Through collaboration and open communication about individual learning characteristics of students whom may have intellectual or multiple disabilities are best discovered and best served. Thus, students are less are likely to “fall through the cracks”.

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

20. Team Building1.Where to start?– Getting Acquainted with your E.A. • One way for teachers and educational associates to get to know one another is to have a structured initial conversation. (See next slide.) • You may want to ask other questions that will help you get to know one another or even to get more acquainted with other team members. It allows one another gain knowledge of their fellow workers and to help team members get to know one another and it will lead to establishing a clear view of expectations.

21. 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 related to your school or specific situation. Possible Getting Acquainted Questions

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

23. How many of you have felt an assistant is not sure of the material they are responsible to help with or that they are not sure of what the goal or objectives are? Are they spinning without clear direction? Whose role is it to ensure that this doesn’t continue? How many students feel like this child; not clear of the direction because the EA may not be clear … or because the EA gives a different message than you? Food for thought…..

24. PLAN WAYS TO COMMUNICATE PERSON TO PERSON COMMUNICATION • Classroom (when opportunity presents) • Weekly team meetings (large or small group) • Monthly program and evaluation meetings. • Before and /or after school. • Scheduled times that have been provided by administration.

25. PLAN SPECIFIC TOPICS FOR COMMUNICATION a) Individual Student Program Needs. (PPP/ROA/Assessments) b) Curriculum Planning c) Instructional Techniques d) Role Clarification & Responsibilities e) Scheduling

26. PLAN WAYS TO COMMUNICATE WRITTEN COMMUNICATION - Informed notes • Ongoing notebook • Specific forms • Student Program Binder • Team Consultation Log • Notes on a Central Located Area (whiteboard, clipboard, etc.) • Notes in mailboxes • Other (What are you using now that is effective?)

27. Good plans are brief, easy to read at a glance, and are relatively easy to write. They also contain six key components: Purpose of task, lesson or adaptation Long term student goals, short term objectives Specific student needs & strengths Materials & Research Sequence of actions, use of cues or prompts, permissible adaptations Data structure for documenting student performance What do/should plans for Educational Associates contain?

28. What should we expect from EAs? E.As are evaluated on the following: • Professional Behaviour • Rapport with Students • Team Support • Instructional Support • Implementation of Special Education Plans • Social/Behavioural Support • Non-Instructional Support

29. Reflection on enduring understandings . . . • Working as part of a team is a more effective process than working in isolation. • There are processes and strategies that contribute to more effective teamwork. • Effective Educational Associate and teacher teamwork looks and feels like it’s working for all –and it gets results. • Question/Answer