Collaboration

Between Special Education Teachers and Paraprofessionals 1

Emily Dalton
Dr. Nahmias
SERP 497e
University of Arizona
Collaboration Between Special Education Teachers and Paraprofessionals
Collaboration Between Special Education Teachers and Paraprofessionals 2

In this paper I review the various perspectives from both special educators and

paraprofessionals on what influences the quality of their professional relationships and

how their perspectives on these influences are either converged or diverged. I also

looked at the instructional and non-instructional responsibilities of paraeducators, as

well as the strategies that work effectively for both them and the teachers. Finally, I

researched the collaboration between paraprofessionals and special educators on the

scope of their responsibilities, how planning takes place, in which ways do they

communicate, and the frequency of meetings.

I have worked closely in two different resource rooms observing the behaviors and

relationships between special education teachers and paraprofessionals. In my

experience and from my point of view, they worked well together. Diving deeper, I was

able to learn more about how they collaboratively work together and if there has been

arising conflicts in the past and if it has been resolved. For this research I surveyed a

special education teacher and their paraprofessionals and asked them a series of

questions mainly on the subject of collaboration.

The collaboration between special education teachers and paraprofessionals

involves effective communication, cooperation, a combination of problem solving, and

critical planning to best assist students with disabilities in the classroom. A

paraeducator, or paraprofessional, “is an individual who provides direct or indirect

instructional and other services to students and who are supervised by licensed

professionals who are responsible for student outcomes (Friend & Cook, 2017)”. The

type of instruction that paraeducators tend to give these students is essential, and the

job comes with a lot of different types of responsibility. Some of these responsibilities
Collaboration Between Special Education Teachers and Paraprofessionals 3

include, providing instructional support in small groups, modifying classroom materials,

collecting data on students, and much more. It is imperative that special education

teachers and paraprofessionals are able to work in tandem to create various

implications for their students, which can be challenging and may result either positively

or negatively.

There are multiple strategies that teachers and paraprofessionals can use in

order to make working together easier for the both of them. Always keeping the larger

picture in mind is a great way for two individuals to keep focused on the students and

making progress happen on a daily basis. As cited in Jones (2012), frequent and

constructive feedback on each others work can help both the teacher and

paraprofessional become better at their jobs. Setting priorities that are clear and concise

is another great strategy for both the paraprofessional and the teacher to collaborate

well together. Without both sides being completely effective, it is hard for much to get

done in the classroom, so working together to make sure both are on the highest level

of performance will not only help each other, but it will also improve the students.

I talked with a paraprofessional at my practicum site named Mrs. Wells. She

gave me a lot of wonderful tips and tricks, as well as some amazing insight on what it is

like in the daily life of a paraprofessional. When I asked how planning between both her

and the teacher she works with goes, she stated, “We put in our schedules and make

time for each other to try and meet in one of the classrooms. If we need additional

meetings, we communicated that and we just make it work (Wells, 2018)”. According to

Mrs. Wells (2018), her and the teacher she works with meet every week, on Fridays

specifically. The two of them go out to lunch and discuss any and all concerns they
Collaboration Between Special Education Teachers and Paraprofessionals 4

might have, and find solutions for the problems they are currently facing. She also notes

that she is very comfortable with her coworker, and how easy it is to bring up problems

and find solutions. This level of comfort is very important to have between a teacher and

their respective paraprofessional because it is very common for a paraprofessional to

feel as though they have no impact, or importance, on a student’s education. Another

important note to make is that paraprofessionals often feel as though they are beneath

a special education teacher, instead of on the same level as them, and this often

creates a work environment in which the paraprofessional feels uncomfortable or

unappreciated.

From the special education teacher’s perspective, the amount of support the

paraprofessionals give is essential and most feel they couldn’t do their jobs adequately

without them. Teachers, for the most part, understand the value of having a

paraprofessional assigned to helping in the classroom. The level of assistance provided

can significantly and positively impact the progress of both the student and the teacher.

The roles however need to be defined early on, generally at the beginning of the

established relationship. Having a “partner” as opposed to “boss versus subordinate” is

the best and most effective method in this collaborative effort. Biggs, Gilson, and Carter

(2016) found that a partnership however still has to have a leader and that is where the

teacher comes in. A teacher provides the vision and the necessary ingredients and

tools for the classroom. The IEPs, teaching programs, and classroom structure is

designed by the teacher but ultimately delivered by both teacher and paraprofessional

partners. They can collaborate and integrate ideas amongst one another but in the end,

the teacher takes full responsibility for the initiation of the lessons and their potential
Collaboration Between Special Education Teachers and Paraprofessionals 5

outcome. His or her name caries the full weight, whether through credit or burden,

success or failure, of what happens in the classroom.

There are many examples that lend support to teachers working with

paraprofessionals in the classroom. It is generally considered a positive experience for

both parties. Evidence contrary to this opinion has occurred only when there was a

clash of personalities or major philosophical differences to either sides approach. When

adversity is present, it is difficult to overcome. One of the best strategies to employ in

avoiding mismatched pairs is a selection process or questionnaire. This questionnaire

can be simple or elaborate but should include basic theoretical and moral elements to

help determine some commonality. It should also include some simple scenarios that

can help identify problem solving skills.

The key to effective teacher/paraprofessional collaboration is teamwork.

Teamwork is established through communication and organization. Having a plan but

also being flexible when necessary is essential for success. Knowing each other’s

roles, expectations, and desired outcomes is also critical in harboring an environment

that grows in a meaningful way. Schools must support the use of paraprofessionals and

also provide fellowship opportunities so that teachers and their assigned

paraprofessionals can get to know one another on both a personal and professional

level to help build a solid relationship. When each share the same passion and

philosophical approach, they can better serve the needs of each other, the student and

their community. The fostering of this concept serves to strengthen the school,

paraprofessional, teacher and most importantly the student.

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References

Biggs, E. E., Gilson, C. B., & Carter, E. W. (2016). Accomplishing More Together:

Influences to the Quality of Professional Relationships between Special

Educators and Paraprofessionals. Research And Practice For Persons With

Severe Disabilities, 41(4), 256-272.

Demchak, M., & Morgan, C. R. (1998). Effective Collaboration between Professionals

and Paraprofessionals. Rural Special Education Quarterly, 17(2), 10-15.

Devlin, P. (2008). Create Effective Teacher-Paraprofessional Teams. Intervention In

School And Clinic, 44(1), 41-44.

Friend, M. P., & Cook, L. (2017). Interactions: Collaboration skills for school

professionals.

Jones, B. A. (2012). Fostering Collaboration in Inclusive Settings: The Special

Education Students at a Glance Approach. Intervention in School and Clinic,

47(5), 297-306.

Wells, R. (2018, April 15). Personal Interview.