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Collaboratively Teaming

Collaboratively Teaming. Shared by: Anne Arundel County Public Schools. INSTRUCTIONAL NEEDS. TEMPORARY INSTRUCTIONAL COMMUNICATION HEALTH SHARED. COMMUNICATION NEEDS. Paraeducators. HEALTH NEEDS. EMOTIONAL NEEDS. ASSISTIVE TECHNOLOGY NEEDS.

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Collaboratively Teaming

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  1. Collaboratively Teaming Shared by: Anne Arundel County Public Schools

  2. INSTRUCTIONAL NEEDS TEMPORARY INSTRUCTIONAL COMMUNICATION HEALTH SHARED COMMUNICATION NEEDS Paraeducators HEALTH NEEDS EMOTIONAL NEEDS ASSISTIVE TECHNOLOGY NEEDS SOCIAL SUPPORTS BEHAVIORAL NEEDS Paraeducator Orientation Manual

  3. Contributions of Paraeducators Allows for timely, compassionate response to student needs Increased amount and quality of instructional time for students Provides differentiated strengths to team Allows more time for team to evaluate and plan for students Positive role model Allows greater flexibility in service delivery Creates safer, more consistent environment Using Paraeducators Effectively

  4. Extended Benefits of Paraeducators Improved student self-concept Improved School-home-community relations Reduced teacher stress levels Improved teacher morale Positive student attitudes toward learning and school Harrington & Mitchelson (1986) Using Paraeducators Effectively

  5. Flexible, especially when faced with internal or environmental stresses Have realistic self-concepts; neither undervalue or overvalue their abilities Are willing to share work responsibilities, successes, failures, etc… Are active, participatory, and productive Characteristics of Effective Collaborative Team Members:

  6. Establishing Relationships • Set aside some time to get to know each other, and find out about each other’s interests, professional goals, teaching styles, supervisory styles, discipline strategies, and classroom structure and organization methods. Be proud and let the teacher know what strengths and experience you bring to the position! • Practice active listening. Active listening is a key to true communication. Elements of active listening include asking encouraging questions; clarifying to obtain clear information by asking “wh” questions; restating the facts to make sure you’ve understood; reflecting on the other person’s feelings; summarizing the issues. • Attempt to understand why conflicts occur and work to collaborate on conflict resolution strategies. • Provide input on planning! Even though the teacher is responsible for planning, the paraeducator should feel comfortable offering input and suggestions. • Offer feedback to the teacher. www.nwrel.org

  7. Questions to ask • What responsibilities will be shared? • How much responsibility will I have to assume for assisting in planning? • What guidance will I receive from the teacher in carrying out the lesson plans and instructions? • What role will I have in assessing student performance? • Who is my supervisor? • Is there a weekly schedule and, if so, who gives it to me? • With whom am I to discuss any work-related problems? • Has an email account and mail box been set up for me? • What guidelines and training will the teacher provide? What other resources are available? • What other resources are in the building?

  8. Paraprofessional Roles The study of Personnel Needs in Special Education (SPeNSA, 2001) found that while there were differences by region and district regarding the types of services paraeducators provided, the majority of special education paraeducators, nationwide, spend at least 10% of their time on each of the following activities: • Providing instructional support in small groups or with individuals; • Modifying materials; • Implementing behavior management plans, assisting with crisis intervention and ongoing behavior management approaches • Assisting with observations, data recording and charting • Monitoring hallways, class changes, • Meeting with teachers; • Providing personal care assistance; www.nea.org/books www.spense.org

  9. AdditionalParaprofessional Roles… • Implementation of teacher-planned instruction; • Prepare, produce and maintain instructional materials • Assist in set up of physical classroom environment • Help develop individual student schedules • Reinforce learning with individuals or small groups • Assist with observations, and charting • Assist with crisis intervention and

  10. Important information and skills needed for instruction • Paraeducators should know the components of the educational program for the students with whom they work, including: • the annual goals and objectives from a student’s IEP (individualized education program); • the extent of the student’s participation in the general education curriculum, and • the “supports” to be provided for the student. In addition, knowing the parts of the lesson plan will allow you to implement instruction effectively.

  11. Other Important Information and Skills • How do I ask for assistance? • How can I help the teacher and students to include all students? • Be aware of confidentiality issues…communication with parents

  12. Thank you for your kind attention! Enjoy working with your teacher (s) in an effective, congenial, and professional manner.

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