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.
WinNim CARS+ 2008
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
WinNim CARS+ 2008
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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