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Teachers and Special Education Paraprofessionals: Working as a Team to Support Students 2012-2013
Pennsylvania Training and Technical Assistance Network
PaTTAN’s Mission The mission of the Pennsylvania Training and Technical Assistance Network (PaTTAN) is to support the efforts and initiatives of the Bureau of Special Education, and to build the capacity of local educational agencies to serve students who receive special education services. 2
1
PDE’s Commitment to Least Restrictive Environment (LRE)
Our goal for each child is to ensure Individualized Education Program (IEP) teams begin with the general education setting with the use of Supplementary Aids and Services before considering a more restrictive environment. 3
Blueprint • Section 1: Defining the Team, Roles & Responsibilities • Section 2: Good Communication Builds Effective Teams • Section 3: Teaming to Support Students in the Classroom
4
2
Section 1: Working as a Team to Support Students
DEFINING “THE TEAM”
5
Defining the “Educational Team” • Members join in the common purpose of serving students by – Identifying student needs – Establishing priorities – Deciding who does what with whom for how long using what resources
6
3
Communicate! Most of our frustration at work is lack of understanding surrounding what is expected of us (John Maxwell)
7
What Does it Take to Make a Good Team a Great Team? • • • • • • •
Communication Valued membership Respect Common goal Open-mindedness Cooperation Sense of humor *Refer to the Teacher Desk Reference: The Shared Responsibility of Educational Team Members
8
4
Activity: Defining Your Team Handout • Who are the members of your team? • List the role each member plays. • List the responsibilities of each member within the school and the team.
9
Stay in your lane! Consider: • What would happen if the dentist and the dental hygienist didn’t “stay in their lane?” • What about the ER Doctor and nursing staff? 10
5
Defining Roles • What’s my job? • What’s not my job? • Whose job is it? Whether you are new or experienced, it is important…to clearly understand the difference between teachers’ roles and …[the paraprofessional’s] roles as members of instructional teams (Pickett, et. al, 2007, p 15) 11
Defining Roles • What distinguishes the responsibilities of teachers and special education paraprofessionals? • CSPG No. 101-July 1, 2004 (Handout) Utilization of Paraprofessional Staff • The teacher roles may not be delegated to paraprofessionals. – Pickett (2007) p. 16 12
6
Teacher’s Role Teachers… • Identify learning needs • Plan lessons • Modify curriculum or instructional methods • Evaluate the effectiveness of the instruction • Involve parents in their child’s education • Manage behavior • Create a positive learning environment 13
Teacher’s Role (cont.) Teacher’s Responsibilities to Paraprofessionals – Planning paraprofessionals assignments – Directing, monitoring, and assessing paraprofessionals day-today performance – Providing on-the-job coaching to improve performance – Meeting periodically to share plans, ideas, student concerns, and growth opportunities and to build the strength of the team – Communicate the role of the paraprofessional in general education settings (Pickett, 2003, p. 58) 14
7
Teacher’s Role Overseeing the Paraprofessional • Determine the functions that the paraprofessional is expected to perform. • Decide the task. • Why does it need to be done? • What materials are necessary? • Who will do the task? • How I want the task to be done? • Location of the task? • Decide monitoring and assessment? 15
Teacher’s Role Resource Supervising Paraprofessionals in Educational Settings: A Team Approach (Pickett & Gerlach, 2003)
Are Teachers Prepared for this Supervisory Task? 16
8
Special Education Paraprofessional’s Role • Paraprofessionals assist teachers in achieving the learning goals for students by carrying out tasks developed by and assigned to them by teachers.
17
Two Types of Special Ed. Paraprofessionals Instructional paraprofessionals work under the guidance of both general and special education teachers to support educational programming. Paraprofessionals may be called classroom aides, teacher assistants, instructional aides, or job coaches. Personal Care Assistants (PCAs) provide one-to-one, non-instructional support to individual students for activities of daily living, health, behavior, etc.
18
9
Special Education Paraprofessional’s Role Paraprofessionals… – – – – –
Accept and complete assigned tasks Respect and work collaboratively with others Maintain a positive and caring environment Communicate often with team members Follow policies concerning confidentiality, security, and safety
19
Special Education Paraprofessional’s Role Paraprofessionals responsibilities to the teacher – Adjust to changing needs, demands, and tasks – Engage learners in activities developed by the teacher – Follow behavior plans created by the teacher – Assist in collecting data in order for the teacher to make instructional decisions – Communicate challenges, opportunities, and experiences at periodic meetings – Perform tasks only for which they are trained 20
10
Activity: Whose Role is it, Anyway? • Work as a teacher/paraprofessional team to determine if the teacher, the paraprofessional or both are responsible for the task. • Place a checkmark in the correct column of the most appropriate person(s) to be responsible. • Discuss your choices.
