Area A: Communicating with Paraprofessionals
Activities and Discussion Questions
Activity #1:
Identify an article from the Resource Grid that describes the role of paraprofessionals and have participants read it. Discuss the main points of the article and talk about participants' views and experiences regarding the main points. Emphasize the fact that the role of paraprofessionals is to "assist and support teachers" in meeting the needs of students.Your might choose the teamwork article from IMPACT - http://www.ici.umn.edu/products/impact/152/over6.html or the article on these competency areas for teachers who direct the work of paraprofessionals http://ici.umn.edu/products/impact/152/over5.html .
Activity #2:
Create a list of tasks that are done during the course of a day in a classroom, such as: assessing students with standardized tests, helping students use the restroom, providing instruction, preparing materials, etc. Make the list varied. Then, ask each participant to independently decide if each task should be done by teacher only, paraprofessional only or if it might be a shared task. Once completed, have the group discuss their results. There should never be "paraprofessional only" tasks as the teacher could share any of the tasks in the classroom. However, the paraprofessional may not do certain tasks that are the sole responsibility of the licensed teacher, such as: preparing the instructional plan (see What Do Paraprofessionals Do presentation - ppt download).
Activity #3:
Have participants review the Core Competencies for Instructional Paraprofessionals (doc download). You might focus their attention on the differences in the competencies – some focus on "knowledge" and others address "skills" needed. Explain that it is a good idea to find out the extent to which the paraprofessionals they work with have these competencies. They can use the Core Competency Inventory (found under Minnesota Resources and Tools) with some or all of the paraprofessionals with whom they work and return to discuss their findings with the class.
Discussion #1:
Review the Minnesota definition of a Special Education paraprofessional. Discuss the development of the paraprofessional role and its expanded use in recent years. Also, talk about the potential reasons for the increase in numbers of paraprofessionals working in schools across the nation (See What do Paraprofessionals do in Minnesota Classrooms - ppt download).
Discussion #2:
Talk about some strategies that teachers can use to ensure they communicate effectively, such as:
- Listen actively
- Know, respect, and understand attitudes
- Share common vocabulary and nonverbal cues
- Be clear on directions and expectations
- Be aware of special interests and talents
- Create an atmosphere of trust, cooperation, respect and loyalty
- Understand silence
You might also identify an article that addresses the importance of communication for participants to review and discuss.
Discussion #3:
Talk about some rules when communicating with families:
Here are a few basic rules for paraprofessionals:
- Establish some ground rules with your supervisor if you're in daily contact with parents so you know clearly what communication is appropriate and what isn't. Ask for clear boundaries or guidelines.
- Remember the rules of confidentiality at all times. Do not share information about other students under any circumstances, unless otherwise advised.
- Remember that the teacher is the person responsible for setting up instruction and planning for the individual. If the parent has concerns or questions, tell them you will give the information to the proper person, or ask them to make that contact. Never put yourself in a position where you're making decisions with the parents that you don't have the authority to make.
- Make sure that the student knows that you are not to be placed in the middle of situations between home and school.
Discussion #4:
Discuss the importance of planning. Why is it important? What might happen is planning doesn't occur between teachers and paraprofessionals? Discuss strategies for identifying time for planning.
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