When I started my special education student teaching placement one of the things I was

most nervous about was working with and learning how to supervise a staff of paraeducators.
Through my experience I have learned many tools to help me be successful at this, and some of
the most important things to remember are being organized, trainings, and good
communications. Paraeducators are vital in allowing schools to expand their programs and adapt
to the needs of students in smaller more varied instructional setting.
According to the Office of Instruction paraeducators are the persons working alongside of or
under the direction of educational professionals and/or related service providers responsible for
the conduct and management of the classroom or program. According to OPI of Montana the
responsibilities of paraeducators can consists of any of the following:
carry out instructional programs and lessons in various learning environments as
designated in the instructional plan based on the IEP.
assist individual students in performing activities initiated by the professional.
reinforce learning with individuals or in small groups.
assist the professional in observing, recording, and charting behavior.
assist the professional with crisis problems and ongoing approaches to
behavior management.
participate in building-level duties as assigned by building administrator or
designee.
score tests and papers and assist in data collection procedures.
perform clerical tasks, i.e., typing, filing, and duplicating.
assist in preparation, production, and maintenance of instructional materials.
maintain and operate instructional and/or adaptive equipment.
collaborate with the IEP team in an ongoing review of student programs.
attend IEP or other staff meetings at the request of teacher, administrator, or parent.
assist students with mobility and self-care needs.
As a special education teacher you have to act in both a leadership and supervisory role. It
will be my responsibility as the special education teacher to assure that students are moving
towards their goals or achievements stated in their individualized goals and objectives. I will
need to prepare, collaborate, monitor/supervise and evaluate paraeducators in my room.
Before or during the first weeks of school it will be crucial to go over the school districts
procedures and policies with the paraeducators that will be working in my room for the year.
Expectations need to be set up to insure that there is a positive working environment that fosters
communication between co-works. I will also need to have prepared and go over the schedules
that the paraeducators will have during this time. Before instruction starts it will be important to
have training in direct instruction to insure that the intervention materials being used to teach are
being utilized correctly. According to OPI of Montana the following things should be gone or
and provided to paraeducators:
Phone numbers of supervisor, teacher(s) and/or colleagues.
Fire evacuation routes and other emergency procedures.
Building layout.
Chain of command.
Daily/weekly schedule. (See Appendix C)
Names of building personnel and location of pertinent offices.
Transportation system and personnel involved with students class or program.
Location of fire/safety equipment and first aid supplies.
Location and operation of equipment.
Location of and procedures for obtaining supplies.
Appropriate playground rules and procedures.
Lunchroom procedures and special event procedures.
Procedure for notifying appropriate persons in case of illness.
Policies regarding school records.
Current update of the paraprofessionals specific responsibilities.
During my student teaching experience I have learned a lot about supervising paraeducators.
Some of the things that I have seen to be most important are clear schedules, expectations, and
communication. I have had the chance to create lesson plans for a paraeducators weekly that
insure that the paraeducators knows exactly where and what she should be doing throughout the
day. These lessons are also coordinated with specific standards that the students will be working
on in their lessons. I have also had the chance to work on my communication in a supervisor
role. This was a struggle for me, but I have learned that as long as you have respect and
expectation the paraeducators, for the most part, are open to suggestions and leadership. It is
important though to keep an open line of communication and ideas on how to best help students
meet their individualized goals and objectives.
I have had a great experience during my placement with working alongside paraeducators to
help student meet their individualized goals and objectives. I still have a lot to learn about being
in a supervisory role, but with the tools I have learned I am on the right path to creating a
positive working and learning environment for all personal and students.