21
Whose Role is it, Anyway? Task
1 2 3 4 5
Teacher
Paraprofessional
Introduce a lesson on 2-digit addition Escorting a student to the bus Maintaining a scheduled meeting time Taking attendance Meet with parents to discuss an incident that occurred during math class
22
11
Whose Role is it, Anyway? Task
6 7 8 9 10
Teacher
Paraprofessional
Send home notes about student’s behavior Inventory materials for an art project Assess oral reading fluency Help student choose what classes to take next year Reduce spelling homework requirements
23
Whose Role is it, Anyway? Task
11 12
Teacher
Paraprofessional
Read the test out loud to the student Develop a behavior plan
13
Maintain a clean, safe environment
14
Chart classroom data
15
Analyze the results of a weekly quiz
24
12
Whose Role is it, Anyway? Task
16
Participate in IEP meetings
17
Set goals for behavior
18
Call parents concerning a positive behavior report Teach the lesson student missed due to absenteeism File student records
19 20
Teacher
Paraprofessional
25
Who is on Your Extended Team? • • • • • • •
Content area teachers Special subject teacher (music, art, etc.) Cafeteria workers Bus driver School nurse Related services provider Others? 26
13
Section 1: Summary • There are many factors that make a ‘good’ team a ‘great’ team. • Team members each have a role and a responsibility to the team. • Each members role and responsibility must be defined in order to create a positive learning environment
27
Section 2: Working as a Team to Support Students
GOOD COMMUNICATION BUILDS EFFECTIVE TEAMS 28
14
I think I understand!
29
Use Effective Communication Skills • Demonstrate professionalism – Use correct grammar, speak and write clearly – Avoid slang and profanity – Be a positive role model by the way you speak and act – Avoid negative talk about anyone!
• Listen with the intent of understanding the message (e.g. “So, what I hear you saying is…”) 30
15
Use Effective Communication Skills • Ask questions – Paraphrase to check that you understand – Seek clarification and additional information – Encourage others to talk and share
• Maintain a positive and upbeat attitude • Be able to explain a problem or give information in a concise, factual manner • Stay calm and cool 31
Use Effective Communication Skills • Share information in a timely manner • Focus on the positive aspects of a difficult situation. Good things can come out of tough situations. But, it takes work to discover and capitalize on them. • Acknowledge the contributions, knowledge, and expertise of others. Write a goal for improvement in one of these 32 areas? How can I make it a good habit?
16
Developing a Communication System How do classroom teachers and special education paraprofessional communicate? Verbally? Non-Verbally? Print, digital technology, body language, hand signals
How strong is your system of communication? 33
Developing a Communication System • What do we need to communicate about? – – – – – – –
Classroom routines and scheduling Individual student progress Clarification questions Clarifying roles and responsibilities Curriculum planning Request assistance Emergencies
34
17
We all need to communicate clearly!
35
Three Components of Positive Communication When communicating with others (i.e. teachers, students) we need to be aware of: – the words we choose – how we say the words – our body language
36
18
The Words We Choose Teacher in Learning Support Classroom: “Alex, why when you are typing your report do you type two spaces after every word?” Student in Learning Support Classroom: “Well Ms. B., Mrs. Smith told me this must be doubled spaced.” 37
How We Say the Words Matters
“I “I “I “I “I
didn’t didn’t didn’t didn’t didn’t
SAY you took my lunch.” say YOU took my lunch.” say you TOOK my lunch.” say you took MY lunch.” say you took my LUNCH.” LUNCH
19
Activity: Our Body Language What are some ways your body language could send mixed-messages to your team members and/or students? Fill in the bubbles for the next 3 slides.
39
What Are You Saying? This headache is terrible!
She is really frustrated with me!
40
20
What Are You Saying? I am very interested in your good work, Alisha!
She likes me best because I am a princess!
41
What Are You Saying? I can’t believe you just did that!
It is freezing in here!
