Para-Educators

==On a whole, I have had very good experiences with my paras. My para, from working in Oxnard, and I are still really good friends. I really respect and admire her. She gave me great suggestions and was al;ways there to support me. I also have good working relationships with my current para, who has been out on sick leave for the past three months. I am very fortunate to have a para who is also a teacher. She is the smae age as one of my daughters and I remind her of her mother, who is also a teacher. She has great qualities of organization that keep the classroom on track and we collaborate with ease about lesson plans, behavior plans, and teaching styles. We trust each other's ideas and we respect each other professionally and personally. (J.Adams)== ==**//This summer I had three paras for my summer school class of fourteen 7 and 8 year olds who have autism. The three paras were assigned to 3 different children, but still needed to help me with the entire class. All 3 are lovely young ladies - two are 19 and one is in her mid-twenties. The older para is very responsible and organized while the two younger ladies were always late and spent most of the day chatting with each other. All of our children have to be brought in through several locked gates, so it takes more that two people to bring them in. When the girls were late, it meant administrators had to help. It took 4 warnings and a group meeting to make the change but, with good problem solving techniques where each person was given the opportunity to express her feelings, we came to an agreement that was in the best interest of the students and agreeable to the paras. We implemented our plan and the last two weeks of summer school worked out well for everyone. (J. Adams)//**==

Focus on Para-Educators:
Here is your first collaboration exercise. The purpose of this exercise is to demonstrate how "wikis" can be used for collaboration and increased communication when face-to-face communication is not always possible. This activity focuses on your work with para-educators.

Directions: Click "edit" in the upper right hand side of this page and make entries. Make sure to save your work. You are to make TWO entries in this wiki as follows:

**//(1)  Describe a positive experience you have with your para-educator. List your comments under this section. Include your name //** . I have four different paraprofessionals throughout the day which for the most part are all great. I feel that the two paras who are new this year seem to be very positive about taking my directions. I am very comfortable with them and we seem to have a common way of looking at a classroom. I think they appreciate the fact that I constantly remind my students to respect paraprofessionals the same way you would a teacher. I now have a great friendship with one of my paraprofessional both inside and outside of school. The key between the strong relationships is common respect and appreciation. (L. Lucey )

Sometimes it seems that problems and challenges outweigh the positive interactions and experiences I have with para-educators. This is often a distorted point of view due to the fact that responsibilities combined with the very stressful environment of a Los Angeles high school can be so overwhelming and one more problem is “the final straw”. It has been such a great pleasure to finally have a para-educator assisting me with instruction and behavior management in the Spring semester of 2009 who brought many years of experience with special education students with various learning disabilities to the classroom. His positive attitude and his subject knowledge enriched the social environment in the classroom and supported academic progress. The cultural background he shared with the students allowed for very positive, personal interactions with students, and his cultural flexibility allowed for positive collaboration with the teacher. His bilingual background allowed for conversation and instruction to flow in and out of English and Spanish enriching the teaching/learning experiences for all participants. I was saddened to hear that he has chosen to take on a different assignment in a one-on-one setting in the Fall semester.

I have had generally positive experiences with my paras this past year. At our school, each Sped teacher is assigned a different para per each period. While this may seem challenging to some, I find it refreshing to have varied backgrounds and points of view for each class. I worked with 4 different paras each day, and each seemed suited to the class environment and curriculum. Those with strengths in math worked in the algebra classes, and those better suited for humanities in geography and health.The bilingual paras were a good addition, and in particular, the Hispanic girls were particularly drawn to them. I did not experience any particular difficulty in behavior management, once the paras understood my policies. I worked hard to make them a part of my "team", and valued their inputs.The teamwork atmosphere we created was beneficial to all, and I trusted their abilities. (N.Grubb)

