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Working With
Paraprofessionals
Tina Winrow & John Mouanoutoua
Wawona Middle School
Fresno Unified School District
WinNim CARS+ 2008
Paraeducators:
Who are they?
An instructional assistant -- not a
clerical worker. They come
alongside of us to assist us.
WinNim CARS+ 2008
Time to reflect :
How do you view your
assistant?
How do you view
your assistant’s role
in the classroom?
Share out
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So What’s Your Situation?
1. New teacher/new aide
2. New teacher/veteran aide
3. Veteran teacher/new aide
4. Veteran teacher/veteran aide
5. Teacher with multiple aides
6. Teacher who lacks control
7. Aide that takes control
8. Aide that wants to be a friend
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New Partnerships -What do they look like?
 Role confusion
 Unaware of strengths
 Undefined goals
 Absence of norms and rules
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Discovering our
unique roles…
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Role of the Paraeducator
 Instruct
 Observe
 Role model
 Enforcer
 Relationship builder
 Implement teacher’s plan
 Administers informal tests
 Parent conferences as needed
 Shares ideas and carries out assigned
duties
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Role of the Educator
 Plan weekly schedule,
lessons
 Provides leadership
 Administer and score tests
 Teaches whole class lesson
 Determines objectives
 Gives constructive
feedback
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 Sets expectations
 Offers support
 Leads & teaches by
example
 Observes behavior, plans
behavior management
 Meets with parents
 Assists, observes, models
 Gives clear directions
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Educators’ Point of View:
Why do problems
occur?

Teachers aren’t sure of
what to do

They don’t feel confident in
role as supervisors

They don’t know how to
give constructive
feedback
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
Unsure of role and duties
of assistant

Lack of training

Don’t know how to build
schedules for more
than one person

Don’t know how to
effectively deal with
personalities and
attitudes of assistants
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Paraeducators’ Viewpoint:
Why do problems occur?

Not aware of rules, routines, and
expectations

Given tasks where they are not
comfortable and/or confident

Are treated with disrespect by
teacher and students
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Treated
with disdain by
credentialed staff

Are not treated as
professionals

Are not considered part of
the team

Feelings are not
acknowledged or valued
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Are the blind
leading the blind?
Few university
programs prepare
teachers to work with
other adults in their
class.
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The Keys to Success
Building and maintaining
a positive relationship
through:
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 Communication
 Communication
 Communication
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“The effective communicator knows
that 100 percent communication is
highly unlikely and prepares for
possible misunderstandings ahead of
time.”
-- Hamilton and Cordel
Communicating for Results
Ways to Communicate:
 Written
 Verbal
 Tone/inflection
 Non-verbal/body language
 “I” messages
 Listening
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Levels of Listening
• Ignoring: making no effort to
listen
•
Pretend: giving the appearance of
listening
•
Selective: hearing only the parts
that interest you; comparing
to your experiences
•
Active: listening and responding to
the words, intent, and
feelings
Your message is conveyed
through:

Nonverbal Cues: eye contact, facial
expression, body posture and gestures

Vocal Cues: tone, pitch and rate of speech

Verbal Cues: choice of words
Things to be Communicated:
 Structures and procedures for class
 Expectations for class and each other
 Observations of students
 Responsibilities
 Ideas, feelings, and concerns
 Frustrations
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Effective Instructions:

Begin with the big picture

Use a minimum number of words

Use understandable terms

Be specific

Use comparisons

Use repetition

Post visual steps

Use good delivery techniques
What is your
Communication Style?
Indirect
Aggressive
Direct
What could you
do to make it
better?
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Communicating Cooperation
Confrontational
Cooperative
Absolutes
Flexible
No choice
Choices
Blame
Removes Blame
Encourages similar
response
Encourages working
together
What Hinders Success?
 Time to plan
 Time to share
 Time for feedback
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“Shared planning time helps
paraeducators feel more confident
and comfortable in their
instructional roles. It helps to build
more effective partnerships and
more successful programs”.
Winrow (2000)
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Time to Reflect:
How and where
do you find time
to communicate?
Share Out
Lunch, flexibility, come in
early 1X/week, breakfast,
prep, telephone, email,
short notes, journals,
suggestion box, comment
board
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When there is
NO
communication ---
Conflicts occur!
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Conflicts Occur when. . .
 Disrespect
 Misunderstandings
 Feelings are devalued
and/or not acknowledged
 Mistrust
 Anger builds
 Inability to adapt or be
flexible
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Dealing with Conflicts
 Recognize there is a problem
 Identify concerns
 Admit and accept ownership of the problem
 Openly discuss all sides and points of views
 Brainstorm solutions
 Consensual agreement on decided alternatives
 Make changes/Adapt to situation
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Strategies for Resolving
Conflicts
 Take turns
 Share
 Compromise
 Use humor
 Seek mediation
 Postpone until calm
 Take a chance
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Best Practices
 Discover strengths
and build upon them
Use “we” not
“me”
 Participate in meaningful
in-services
 Encourage further
trainings
 Use “we” not “me”
 Always present a united
front
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
Teacher must model
appropriate behavior
towards their
paraeducators

Teacher must be open to
paraeducator’s ideas

Never allow students to call
them by their first name

Teacher should be involved
in the interview process
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Elements of a Positive
Relationship
 Mutual respect & trust
 Open communication
 Shared leadership
 Supervision with sensitivity
 Valuing each other as
professionals
 Spending time together
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Education Partnership
Mutual respect
Be supportive
 Show united front
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Building Partnerships:

They don’t just happen, they
evolve

Positive partnerships must
be planned and
intentional

Must acknowledge others’
viewpoints
Support and encourage each
other
Understand personalities,
strengths and weaknesses


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Reasons for Burnout:
 Strained working
relationships with
teachers and staff
 Frustration with students
and parents
 Lack of formal training
 Not being appreciated
 Negative classroom
climate
WinNim CARS+ 2008
How to Effectively Utilize
your Paraeducator:

Use as an extension of
yourself

Use as a co-pilot

Use as a sounding board

Use as a mirror
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United we stand –
divided we fall.
WinNim CARS+ 2008