Title

of Scenario 1: Elementary Educator In Need Of Feedback And/Or Professional Development

Setting of Conversation: Empty kindergarten classroom, the following day, before students arrive
Conversation:
Me (peppy): Good morning, Ms. Loving! Thanks for meeting with me. How are you doing this morning?
Paraprofessional (amicably): Im doing fine. I appreciate you meeting with me, too.
Me (matching her energy level): Yesterday youll recall I had a chance to observe class for a few minutes.
Do you remember what was happening during that time?
Paraprofessional (after a thoughtful pause): uh, I think we were working on the sound for D.
Me (reassuringly): Thats right! I saw the majority of students engaged in the lesson and participating,
and Susie was in your lap not as engaged as the other students. I think that means we should think of
some ways we can help her participate with the other students.
Paraprofessional (embarrassed): I hadnt thought about it that way. Susie sometimes shows behaviors
and is a bit of a handful when we try to get her to participate, you know? Its not comfortable to see her
feeling bad, and so sometimes Ill let her relax for a while.
Me (thoughtful pause, then paraphrasing): So, when Susie has is expected to participate, she can show
some inappropriate behaviors? Did I understand that correctly?
Paraprofessional (unconfidently): Yeah. Shell do whatever it takes to get out of doing work, and the
other students miss out on parts of the lesson.
Me (back to peppy mode): Ms. Loving, I can tell you love these kiddos. Think back to the meeting we
had during orientation regarding the privacy act, and the implications for Susie in particular. (pause
before question) What are some of the things we might do differently to ensure Susies privacy, and to
get her participating with the class?
Paraprofessional (hesitantly): um, well, the coddling, as much as I love her, needs to go. I know I need to
be let her be as independent as she can be, even when shes acting out. I can see that letting her stay in
my lap is going to make her want to do it again and again, but I feel a little helpless, you know?
Me (interested): So, you feel a little helpless? Can you tell me why you feel that way?
Paraprofessional (a little frustrated): I know shes supposed to be participating with the class, but then
she ends up acting up and distracting the other students, and I just dont really know how to handle it.
Ive never worked with someone like Susie before, and I feel like Im in over my head sometimes.
Me (confidently but calmly): So, youre frustrated with the behavior she shows, and you could use some
strategies on behavior while youre working with Susie, does that sound right?
Paraprofessional (less anxious): That would helpful, yeah. I do want her to do well. I know its not okay
for her to keep doing that, and Id love to be able to help her.

Me (reassuringly): Ms. Loving, we have access to some behavior strategies that are really effective. How
would you feel if we set up a meeting with our PBIS trainer so you and Susies teacher can learn some of
those strategies.
Paraprofessional (hesitantly): Well, will that mean that well be out of class? What will Suzie do while
without me or her usual teacher?
Me (a little more energy): It sounds like youre concerned that Suzie will have a hard time without you
two. Is that right?
Paraprofessional (a little anxious): Yeah, I mean, she can be a handful, even for us.
Me (confidently): I appreciate you telling me that. If its possible to schedule trainings for you
separately, that would be ideal. It may not be possible, but Ill do my best to make that happen. When
Susie does act up, what are some of the things you and [teachers name] have tried?
Paraprofessional (thinking back): Well, we tried to ignore her, and weve tried giving her manipulatives
to hold and use. I think one day we tried to have her at the front of the class, and one day [teachers
name] wanted to see what would happen if I was a few feet away from her. I know weve tried some
other things but I dont remember all of them.
Me (a little surprised, and please that theyve worked on several strategies): It sounds like you two have
really put in some time and effort and thought about this. Im really thankful for that, and want you to
know that you dont have to do this alone. Any time you have an issue or a question, Ill be happy to
make time for you. Please dont be embarrassed to ask. What do you think we can try for today while I
get the training set up?
Paraprofessional (thoughtfully): Well, its clear that she cant keep snoozing through the day. Ill do my
best to be as excited as I can about the lessons, and see if I can get her into it that way.
Me (resolutely): That sounds good. Ms. Loving, I had hoped that I might be able to offer some
suggestions today that would help Susie, but it sounds like she could use some more intense supports. I
appreciate you being honest with me about it, and Ill see how soon we can get those behavioral
supports in place.
Me (thinking as I walk to the office): I had thought that a little coaching would be the key to that one.
Ms. Loving seemed to understand that she couldnt coddle Susie, but it sounds like theyre going to need
some PBIS strategies instead. Ill have another opportunity to follow up with Susie and perhaps do some
coaching regarding those strategies once theyve had a change to implement the techniques from the
training.

Title of Scenario 2: Secondary Paraeducator In Need Of Feedback And/Or Professional Development
Setting of Conversation: Conference room before school the following day
Conversation:
Me (politely, smiling authentically): Good morning, Miss Jane. Thanks for coming. How are you?