I have also had generally positive experiences with my para as well. She has 30 years experience in various grade levels and has known many of our students since they were in either elementary or middle school, so she can usually give me a heads up on how they are in the classroom. She is willing to inforce classrrom behavior rules as well as do whatever is necessary. She has a good rapore with the students, which helps when we are writing essays and she has to help them get their thoughts on paper. Many times they will confide in her and we can help them through a difficult situation. Our styles of interacting with the students and sometimes our thouoghts on how to deal with them are different but we respect each other and try to do whatever is best for the student. (causey)

In my 9/10 English class, there is a student who has ADHD and as such has difficulty sitting still. While I was reading “To Kill a Mockingbird” to the class, this student fidgets with things in and around his desk. I checked for understanding during reading and was satisfied that his comprehension was not compromised by his fidgeting. It did not seem to bother the rest of the class as well. While I accepted this behavior, I did not cue the para in on my decision to let this student make paper airplanes, draw, etc. One day while I was reading, the para took away this student’s paper and told him to keep still and listen. I shuddered that she had done this but did not want to contradict her in front of the student or class. I continued to read while this student became increasingly agitated. I cut my reading short and gave a stretch break. When the para and I were alone, I brought up the issue of ADHD and how it helps some students if they were occupied with an activity during a listening exercise. She was thankful we had talked and seemed interested in the topic. When we continued our reading another day, the same student was fidgeting again, but this time the para went to him and gave him a piece of paper and a pencil to keep himself busy. He was immediately engaged and I was very pleased with her understanding action and acceptance of our talk. Since then, I allow the class an activity during reading such as drawing and crafts. (MSolis-Vargas)

The experience I had last year with my paraeducator was generally positive. I made it clear to my students that she was my partner in the classroom and in this role she was able to help me greatly. Without her, I would not have been able to put the students into groups for differentiated instruction. Her math skills were good so she was able to teach the students in small group settings. She was also able to help with class management in both posititve behavior support and discipline. She was open to communication; we spoke on the phone in the evenings so I could let her know about the assistance I might need during a lesson or about any changes. We would talk after school about the next days lesson or about how to deal with particular students. Having an extra set of eyes and ears was helpful to alert me of behaviors or situations I may not have been aware of. She was only with me three periods out of five and I would have to alter lesson plans for the classes when she was not there, especially when it came to group work. My students and I benefited from her presence. (J. Polter)

The experience that I have had with my paraeducator is that I can’t live without her. From the first day that she was in my classroom with me two years ago, she has kept me organized, assisted the students (without me having to tell or ask her too), voluntarily entered grades into the computer, offered me suggestions on how to present educational material when she saw that I was not getting through to the students, and much more. She is also the one who showed me how to use Welligent, our IEP program for LAUSD, as I was getting frustrated when I was working on my first IEP. When I was taken out of SDC and placed into Resource, my gen. ed. teachers and I had never done resource, but she had experience with former teachers. She offered suggestions to us, and she did her thing with the students, recording assignments, etc., and allowed us the time to figure it out on our own. Also, as I am horrible with names, on the first day of each class, she had made herself a chart to show where each IEP student was sitting. She takes it upon herself to sit next to students who need the extra assistance, or are not working, is constantly working, and does anything I ask her to do. She also acts as a one-on-one for one of my students during my conference period. I couldn’t do my job with the intensity that I do it if it weren’t for her being in my classes with me. (B. Sonderling)

