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Lesson 4:
Staff Relationships and Teaming
Paraeducators play a valuable role in assisting teachers, and most teachers welcome the help that paraeducators can provide. Paraeducators are part of a team and a valuable part of the school staff.

Working in a team situation requires frequent and open communication between the teacher and the paraeducator. Having a paraeducator in the classroom is an asset, but also requires more work on the part of the teacher. The teacher needs to be able to communicate responsibilities and roles effectively by supervising. The more skills that you can bring to the classroom, the more valuable you will be. These skills are enhanced by a good working relationship between the teacher and the paraeducator. The ultimate goal of utilizing a paraeducator in a classroom is to permit the teacher to improve instruction in the classroom.

The paraeducator should assist the teacher in implementing instruction and following school policies. The paraeducator should also recognize the position of leadership between the paraeducator and the students, as well as between the teacher and the paraeducator. When you accept the assignment of paraeducator, you also accept the leadership of the teachers to whom you are assigned. Paraeducators are obligated to accept decisions that teachers are required to make, just as they are obligated to back you up on classroom and hallway, playground, and lunchroom decisions that you are required to make. It is necessary that paras and teachers learn to get along with each other if they are going to work as a team.

Staff Relationships

Most likely the school staff will be made up of many individuals with different working styles and different styles of managing paraeducators. Paraeducators and teachers who are committed to working as a team should demonstrate mutual respect and good will for one another, as well as towards the students.

The following suggestions can help the paraeducator develop a positive role in working with teachers.

  1. Ask questions about assignments.

  2. Attend meetings together.

  3. Compliment each other about work that is well done.

  4. Do not take each other for granted.

  5. Show a sincere interest in one anothers work.

  6. Adhere to the teachers standards of classroom behavior.

  7. Be loyal to teachers, students, administrators, and paraeducators.

  8. Discuss problems with the appropriate personnel.

  9. Know and observe the school rules.

  10. Avoid criticizing other paraeducators or teachers.

  11. Offer your services to the teacher.

  12. Develop a friendly attitude.

Teaming

Effective communication is the cornerstone of a good team. In order to achieve effective communication, different types of skills must be used to convey messages. Interactive skills let us tell people that we are interested in them and what they are saying or doing. Feedback is important in team efforts. Feedback allows us to let others know how they are doing, and it lets us know information about our own performance. Removing barriers to effective communication can be accomplished by providing paraeducators with a clear understanding of what is expected of them in and out of the classroom.

Establishing a common vocabulary is a key to effective communication in the classroom. A problem that inhibits the development of a strong team is the lack of a common base of reference and understanding. Teachers use the same technical language when discussing assessment, student performance, planning, and educational techniques. This use of technical language can exclude the paraeducator from joining in the conversation. Paraeducator knowledge of this technical language is necessary, and the paraeducator should make every attempt to learn this language. The special educator, on the other hand, should make every attempt to teach this language to the paraeducator, in order to increase effectiveness.

The special education teacher and the paraeducator can bring different expertise to a classroom situation. The special education teacher has certain types of information about learning styles and learning needs of special education students. The paraeducator can assist the special educator in maximizing the learning of all students by giving each student more instructional time. The special educator and the paraeducator can combine their knowledge to make the classroom more conducive to the learning of special education students.

Effective paraeducators need to have their roles clearly defined by the supervising teacher, and they must receive supervision and support in the classroom. The special educator and the paraeducator must discuss the following in order to be an effective team in the classroom:

  1. * Goals for the Class

  2. * Responsibilities of the paraeducator as well as the teacher

  3. * Learn each others' areas of expertise

  4. * Schedule mutual planning time

  5. * Evaluation of students

  6. * Instructional methods to be used in the classroom

  7. * How to give instructions

  8. * School and class rules

  9. * Discipline

In addition to these, the paraeducator and teacher must also utilize the following basic strategies listed below:

  1. * Attitudes and feelings of both paraeducator and teacher

  2. * An understanding of the similarities and differences among team members

  3. * The development of a common vocabulary

  4. * Ensure that clear directions are given

  5. * Do not be afraid to ask questions

  6. * Team should actively work to create a climate of cooperation

Once the paraeducator and special educator discuss the criteria, the paraeducator will understand what their role is in the classroom.

Know Your Team Members

If you are just starting a new position as a paraeducator, it is important that you get to know your team members. Staff members may change between school years so you may wish to copy this form for future use to assist you in getting to know the faculty and staff in the building. By working with the teacher, you can complete information on people that may be helpful for you to know.

During the first few weeks of school, the paraeducator should make an attempt to get to know the people that they will be working with. A list, such as the one below, can assist you in this task. Complete the form by writing in each persons name in the blanks provided below, jot down where they work, and a brief note about them to help you remember them.

This activity is for your own use and does not need to be submitted.

PositionNameLocation
Custodian  
Notes:

Nurse  
Notes:

Bus Driver  
Notes:

Cafeteria Manager  
Notes:

Principal  
Notes:

Assistant Principal  
Notes:

Secretary  
Notes:

Secretary  
Notes:

Counselor  
Notes:

Special Education Director  
Notes:

Department Chairperson  
Notes:

Speech Language Pathologist  
Notes:

Occupational Therapist  
Notes:

Physical Therapist  
Notes:

Vocational Adjustment Counselor  
Notes:

Attendance Clerk  
Notes:

Teacher  
Notes:

Teacher  
Notes:

Paraeducator  
Notes:

Paraeducator  
Notes:

Paraeducator  
Notes:



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