42
21
Avoid Communication Breakdown • Consider how your attitudes, bias, or feelings may influence your communication. • Be aware of similarities and differences, (i.e. points of view, education levels, experiences). • Develop a shared vocabulary and system of nonverbal cues
Adapted from Pickett, A.L. (1986) 43
Effective Communication Strategies Team Members • specify task directions and expectations proactively; • are willing to ask for clarification, when needed; • utilize each other’s special talents and interests; • create an atmosphere of trust, cooperation, and respect. Adapted from Pickett, A.L. (1986) 44
22
Talking Through an Issue
When effective communication is in place, problems are more easily discussed and solved. 45
The Solution-Finding Process Even in the most effective teams, problems can arise. It is important to take the necessary steps to address the conflict within a respectful process. We often may not be aware of all of the factors that go into making a decision. 46
23
The Process of Finding the Solution! 1.
2. 3.
Identify and describe the problem • What is the problem? • What is not working? • What factors are contributing to the situation? • Who is involved in the situation? • Who is affected and how? Define and determine the cause of the problem Decide on a goal and identify alternative solutions
The Process of Finding the Solution! 4. Select a course of action • Which solution is under the team’s control? • Which one will meet the needs and achieve the goal? • Which is least disruptive and easiest to implement? 5. Implement and evaluate the solution • What resources are needed? • Who will do what? • What is the timeline? • Evaluate the solution and the process used to get there • Did we achieve the goal? • Was the process effective?
24
Characteristics of Effective Teams Using the handout, circle the number showing to what degree you believe these effective team characteristics are implemented in your team. 33 1 2 4 5 __________________________________ Absent
Working on it
We’ve got it!
49
Characteristics of Effective Teams • Compare notes! • What are the areas of disagreement about degree of implementation? • What are the areas of agreement? • Set a goal for improving one or two of the characteristics • Create a plan on how to do so • Follow up and follow through! 50
25
Section 2: Summary • Communication is a key characteristic of effective teams. • Teams need to have a communication system defined to ensure that all members are informed and comfortable. • Build a solution-finding process as part of the team communication system.
51
Section 3: Working as a Team to Support Students
TEAMING TO SUPPORT STUDENTS IN THE CLASSROOM 52
26
The Team into Action
53
A Positive Environment • Promote a positive learning environment for all! • Special education paraprofessionals support teachers’ efforts in maintaining a positive, proactive environment. This is one of the most important things you can do for students. • A positive, supportive learning environment encourages learning. Students must feel safe to inquire, participate, collaborate, and study. (Utah Paraeducator Handbook) 54
27
A Positive Environment: The Team • The team interacts often to ensure that all on the team are “kept in the loop.” • Adults confer and plan with the common goal of advancing learning of students. • Adults speak to students, and each other, in kind and respectful ways, never yelling or being unkind. • Paraprofessionals follow the guidance of teachers. • Disagreements are not displayed in front of students. 55
The Team: The Four Knows… • • • •
Know yourself Know your partner Know your students Know your stuff
Article: Keefe, E.B., Moore, V., Duff, F. The Four “Knows” of Collaborative Teaching Council For Exceptional Children, May/June 2004
56
28
Teaming Scenario One The partner teacher asks the paraprofessional to develop and teach a social studies lesson to a student. The paraprofessional asks the teacher for some information and guidance. The teacher responds, “Oh, it doesn’t make a difference how you do it, but I know you’ll do a great job.” Identify the ineffective teaming practices in this scenario and describe possible solutions.
Teaming Scenario Two A parent of a student in your program asks the paraprofessional’s opinion about the teaching skills of the classroom teacher. She isn’t happy with her child’s progress and thinks the teacher is incompetent. How might the paraprofessional respond to this situation to ensure confidentiality and to honor the team relationship?