I have worked directly with two different paraprofessionals in my five years in this position as a resource (now specialized academic instruction) teacher. When I began this assignment my partner was absolutely imperative for two reasons: first, I had no experience what so ever in this field of teaching and needed her previous experience to help me learn about the students and how the program run; second, my assignment was divided between two schools and there were time periods when my partner had to operate in my absence. When my second school assignment changed the following school year, I worked with two paraprofessionals at my two school assignments, and my schedule consisted of three days at one and two days at the other. I could not possible have provided the support all students required at both school sites had it not been for these two individuals. I count myself very fortunate (blessed beyond belief really), that when my first partner opted for a different assignment (a one to one aide for a particular student) that I gained another wonderful partner to fill the position on my team. All of the paraprofessionals I have worked with as part of my team have been completely capable, responsible, respectful, and diligent individuals who will ask for advice and follow any guidance or direction I provide. Additionally, they have been confident enough to take initiative to meet students' needs in my absence. I could not have survived in this position for as long as I have without my paraprofessional partners. Their competence and performance has made me fell like I have won the lottery in terms of co-workers. (J. Woolard)  Sadly, I have not had very many postive experiences with my aide(s). I have two part-time, 3 hour aides. One positive thing regarding my aides is that I have have become quite good friends with one of my aides. We share personal experiences/stories with each other. She shares more personal issues with me than vice versa, but that's okay. It has made our relationship a good one because we get along so well. She is pretty good at communicating with me, letting me know when she will not be at work or if she will be late, so that I can prepare for her absence. She has a great relationship with my students. My students see her as another teacher in the classroom and respect her highly. She expresses challenges that she faces with the students and I try my best to help her. -K.Ngo

The para-educator in my class last year was my age and enrolled in a night-time credential program for science. She also had experience with problem behavior which was very applicable to my ED class. She came in very enthusiastic and energetic; her positivity helped bring the mood up in the classroom. She shared her knowledge of relaxation techniques and fun craft ideas. She was a nice person and we were able to bond in more than just a professional way. I even invited her niece to my daughter's birthday party. Although I hope she is able to find an internship, the selfish side of me hopes she will return next year. (Halina C.)

I have had several wonderful paraeducators working with me. One in particular is a young man with a natural gift for working with students with behavioral challenges. He has an insight way beyond his years. He never sets kids off...he has a very calm, matter-of- fact demeanor when speaking to kids who are beginning to escalate. In fact, he sometimes stands in as our "time-in counselor" for acting out students. I am very lucky to have him working with me; he is always supportive, has valuable ideas, and has grown so much in this position. I have been encouraging him to go back to school, as I believe he would make an excellent mental health professional. I know this would mean I would eventually lose him, but I also know he would be wonderful in that capacity, and I would be willing to make that sacrifice for the greater good!!! (C. Osgood)

I have been very lucky with my para. She has worked in special education for over 22 years and is very efficient. She is particularly good about taking over the class if there is an unexpected interruption or I need to take care of something last minute in the office. She keeps excellent records and often serves as my "I promise book". In addition she is willing to work with the students at whatever capacity is necessary and will follow lesson plans when I set them up for her. She truly has the best interest of the students in mind. (N. Lachman)
 * //(2) Describe a problem or challenge you may be experiencing with your para-educator. List your comments under this section. Include your name.//**

//An issue that I had with a paraprofessional in the past was an age difference. I had a one-on-one paraprofessional last year who drove me crazy. It was hard for me to say anything because she could have been my grandmother. This person was very rude during my classroom lectures and would interrupt me and make comments about what I was doing or saying (totally undermining me). The part that bothered me the most was her quick frustration with the student. Also, because she became inpatient with the student she would do his work for him. Thank goodness, that my student’s mother was also not fond of her and she was replaced by one of the sweetest and best paraprofessionals we have at our site. ( L. Lucey) //

On the other hand, most para-educators at Eagle Rock High School shy away from working with me as they prefer to see me as a “slave – driver”. In the past, we have had an administrator who assigned para-educators to my classroom as a punishment and disciplinary action or to demonstrate raw power. I hope you can imagine the odd feeling this caused in the assistant and in me, not to mention the bitter taste that lingers for years that followed despite all attempts to make it a positive experience. It is true that teachers at ERHS have a history of allowing para-educators to be disengaged one way or another. For this reason the school hired an onsite supervisor in charge of the assistants last fall. However, in general it remains a difficult situation to for me to engage para-educators in the teaching process due to the para’s lack of interest in the students’ progress and lack of motivation. Specific examples of such a situation is my fall 2008 experience with paras who read the news paper during first period, read their emails and text messages during second, moved on to drawing and calligraphy, and got upset with me or the students when given an assignment. Their efforts were often focused on getting it “over with” rather than taking the opportunity to teach. I have observed such oppositional attitudes which were expressed in direct written complaints to the AP when I made a slight mistake in my communication or in the given assignment (I had asked the para to fill out the referral as I did not want to in, terrupt instruction – the same day I was in the AP’s office for corrective action). The discrepancy of interests and work ethics cause a tremendous strain on the relationships with the paras. At the same time, paras who are asking to work with me don’t get the assignment. ERHS has a rough climate that caused some concerns in the neighborhood including some not so friendly articles in the LA Times. Karen Shine, S DC

