Supervision function and organizational roles

¶ … Supervising Paraprofessionals

Paraeducators play an important role in educational settings, providing support and instruction to students in ways that have been shown to be very effective. Classroom teachers sometimes struggle to effectively supervise these individuals, who are playing an increasingly important role in many schools. One issue is insufficient teacher preparation; teacher education programs emphasize strategies for classroom organization and behavior management in addition to instruction, but there is seldom coursework or guidance that prepares teachers for a supervisory role.

A key component of effective supervision is rooted in a shared philosophy. When teachers and paraeducators are "on the same page," they can articulate and agree on consistent and predictable ways of working in the classroom. Some examples of philosophical principles include the development of independence for all children, the creation of a supportive environment conducive to learning, the use of visual and physical learning supports, and high expectations. These principles are supported by adult behaviors that include arriving prepared and on time, refraining from adult conversations in front of students, and similar guidelines. Teachers and paraprofessionals are held to the same standards. The teacher is still in charge, but removing the distinction with respect to these behaviors builds the cohesiveness of the team and reminds teachers and paraeducators that they are working collaboratively for the good of their students.

The writer recognizes that there is little discussion in teacher education programs on the role of paraeducators in the classroom. It is important to establish a good working relationship. If possible, it would be extremely helpful to meet with paraeducators before the beginning of a new school year or term to establish common language, common goals, and foster a sense of purpose as a team dedicated to doing the best for the students.

Reference

Carnahan, C.R., Williamson, P., Clarke, L., and Sorensen, R. (2009). A systematic approach for supporting paraeducators in educational settings. Teaching Exceptional Children 41(5),

pp. 34-43.

Article #2: Early Childhood Education -- Teachers and their Assistants

The author points out that the use of paraprofessionals in early childhood special education is increasing because of the steadily increasing numbers of children need services and the lack of sufficient qualified teachers. Some teachers experience difficulty, for a variety of reasons, developing positive working relationships with the paraprofessionals in their classrooms. The nature of the work requires a spirit of true collaboration.

Some of the issues with paraprofessionals cited in the literature include lack of formal education in child development, reluctance to discuss uncomfortable topics with families, views on parenting and early childhood education that differ from their programs best practices, difficulty dealing with stress and time management, and unprofessional behaviors and work ethics. Teachers may see the problems clearly but be unsure what to do about them. Research shows that many teachers feel uncomfortable supervising another adult and may not have specific strategies in place to do this effectively.

Ideally, teachers will have a role in the interview process, allowing them to make their own judgments about candidates' qualifications and overall "fit" in the classroom. However, new teachers often find paraeducators are already in place; their challenge becomes to build successful working relationships.