29
Teaming Scenario Three A paraprofessional has been assigned to work as a 1:1 paraprofessional for a student with complex needs in the third grade class. List information the team should share on the first day to effective serve the student. *Student Profile *Paraprofessional Portfolio
www.pattan.net>Educational Initiatives>Paraprofessionals>Featured Resources
60
30
www.pattan.net>Educational Initiatives>Paraprofessionals>Featured Resources 61
A Positive Environment: The Students • • • • • • •
Model appropriate academic and social behavior Address the needs of ALL children and adults Offer encouragement Answer questions Praise on-task behavior; redirect off-task behavior Thank a student for follow directions promptly Assist students in problem solving 62
31
Teaming Scenario Four The teacher is showing the students double-digit addition on the board. The paraprofessional notices that a student is talking with a classmate, distracting them from listening to the teacher. • Discuss with your team, how both the teacher and the paraprofessional should respond in this situation. • How could the team be proactive in keeping this problem from occurring in the first place? What class rules need to be established? 63
Section 3: Summary • Effective teaming practices including building and maintaining positive relationships benefits all. • Resources and materials are available to support teams. • Members need to tend to the growth of the team as a whole to ensure it works effectively and efficiently. 64
32
Resources • Doyle, M. (2008), The paraprofessional’s guide to the inclusive classroom: Working as a team (3rd ed.). Baltimore: Paul H. Brookes Publishing Co. • Keefe, E.B., Moore, V., Duff, F. The Four “Knows” of Collaborative Teaching Council For Exceptional Children, May/June 2004 • Morgan, J. & Ashbaker, B. (2001). A teacher’s guide to working with paraprofessionals and other classroom aides. Alexandria, VA: Association for Supervision and Curriculum Development. • PaTTAN Publications, Teachers Desk Reference: the shared responsibility of educational team members. • Pickett, A. & Gerlach, K. (2003). Supervising paraprofessionals in educational settings: A team approach (2nd ed.). Austin, TX: Pro-ed. • Pickett, ., Gerlach, K., Morgan, R., Likins, M., & Wallace, T., 2007). paraprofessionals in schools: Strengthening the educational team. Austin, TX: Pro-Ed. 65
Contact Information Visit the Paraprofessional Website at www.pattan.net >Educational Initiatives >Paraprofessionals Related PaTTAN publications: www.pattan.net >Resources >PaTTAN Publications >Explore our PaTTAN Publications >Choose Topic- Paraprofessional
www.pattan.net
Commonwealth of Pennsylvania Tom Corbett, Governor Pennsylvania Department of Education Ronald J. Tomalis, Secretary Dr. Carolyn Dumaresq, Deputy Secretary Office for Elementary and Secondary Education John J. Tommasini, Director Bureau of Special Education Patricia Hozella, Assistant Director Bureau of Special Education 66
33
Pennsylvania Training and Technical Assistance Network
PaTTAN’s Mission The mission of the Pennsylvania Training and Technical Assistance Network (PaTTAN) is to support the efforts and initiatives of the Bureau of Special Education, and to build the capacity of local educational agencies to serve students who receive special education services. 2
1
PDE’s Commitment to Least Restrictive Environment (LRE)
Our goal for each child is to ensure Individualized Education Program (IEP) teams begin with the general education setting with the use of Supplementary Aids and Services before considering a more restrictive environment. 3
Blueprint • Section 1: Defining the Team, Roles & Responsibilities • Section 2: Good Communication Builds Effective Teams • Section 3: Teaming to Support Students in the Classroom
4
2
Section 1: Working as a Team to Support Students
DEFINING “THE TEAM”
5
Defining the “Educational Team” • Members join in the common purpose of serving students by – Identifying student needs – Establishing priorities – Deciding who does what with whom for how long using what resources
6
3
Communicate! Most of our frustration at work is lack of understanding surrounding what is expected of us (John Maxwell)
7
What Does it Take to Make a Good Team a Great Team? • • • • • • •
Communication Valued membership Respect Common goal Open-mindedness Cooperation Sense of humor *Refer to the Teacher Desk Reference: The Shared Responsibility of Educational Team Members
8
4
Activity: Defining Your Team Handout • Who are the members of your team? • List the role each member plays. • List the responsibilities of each member within the school and the team.
