Title of Scenario: Elementary Educator in Need of Feedback and/or Professional Development

The setting of Conversation: Empty kindergarten classroom, after school

Conversation:
Me (cheerfully): Good morning, how are you today?
Paraeducator (nervously): I’m ok, how are you?
Me: I’m well, thanks. I wanted to preface by saying that it is evident you care for the students in
your classroom and your nurturing nature is great for working with kindergarten students. It
appears like the students feel comfortable and safe around you.
Paraeducator: Thank you, I really love working with the students, especially Susie. We have a
special bond together.
Me: The bond you share is definitely evident. I wanted to discuss the successes you
demonstrate as a paraprofessional and highlight some areas that may need a bit more
clarification. Is this okay with you?
Paraeducator (enthusiastically): Sure! I want to make sure I am doing the right thing for the
students. I am a little unsure about what I should be doing and what my role is.
Me: Your commitment to the students is a great quality to have and we appreciate how you
show this commitment to the students, especially to Susie. When I was walking past the
classroom during the lesson on the letter ‘d’, I noticed that Susie was sitting on your lap during
that lesson. Could you elaborate a little more about what was happening in that situation?
Paraeducator: Sure! At the beginning of the year, Susie was very apprehensive to sit on the
carpet and would become anxious. But when I was near her, she was able to sit on the carpet
quietly and she became a lot more comfortable. So now, I always let her sit on my lap during
carpet time. We sit in the back so that I don’t block the view of the other students.
Me: While I can certainly understand why you would want to ease some of Susie’s anxiety, I
would like to discuss how that might infringe on Susie’s privacy right and allow time to
brainstorm alternative strategies that are a little more appropriate for Susie.
Paraeducator (confused): Um… privacy rights? How does that affect her right to privacy?
Me: I understand that you participated in the orientation at the beginning of the year that briefed
you on the types of disabilities your students will have and the privacy laws for ensuring an
inclusive education, but it was a while ago. Is my understanding correct?
Paraeducator: Yes! I participated but it wasn’t really that informative about how I should
accommodate their needs, but I thought I was doing a good job.
Me: You are doing a good job! You really understand the students you have, especially Susie,
as you are very in tune about understanding what the students are trying to express. The
orientation was brief, and I understand how it could leave you with questions. Let’s review the
privacy laws and Susie’s IEP to help you feel more confident in knowing how you can
accommodate Susie in the classroom best.
Paraeducator: Okay... I think that will really help. I don’t want to do anything that would harm
Susie’s privacy laws.
Me: Your actions and nurturing towards her reflect that. Here is a reference sheet of the privacy
laws (hands sheet to paraeducator). I want to draw your attention to the third one about
students' right to feel included. Would you agree that this right is extremely important?
Paraeducator (nods head in agreement): Yes! Susie loves to work with her peers.
Me: That’s wonderful to hear. I recall you saying that she sits on your lap because she was
apprehensive and anxious about being on the carpet with her peers. Do you think that still
applies?
Paraeducator: No, I don’t think so. But it has just become part of the routine and she likes the
snuggles a lot.
Me: If she no longer requires it and it’s not stated as accommodation on her IEP, how do you
think that might violate her right to inclusion with her peers?
Paraeducator: Well, I didn’t really think about it like that but I guess it might separate her from
her peers.
Me (encouraging): I think that reflection is very insightful. Because the other students aren’t
sitting on your lap, her peers could perceive this as “not cool” and could make assumptions that
she is baby-ish. How could that negatively affect her inclusivity?