I experienced a nightmare of a para 2 years ago, one that resulted in her being transferred to another location. Each teacher had similar experiences---reading a personal book during class, arguing with students, flippant and sarcastic retorts to student remarks, the calling out of answers to questions and problems before students had the opportunity to answer,making numerous mistakes in the correcting of papers, and continuous correcting of the teacher in front of the class(and the para was incorrect).Students would refuse her help, and made it clear she was not respected.Her hygiene was also a problem. Needless to say, our entire department found her actions and attitudes unacceptable, and with documentation and corrective action records, she was finally given another assignment.(N.Grubb).

Since I have had experience with only one para, my negative experiences were with the same para I had wonderful experiences with. The down side of having open communication was that she felt confortable expressing her opinions and she was very opinionated. In fact this had gotten her into hot water with some of the other special education teachers. I tried not to feel threatened by her outspokeness. I would let her express her thoughts then tell her if I agreed or disagreed and why in a peer to peer situation. I would acknowledge her good ideas and be open to trying them in the classroom. But it was uncomfortable when she would express her thoughts in front of the class. I talked to her about having those discussions outside of class time. As we developed more trust, she was able to express her thoughts to me and the tone had changed. I believe that she needed to feel that her ideas were valued and appreciated. (J. Polter)

The para for my classroom has 30 years experience to my zero years experience in a classroom. She has spent a majority of that time in middle school. As such, she is familiar with home circumstances and the student behavior history of many of the students that I have met for the first time. That said, I had a 10th grader this past year with whom she was familiar with during middle school. This student was on the verge of failing English but could have passed by making up several missed assignments. I arranged to do this with the student. The para said that I was wasting my time in making these arrangements because the student was lazy and has always been and would never change. We discussed not letting history interfere with the decision to help him or not. She stood firm on her beliefs. She did not believe in helping him to succeed since he had squandered class time. I believe that with some extra effort on my behalf, I can help some students succeed. She doesn’t believe in this for some students. Some students believe all on their own that they are not capable of succeeding; I don’t want the para in my classroom to echo those same sentiments. I would like her to offer support not resistance. (MSolis-Vargas)

The only area I sometimes clash with my para is in treating students equally. If she doesn't like a student she will treat that student differently than others, being more harsh in her requests to be on task or whatever it may be. She will also, with those same students, engage in a power struggle or work with them in a less than friendly manner. She wants them to jump at her command. I appreciate and rely on her to assist in monitoring behavior and enforcing rules (the students know she has the same rule inforcing authority as me), and assisting students in their work, but when these situations pop up I have had to discuss with her the best method of dealing with the offending student. Sometimes I have asked her to ignore the student and his/her behavior and let me be the one to deal with them. I have also discussed that no matter what she thought about the student (lazy, waste of time, loser in society, etc) they deserved the same amount of support and opportunities to succeed as those she felt were going to make it in society. When we started working together two years ago she was let her opinion of the student affect the support she gave them or how she dealt with them. Now she has learned regardless of her opinion of the student, he/she should be treated in a respectful manner and deserves the opportunity to succeed. Whether the student chooses to take up the opportunity or not is their decision. (causey)