9
Stay in your lane! Consider: • What would happen if the dentist and the dental hygienist didn’t “stay in their lane?” • What about the ER Doctor and nursing staff? 10
5
Defining Roles • What’s my job? • What’s not my job? • Whose job is it? Whether you are new or experienced, it is important…to clearly understand the difference between teachers’ roles and …[the paraprofessional’s] roles as members of instructional teams (Pickett, et. al, 2007, p 15) 11
Defining Roles • What distinguishes the responsibilities of teachers and special education paraprofessionals? • CSPG No. 101-July 1, 2004 (Handout) Utilization of Paraprofessional Staff • The teacher roles may not be delegated to paraprofessionals. – Pickett (2007) p. 16 12
6
Teacher’s Role Teachers… • Identify learning needs • Plan lessons • Modify curriculum or instructional methods • Evaluate the effectiveness of the instruction • Involve parents in their child’s education • Manage behavior • Create a positive learning environment 13
Teacher’s Role (cont.) Teacher’s Responsibilities to Paraprofessionals – Planning paraprofessionals assignments – Directing, monitoring, and assessing paraprofessionals day-today performance – Providing on-the-job coaching to improve performance – Meeting periodically to share plans, ideas, student concerns, and growth opportunities and to build the strength of the team – Communicate the role of the paraprofessional in general education settings (Pickett, 2003, p. 58) 14
7
Teacher’s Role Overseeing the Paraprofessional • Determine the functions that the paraprofessional is expected to perform. • Decide the task. • Why does it need to be done? • What materials are necessary? • Who will do the task? • How I want the task to be done? • Location of the task? • Decide monitoring and assessment? 15
Teacher’s Role Resource Supervising Paraprofessionals in Educational Settings: A Team Approach (Pickett & Gerlach, 2003)
Are Teachers Prepared for this Supervisory Task? 16
8
Special Education Paraprofessional’s Role • Paraprofessionals assist teachers in achieving the learning goals for students by carrying out tasks developed by and assigned to them by teachers.
17
Two Types of Special Ed. Paraprofessionals Instructional paraprofessionals work under the guidance of both general and special education teachers to support educational programming. Paraprofessionals may be called classroom aides, teacher assistants, instructional aides, or job coaches. Personal Care Assistants (PCAs) provide one-to-one, non-instructional support to individual students for activities of daily living, health, behavior, etc.
18
9
Special Education Paraprofessional’s Role Paraprofessionals… – – – – –
Accept and complete assigned tasks Respect and work collaboratively with others Maintain a positive and caring environment Communicate often with team members Follow policies concerning confidentiality, security, and safety
19
Special Education Paraprofessional’s Role Paraprofessionals responsibilities to the teacher – Adjust to changing needs, demands, and tasks – Engage learners in activities developed by the teacher – Follow behavior plans created by the teacher – Assist in collecting data in order for the teacher to make instructional decisions – Communicate challenges, opportunities, and experiences at periodic meetings – Perform tasks only for which they are trained 20
10
Activity: Whose Role is it, Anyway? • Work as a teacher/paraprofessional team to determine if the teacher, the paraprofessional or both are responsible for the task. • Place a checkmark in the correct column of the most appropriate person(s) to be responsible. • Discuss your choices.
21
Whose Role is it, Anyway? Task
1 2 3 4 5
Teacher
Paraprofessional
Introduce a lesson on 2-digit addition Escorting a student to the bus Maintaining a scheduled meeting time Taking attendance Meet with parents to discuss an incident that occurred during math class
22
11
Whose Role is it, Anyway? Task
6 7 8 9 10
Teacher
Paraprofessional
Send home notes about student’s behavior Inventory materials for an art project Assess oral reading fluency Help student choose what classes to take next year Reduce spelling homework requirements
23
Whose Role is it, Anyway? Task
11 12
Teacher
Paraprofessional
Read the test out loud to the student Develop a behavior plan
13
Maintain a clean, safe environment
14
Chart classroom data
15
Analyze the results of a weekly quiz
24
12
Whose Role is it, Anyway? Task
16
Participate in IEP meetings
17
Set goals for behavior
18
Call parents concerning a positive behavior report Teach the lesson student missed due to absenteeism File student records
19 20
Teacher
Paraprofessional
25
Who is on Your Extended Team? • • • • • • •
Content area teachers Special subject teacher (music, art, etc.) Cafeteria workers Bus driver School nurse Related services provider Others? 26
13
Section 1: Summary • There are many factors that make a ‘good’ team a ‘great’ team. • Team members each have a role and a responsibility to the team. • Each members role and responsibility must be defined in order to create a positive learning environment
27
Section 2: Working as a Team to Support Students
GOOD COMMUNICATION BUILDS EFFECTIVE TEAMS 28
14
I think I understand!
29
Use Effective Communication Skills • Demonstrate professionalism – Use correct grammar, speak and write clearly – Avoid slang and profanity – Be a positive role model by the way you speak and act – Avoid negative talk about anyone!