Paraeducator: I didn’t even think about that... it probably makes it harder for her to work with her
peers if they don’t think she’s cool. Most of the kids in the classroom want to be “big kids” so if
she is not acting like a big kid, they’ll probably be less likely to hang out with her at playtime
Me: Exactly. Would you agree that Susie’s right to inclusion also refers to her access to the
learning objectives?
Paraeducator (confidently): Oh, absolutely. That's the most important thing about being in a
general education class.
Me: Absolutely, you are very knowledgeable about the importance of a Least Restrictive
Environment (LRE). That’s impressive.
Paraeducator (confidently): Thanks! I was attentive during that part of the orientation!
Me: It appears that way! Let’s think about Susie’s engagement in the lessons on the carpet.
How would you access her participation in the lessons when she is sitting on your lap?
Paraeducator: Well, she is calm and sits there quietly when the teacher is teaching. But I
suppose she doesn’t really want to do the motions with everyone because she wants to snuggle
with me.
Me (listens and nods head to show understanding): (Silent to encourage further reflection from
paraeducator)
Paraeducator (unassuming): um…and she doesn’t really look at the teacher or participate in
answering questions or the songs... so now I think her sitting on my lap is not really helping her
academically.
Me (encouragingly): So, your reflection was that she is unengaged in the lesson because she
does not participate in the activities being conducted on the carpet while she is sitting on your
lap. Would you say that is accurate?
Paraeducator Yeah, I feel horrible because I was causing it. What should I do instead so that
she participates more? I thought that my role as a one-to-one required me to be always in
proximity. I could sit at the tables near her, but I feel like the tables are too far and I wouldn’t be
able to redirect her from that distance.
Me: There is no need to feel horrible. Your actions were done with the best intentions for Susie,
but you were able to assess the situation and conclude that this situation is not conducive for
Susie, which is great! I see that you already brainstormed ways you could alleviate this
dilemma, but you seem unclear about what you should do instead. Would you be open to
possible suggestions from me?
Paraeducator (relieved): Yes, please!
Me: If you think that sitting at the tables is too far, you could sit on the corner of the carpet with a
little bit of distance between you and Susie, where you can still provide prompts or redirection to
stay on task and participate. This will allow her to be next to her peers instead. At this age, a lot
of kids want to do what their friends are doing. So, if her peers are all doing the actions, she will
be more likely to follow the direction of her peers. You could also pair her with a buddy in the
class that is a kind, helpful student to help her when she needs more support. You can sit or
stand near the pair to guide them in participating if they need extra support. This will help
facilitate her inclusion with her peers and will enhance her learning potential through active
participation. Does that sound feasible in the classroom so that you can appropriately support
her?
Paraeducator: That’s a great idea, thank you! I will try doing that tomorrow. I appreciate you
helping me out and I am sorry that I was violating her rights to privacy before.
Me: There is no need to apologize. Like I said, your intentions were loving and nurturing. I am
glad we were able to reflect and problem-solve this together. I appreciate your acceptance and
your willingness to learn. You are an extremely dedicated paraprofessional, and we are lucky to
have you in our building. Feel free to ask me or the general education teacher about anything
you are unsure about. We are happy to help a fellow teammate.
Paraeducator: Thank you so much! I want to do this job to the best of my ability and appreciate
how you let me figure things out myself. I can use this conversation to help guide my reflection
about other practices I do to support the kids and Susie. Have a great day. See you tomorrow!