Miss Jane (visibly nervous): Im okay. A little nervous, but good. You?
Me (calmly and reassuringly): Im doing well. Thank you. I know you have a lot to do today, so this wont
take long but it is important. About working with Jonathan, how do you feel about the year so far?
Miss Jane (still nervous): Well, I feel okay, but I feel like Im under pressure this year. I feel like Im not
as valued here as I was at the elementary school. Honestly, it feels like my job is on the line. I really like
working with Jonathan, and want to do my best with him here.
Me (curiously): So it feels like theres more pressure this year? Pressure from where, or from whom?
Miss Jane (after thoughtful pause): Well, Im doing the same things I had been doing with Jonathan, but
its like theyre not okay here. Teachers ask me to do things differently, and Im trying, but I end up
going back to the old habits. I was with Jonathan for several years, and its hard to remember the
changes everyones expecting.
Me (leaning in, showing interest): So it sounds like you have some different expectations here. Can you
tell me about some of the differences between this school and the elementary school?
Miss Jane (more focused): Well, for one I could get his desk set up the way I knew it needed to be. I
could also get him ready to participate with the class. You know, make sure he was ready to go. And, I
could make sure he had the notes hed need in order for his parents to study with him in the evenings
In general, at the elementary school I could do more for him.
Me (curiously): So, you can tell there are some differences between this school and the elementary
school. Im thinking back to Jonathans last IEP meeting. Can you tell me about how you felt and why
you didnt say much during that meeting?
Miss Jane (sadly): Honestly, that was a hard meeting for me. I saw the expectations they were putting
on him and I was so afraid that it would be too much pressure. I felt like everyone was in agreement
and didnt really think it was my place to go against the grain, you know? I wanted to, but I couldnt.
Me (supportively, realizing there were some perceived issues with parity at the meeting, but staying
focused): So, you felt like because people were agreeing you didnt think you could voice your concerns.
Does that sound fair?
Miss Jane (still sad): Yeah, I think thats it. Since everyone was so gung-ho about Jonathan doing more
for himself, I didnt want to be the one to say I thought it would be too much too soon.
Me (nodding understandingly. A little more energy to signal a brighter topic): Let me ask you this: Why
do you think the teachers at the middle school might want Jonathan to do more on his own than he did
in elementary school?
Miss Jane (looking away): Well, theyre bigger. I mean not just bigger. You know? Its just that hes
(eyes closed, long pause, I dont say anything to interrupt or help her finish the thought) Hes growing
up. God, thats hard to say. Ive been with him for years, doing the same things I had done probably
since year one, and until just now I still saw him as that little boy.
Me (supportively): Miss, Jane, I think thats a good realization. I appreciate your openness with me, and
I know you care about him very much. Would you tell me about him when he really was little?

Miss Jane (with a sad smile): He was all over the place. If we didnt have his desk set up just how he
liked it, it would take hours to get him back in learning mode. He needed me to take notes for him,
needed lots of reminders to get ready for his work, lots of help with his work. He has come a long way.
Me (with curiosity and energy): So he has come a long way?
Miss Jane (less sad): He really has. He doesnt show out near as much as he used to. He can get himself
ready with less instruction. He does better with the other students. Hes still not very confident in
himself, though.
Me (thoughtful pause): Im glad to hear that he has come along so well over the last few years. What
are some things that you think would help him to build confidence?
Miss Jane (also thoughtfully): Well, a guy gets confidence from doing stuff well. I can at least let him try
things on his own.
Me: Can you be a little more specific? What things can we let him do on his own?
Miss Jane (with understanding): I see it now. The things that his teachers are asking for really are aimed
at getting that confidence. We get confidence from being independent.
Me (smiling): Miss Jane, I think thats a powerful realization, too. Do you still have some concerns
about him being able to do the things his teachers expect?
Miss Jane (hesitantly): Yeah. I also see that he wont ever be able to if I keep doing it for him. (nervous
laugh) Those are gonna be some crazy-looking notes.
Me (laugh): At first, Miss Jane. It sounds like you and his teachers should be able to help him without
doing it for him. Speaking of that, when Jonathan doesnt do something for himself right away, what do
you think we could do, or not do?
Miss Jane (thoughtfully): Hmm, well we could prompt him, but it sounds like youre getting at the idea
of giving him time to respond. I think that could work.
Me (pleased): Okay! Youre on the right track. One other idea will be to follow the teachers lead. They
have a bunch to learn from you, and theres nothing wrong with seeing how they handle it. So, research
tells us that a student like Jonathan might show out a little bit at first because hes used to having things
done for him. That doesnt mean he cant do it, in fact thats pretty normal. How do you feel about
letting him do more for himself? Do you think you can do that?
Miss Jane (confidently): Yeah. I mean, I might slip up, but Im open to some reminders in the moment.
Me (energetically): Excellent. Ms. Jane, Id like to follow up with you in a couple weeks to see how things
are going, and to see if I can provide any specific strategies that might help Jonathan further, okay?
Miss Jane (nods): Sounds good. I know that this is really whats best for Jonathan. Thank you.
Me (encouragingly): Thank you too. You can do this! I hope you have a great day.
Miss Jane (smiling): You, too. See you in a couple weeks for our follow up.
Thinking silently: That went well. In two weeks well meet again to discuss the specifics of prompt-fading.