• Listen with the intent of understanding the message (e.g. “So, what I hear you saying is…”) 30
15
Use Effective Communication Skills • Ask questions – Paraphrase to check that you understand – Seek clarification and additional information – Encourage others to talk and share
• Maintain a positive and upbeat attitude • Be able to explain a problem or give information in a concise, factual manner • Stay calm and cool 31
Use Effective Communication Skills • Share information in a timely manner • Focus on the positive aspects of a difficult situation. Good things can come out of tough situations. But, it takes work to discover and capitalize on them. • Acknowledge the contributions, knowledge, and expertise of others. Write a goal for improvement in one of these 32 areas? How can I make it a good habit?
16
Developing a Communication System How do classroom teachers and special education paraprofessional communicate? Verbally? Non-Verbally? Print, digital technology, body language, hand signals
How strong is your system of communication? 33
Developing a Communication System • What do we need to communicate about? – – – – – – –
Classroom routines and scheduling Individual student progress Clarification questions Clarifying roles and responsibilities Curriculum planning Request assistance Emergencies
34
17
We all need to communicate clearly!
35
Three Components of Positive Communication When communicating with others (i.e. teachers, students) we need to be aware of: – the words we choose – how we say the words – our body language
36
18
The Words We Choose Teacher in Learning Support Classroom: “Alex, why when you are typing your report do you type two spaces after every word?” Student in Learning Support Classroom: “Well Ms. B., Mrs. Smith told me this must be doubled spaced.” 37
How We Say the Words Matters
“I “I “I “I “I
didn’t didn’t didn’t didn’t didn’t
SAY you took my lunch.” say YOU took my lunch.” say you TOOK my lunch.” say you took MY lunch.” say you took my LUNCH.” LUNCH
19
Activity: Our Body Language What are some ways your body language could send mixed-messages to your team members and/or students? Fill in the bubbles for the next 3 slides.
39
What Are You Saying? This headache is terrible!
She is really frustrated with me!
40
20
What Are You Saying? I am very interested in your good work, Alisha!
She likes me best because I am a princess!
41
What Are You Saying? I can’t believe you just did that!
It is freezing in here!
42
21
Avoid Communication Breakdown • Consider how your attitudes, bias, or feelings may influence your communication. • Be aware of similarities and differences, (i.e. points of view, education levels, experiences). • Develop a shared vocabulary and system of nonverbal cues
Adapted from Pickett, A.L. (1986) 43
Effective Communication Strategies Team Members • specify task directions and expectations proactively; • are willing to ask for clarification, when needed; • utilize each other’s special talents and interests; • create an atmosphere of trust, cooperation, and respect. Adapted from Pickett, A.L. (1986) 44
22
Talking Through an Issue
When effective communication is in place, problems are more easily discussed and solved. 45
The Solution-Finding Process Even in the most effective teams, problems can arise. It is important to take the necessary steps to address the conflict within a respectful process. We often may not be aware of all of the factors that go into making a decision. 46
23
The Process of Finding the Solution! 1.
2. 3.
Identify and describe the problem • What is the problem? • What is not working? • What factors are contributing to the situation? • Who is involved in the situation? • Who is affected and how? Define and determine the cause of the problem Decide on a goal and identify alternative solutions
The Process of Finding the Solution! 4. Select a course of action • Which solution is under the team’s control? • Which one will meet the needs and achieve the goal? • Which is least disruptive and easiest to implement? 5. Implement and evaluate the solution • What resources are needed? • Who will do what? • What is the timeline? • Evaluate the solution and the process used to get there • Did we achieve the goal? • Was the process effective?
24
Characteristics of Effective Teams Using the handout, circle the number showing to what degree you believe these effective team characteristics are implemented in your team. 33 1 2 4 5 __________________________________ Absent
Working on it
We’ve got it!
49
Characteristics of Effective Teams • Compare notes! • What are the areas of disagreement about degree of implementation? • What are the areas of agreement? • Set a goal for improving one or two of the characteristics • Create a plan on how to do so • Follow up and follow through! 50
25
Section 2: Summary • Communication is a key characteristic of effective teams. • Teams need to have a communication system defined to ensure that all members are informed and comfortable. • Build a solution-finding process as part of the team communication system.