The only thing that I have found to be a significant problem in working with my paraprofessional partners has been one if the issues mentioned in the book - TIME. My schedule this year (I cannot remember last year) was so full that I did not take more than ten minutes for a break or lunch (by choice), so needless to say time spent with my partner was hit or miss. Thanks to the support of my principal (now retired - drat!!) I have a space of my own to work with students, which I am hopeful will allow increased amount of teamwork between myself and my partner. Part of that team work will include regularly scheduled (if it's not on the schedule it simply doesn't happen) time for communication - a chance for me to give directions, instructions, guidelines, etc. and for both of us to share ideas, questions, comments and concerns. I am truly looking forward to foraging a strong, purposeful partnership with my para that will benefit students and teachers alike. (J.Woolard)

I have had two years of negative experiences with my paras. Last year was particularly bad. I had a male aid "J" and he was extremely difficult to work with. I started the school year extremely excited that I was getting a new aide because I had such a bad experience the year before. The third day of school J was 45 minutes late to work, in which I called his home and he was sleeping. Being punctual to work is extremely important to me. He was at least 5 minutes late to work everyday. He would speak extremely quite so that no one could hear what he was saying. When I would give him a small group of students to work with, the students rarely would finish the small amount of work I would give, completely throwing off my schedule. He would threaten students by telling them that he would call their parents. He asked several students in a loud enough tone for others to hear "Have you taken your meds today?" My students would constantly complain about NOT wanting to work with him. He would often be sarcastic with the students, often coming across as making fun of them. I worked so hard in trying to "coach" him about what to do with certain students and what not to do, the appropriate things to say/not say, I tried to explain things in different ways and provide visual aides. I often wondered if he was a special education student himself. I did the best that I could with what I had and i can only hope...really really hope...that I am given a good aide next year- K.Ngo  **//Kathy - An excellent entry! Based upon our class discussion about who evaluates and supervises paras, I believe you indicated you were not aware of the evaluation process or had input into the process. This is even more of a reason why evaluation is critical. Hopefully an administrator has been made aware of this problem. JN //**

The most negative experience I have had is not having a consistent para-educator; the position changed hands three times last year. For the population I teach, this is especially difficult. Each time a new person came in the room, she would have to get to the know the students and learn how to best interact with them along with the individual actions that might set someone off. One of the para-educators let me know in the beginning that she could/would not write on the white board. This was challenging because for transition purposes, a warm-up is written on the board at the beginning of each period. Having her do this would have freed me in between periods. We all know about the most recent situation in which the para-educator and another staff member do not get along. Hopefully, by using some of the ideas from the brainstorming session last night, this will be better next year. (Halina C.)

As I mentioned earlier, I have been fortunate with one of my paras. The other permanent para in my classroom is another story. She is my age and has been working as a para for a very, //very// long time. She does not always have the most positive interactions with students or other staff members. Some days she comes in with a very negative attitude...she can be very blunt and her tone of voice can be extremely demeaning. This does not go over too well with students who have challenging behaviors. She tends to set off students with her rigid demeanor and sharp tone of voice. What complicates our relationship even more is the fact that I worked along side her as a para for several years and now I am in a supervisory position. I have had to talk with her about her actions on several occasions and she becomes extremely defensive, which makes it very uncomfortable. Overall, her attitude has improved a little, and I am hoping that some time away from our students will allow her to regroup and come back in the fall refreshed and ready to go! I can dream, can't I? :) (Cathy O.)

As I mentioned before I have an excellent classroom aide with the exception of a bit of negativity. I am hopeful that I have found a solution through our brainstorming activity in class. I am going to give it a try when school starts! I have another challenge with a one-on-one aide for a full inclusion student I work with. She is very good a modifying his work but has a tendency to do too much for him. She is not moving towards moving away from him, allowing him to learn to be more independent. He comes into my class for reading and if she is not there he just sits even though he is very capable of working most of the time on his own. I hope we have solved this problem by using her to work with another student with Autism that is non-verbal and does require one-on-one constant prompting. I think this solution will benefit both students. (N. Lachman)