Second Scenario on Next Page

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Title of Scenario: Secondary Paraeducator in Need of Feedback and/or Professional
Development
The setting of Conversation: Empty math classroom, after school
Conversation:
Me: (Inviting): Hello, Miss Jane! How are you doing, today?
Paraeducator (Miss Jane): (apprehensive): I’m good, thank you. How are you?
Me: I’m doing well, thank you. I want to start this discussion by stating how helpful you have
been to the students in the second-hour math class, but I would like to address your approach
to Jonathan, specifically. It is my understanding that you have a special bond with Jonathan and
his mother; is my understanding correct?
Miss Jane: Yes. I have known Jonathan and have worked with him since he was in elementary
school. He is a wonderful kid and I love chatting with his mother to catch up!
Me: It is evident to me that you have a good working relationship with Jonathan and want him to
do well in school. At the beginning of the year, you were made aware of his goals and
accommodations during his academic team’s meeting; Is that correct?
Miss Jane: (apprehensively): Yes, I was given a copy of his IEP with the accommodations and
goals highlighted and was in the room when it was discussed.
Me: I recall that you were silent during that meeting when there were discussions about his
independence and during the goal-writing sessions. What is your understanding of the
discussion and goals?
Miss Jane: I was silent because I felt like I didn’t have the authority to speak during those
meetings; I was just an active listener. My interpretation was that Jonathan needed to become
more independent in the classroom and that it became one of his goals. My role was to support
him in becoming more independent and to help him during instruction.
Me: First, I want to let you know that you are just as important to this team as any other
participant, and we encourage your input and questions. Despite your silence, it is evident that
you have a firm understanding of your role as a paraprofessional. How do you think Jonathan is
doing with his goal to become more independent?
Miss Jane: I think he is doing ok. It sometimes takes him a little too long to turn to the page and
get started so I just do that for him. But he is listening and participates independently by raising
his hand to answer questions.
Me: Can you elaborate on what you mean about getting started?
Miss Jane: Well, he doesn’t already have a pencil out and he writes a little slow, so I just give
him a pencil and I help him write his notes so he can focus on paying attention.
Me: Jonathan’s IEP does not mention any physical disabilities that prevent him from turning the
page or writing. Even though Jonathan writes a little slower, is he able to keep up with the
class?
Miss Jane: He can keep up, yes, but I wanted to make sure he isn’t overwhelmed with multi-
tasking. I told his mom I would help him as much as I can.
Me: I wonder if it would be helpful to summarize what you said. Although Jonathan participates
in class to answer questions, he does not turn the page, take out his own pencil, or write down
his notes by himself even though he demonstrates the ability to do all these things. Was that an
accurate representation of what you said?
Miss Jane (apprehensive): Well, yes but after hearing it, it doesn’t sound like he is very
independent at all. I was just trying to help him do well in class.
Me: While I understand your intentions are in the right place, those supports do not align with
his goal of being independent during instruction and are not stated in his accommodations for
his IEP. Even though Jonathan writes a little slower, he should be the one to write in his
notebook, especially since his class notes are graded. If you are doing it, he is not learning or
receiving his right to inclusion in his education. Would you agree?
Miss Jane: Yeah, I guess so. I’m not sure how I’m violating his rights by helping him.
Me: At the beginning of the year, you participated in the orientation for student privacy and
inclusion rights. I know it was a while ago, so we can review those laws and I can clarify and
answer some questions you may have. Does that sound okay with you?
Miss Jane: Yeah, sure.
Me: (hands Miss Jane a summary of the student privacy and inclusion acts) If you look at the
summary, it states that students have a right to privacy and inclusion. Our main objective for
students is to make them feel accepted into the classroom without the stigma and staring of
their peers. Would you agree?
Miss Jane: Ob, absolutely. Jonathan really wants to be liked by his peers, but he doesn’t seem
to have acceptance for some reason. He’s a sweet boy.
Me: Let's try to reflect on this. If Jonathan is provided more accommodations than appropriate,
his peers might perceive him as incompetent. If they’re working on an assignment together, do
you think they will want to work with someone if they think he is unable to do anything
independently?
Miss Jane: Oh, I didn’t think about it that way. They probably think they'd do all the work. Now I
understand why his independence is super important as a high schooler. I guess there are
some things I should do differently. I don’t want to contribute to his violation to privacy and
inclusion.
Me: You said that there are things you should do differently. What kind of things?
Miss Jane: Well, he’s capable of getting his own materials out and turning to the page, that’s for
sure.
Me: (nodding in agreement but silent)
Miss Jane: And I guess he should be doing his notes independently since he is able to keep up
when he does. But what if he is falling behind or doesn’t get everything? How do I support him if
I let him struggle?
Me: Well, every student, regardless of whether they have IEPs or not, will struggle at some
point. However, that will only help him gain more independence and confidence when he
realizes he can do it! May I offer you some suggestions on how you could support him
appropriately?
Miss Jane: Absolutely!
Me: First, if you are worried about him falling behind with his notes, we can always collaborate
on ways to accommodate that IF it occurred. He would still receive the points he earned that
day for his own notes, but if he is missing a lot of information, we can give him a copy of the
notes afterward to make sure he is studying all the information. I know that the first orientation
you participated in was brief, so I can also enroll you in additional professional development to
help you learn more ways to support his independence in learning. Does this sound like
something you are interested in?

Miss Jane (excitedly): yes! I think those are great ideas. I want to support Jonathan best and learning
more about the different ways I can support his independence will give me more guidance and clarity
about how I can accomplish this. Thank you!

Me: Of course! I’m always learning and reflecting on my own practices as well. That’s why it's so
important to be on the same page and work collaboratively as a team. You are always welcome
and encouraged to come to me or the classroom teacher for any questions you may have.
Miss Jane: Thanks so much! I appreciate all the supports your giving me and helping me
become the best paraeducator I can be. Have a great rest of your night and I will consider
everything we talked about when working with Jonathan tomorrow.
Me: Wonderful, I look forward to hearing about how it goes. Enjoy the rest of your night!
Miss Jane: Thank you, you as well. See you tomorrow!