51
Section 3: Working as a Team to Support Students
TEAMING TO SUPPORT STUDENTS IN THE CLASSROOM 52
26
The Team into Action
53
A Positive Environment • Promote a positive learning environment for all! • Special education paraprofessionals support teachers’ efforts in maintaining a positive, proactive environment. This is one of the most important things you can do for students. • A positive, supportive learning environment encourages learning. Students must feel safe to inquire, participate, collaborate, and study. (Utah Paraeducator Handbook) 54
27
A Positive Environment: The Team • The team interacts often to ensure that all on the team are “kept in the loop.” • Adults confer and plan with the common goal of advancing learning of students. • Adults speak to students, and each other, in kind and respectful ways, never yelling or being unkind. • Paraprofessionals follow the guidance of teachers. • Disagreements are not displayed in front of students. 55
The Team: The Four Knows… • • • •
Know yourself Know your partner Know your students Know your stuff
Article: Keefe, E.B., Moore, V., Duff, F. The Four “Knows” of Collaborative Teaching Council For Exceptional Children, May/June 2004
56
28
Teaming Scenario One The partner teacher asks the paraprofessional to develop and teach a social studies lesson to a student. The paraprofessional asks the teacher for some information and guidance. The teacher responds, “Oh, it doesn’t make a difference how you do it, but I know you’ll do a great job.” Identify the ineffective teaming practices in this scenario and describe possible solutions.
Teaming Scenario Two A parent of a student in your program asks the paraprofessional’s opinion about the teaching skills of the classroom teacher. She isn’t happy with her child’s progress and thinks the teacher is incompetent. How might the paraprofessional respond to this situation to ensure confidentiality and to honor the team relationship?
29
Teaming Scenario Three A paraprofessional has been assigned to work as a 1:1 paraprofessional for a student with complex needs in the third grade class. List information the team should share on the first day to effective serve the student. *Student Profile *Paraprofessional Portfolio
www.pattan.net>Educational Initiatives>Paraprofessionals>Featured Resources
60
30
www.pattan.net>Educational Initiatives>Paraprofessionals>Featured Resources 61
A Positive Environment: The Students • • • • • • •
Model appropriate academic and social behavior Address the needs of ALL children and adults Offer encouragement Answer questions Praise on-task behavior; redirect off-task behavior Thank a student for follow directions promptly Assist students in problem solving 62
31
Teaming Scenario Four The teacher is showing the students double-digit addition on the board. The paraprofessional notices that a student is talking with a classmate, distracting them from listening to the teacher. • Discuss with your team, how both the teacher and the paraprofessional should respond in this situation. • How could the team be proactive in keeping this problem from occurring in the first place? What class rules need to be established? 63
Section 3: Summary • Effective teaming practices including building and maintaining positive relationships benefits all. • Resources and materials are available to support teams. • Members need to tend to the growth of the team as a whole to ensure it works effectively and efficiently. 64
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Resources • Doyle, M. (2008), The paraprofessional’s guide to the inclusive classroom: Working as a team (3rd ed.). Baltimore: Paul H. Brookes Publishing Co. • Keefe, E.B., Moore, V., Duff, F. The Four “Knows” of Collaborative Teaching Council For Exceptional Children, May/June 2004 • Morgan, J. & Ashbaker, B. (2001). A teacher’s guide to working with paraprofessionals and other classroom aides. Alexandria, VA: Association for Supervision and Curriculum Development. • PaTTAN Publications, Teachers Desk Reference: the shared responsibility of educational team members. • Pickett, A. & Gerlach, K. (2003). Supervising paraprofessionals in educational settings: A team approach (2nd ed.). Austin, TX: Pro-ed. • Pickett, ., Gerlach, K., Morgan, R., Likins, M., & Wallace, T., 2007). paraprofessionals in schools: Strengthening the educational team. Austin, TX: Pro-Ed. 65
Contact Information Visit the Paraprofessional Website at www.pattan.net >Educational Initiatives >Paraprofessionals Related PaTTAN publications: www.pattan.net >Resources >PaTTAN Publications >Explore our PaTTAN Publications >Choose Topic- Paraprofessional
www.pattan.net
Commonwealth of Pennsylvania Tom Corbett, Governor Pennsylvania Department of Education Ronald J. Tomalis, Secretary Dr. Carolyn Dumaresq, Deputy Secretary Office for Elementary and Secondary Education John J. Tommasini, Director Bureau of Special Education Patricia Hozella, Assistant Director Bureau of Special Education 66
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