Working With Working With ParaprofessionaParaprofessiona

lsls

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.

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Time to reflect :How do you view your assistant?How do How do you view view your assistant’s your assistant’s role in the role in the classroom?classroom?Share out

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1. New teacher/new aide2. New teacher/veteran aide3. Veteran teacher/new aide4. Veteran teacher/veteran

aide5. Teacher with multiple

aides6. Teacher who lacks control7. Aide that takes control8. Aide that wants to be a

friend

So What’s Your Situation?

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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…WinNim CARS+ 2008

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

feedbackWinNim CARS+ 2008

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

assistantsWinNim CARS+ 2008

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 studentsWinNim CARS+ 2008

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 CordelCommunicating for Results

Ways to Communicate: Written

Verbal

Tone/inflection

Non-verbal/body language

“I” messages

ListeningWinNim CARS+ 2008

Levels of ListeningLevels 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 Your message is conveyed through: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 Effective Instructions: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 What is your Communication Style? Style?

Direct

Indirect Aggressive

What could you do to make it better? WinNim CARS+

2008

Communicating Communicating CooperationCooperationConfrontation

al Absolutes No choice

Blame Encourages

similar response

CooperativeFlexibleChoices

Removes BlameEncourages

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?

Lunch, flexibility, come in early 1X/week, breakfast, prep, telephone, email, short notes, journals, suggestion box, comment board

Share Out

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When there isWhen there isNO NO

communication communication ------

Conflicts Conflicts occur!occur! WinNim CARS+

2008

Conflicts Occur Conflicts Occur when. . .when. . . Disrespect

Misunderstandings Feelings are devalued and/or not acknowledged Mistrust Anger builds Inability to adapt or be flexible WinNim CARS+

2008

Dealing with Dealing with ConflictsConflicts

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 Strategies for Resolving ConflictsResolving Conflicts

Take turns Share Compromise Use humor Seek mediation Postpone until calm Take a chance WinNim CARS+

2008

Best Practices Discover strengths

and build upon them Participate in meaningful in-services Encourage further

trainings Use “we” not “me” Always present a united front

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Use “we” not “me”

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 togetherWinNim CARS+

2008

Mutual respect

Be supportive

Show united front

Education Partnership

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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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Strained working relationships with

teachers and staff Frustration with students and parents Lack of formal training Not being appreciated

Negative classroom climate

Reasons for Burnout:

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Use as an extension of yourself

Use as a co-pilot Use as a sounding board Use as a mirror

How to Effectively Utilize your Paraeducator:

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United we stand – divided we fall.

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