1. Expectations: Secondary Teachers and Collaboration

Source: Friend, M., & Bursuck, W. D. (2009). Including students with special needs: A practical guide for classroom teachers (5th ed.). Columbus, OH: Merrill, p. 80.

General Expectations for Special Educators

  • Understand that students with disabilities are the priority but not the only responsibility.
  • Get to know all of the students.
  • If possible, provide a schedule of times in the classroom.

Planning Expectations for Special Educators

  • Meet for planning at least two times per month.
  • Discuss strategies for working with diverse learners.
  • Provide some type of background information on each student in the class with an IEP.
  • Look at long-range lesson plans and provide suggestions for how these plans can be carried out to benefit students with disabilities.
  • Give suggestions for modifying tests and collaborating on grading decisions.

Expectations for Special Educators in Delivering Instruction

  • If possible, share teaching responsibilities and presenting lessons.
  • During class, walk around the room and provide assistance to students, monitor student work, and provide feedback regarding student performance.
  • Provide more intensive support to students who need it.

Expectations for Special Educators in Classroom Management

  • Consistently and actively reinforcement standards for positive behavior.
  • Take an active role in developing and implementing classroom routines.
  • Consistently praise students.
  • Feel free to intervene when behavioral problems arise during class.
  • During conflict situations, either take over the class or leave the class with the students involved in the conflict.

Things General Educators Say They Need to Work On

  • Provide the special educator with resources related to content.
  • Open avenues of communication by being receptive and taking risks.
  • Try to prepare instruction at least two weeks in advance.
  • Offer a time to meet to discuss activities.
  • Create opportunities for the special educator to lead instruction.
  • Share responsibility and power in the classroom.
  • Make it clear to students that the teachers in the class are equals.
  • Ask for and use the special educator’s ideas, opinions, and creativity.
  • Try to remember the importance and value of different perspectives.
  • Create a workspace in the classroom for the special education teacher.

How do you think about these general education teachers’expectations for special education teachers or paraprofessionals?

Any Comments, thoughts, or suggestions?

  1. Efficient Communication with Paraprofessionals
  • Be willing to debrief a difficult classroom situation once it has occurred

Take time to talk to the paraprofessional about what went well and what needs to be handled differently after the situation has occurred.

  • Involve paraprofessionals in the decision-making process

Paraprofessionals are often in a position to observe students in a variety of settings and task demands. They can provide a great deal of information that may be useful in making educational decisions.

  • Meet with the paraprofessional on a regular basis

Paraprofessionals appreciate and need opportunities to share their perceptions, provide input, and ask for additional training or support. Try to meet on a daily or weekly basis to provide feedback and assistance where needed and to evaluate how things are working in the classroom.

  • Inform paraprofessionals about the students with whom they work

Ensure that paraprofessionals are aware of the academic and social needs of the students with whom they are working. Share IEP goals, Section 504 Plans, and other valuable information about the students.

  • Encourage paraprofessionals to take advantage of staff development opportunities

Share information about workshops and online courses that are offered locally and contain appropriate information to help the paraprofessional increase skills and knowledge. Bring back an extra set of handouts from workshops or classes you attend. Share and discuss articles from educational journals. When possible, attend staff development activities together.

  • View the paraprofessional as a critical member of the team

Paraprofessionals should be considered members of the educational team. Provide them with guidance and support. The work relationship between teacher and paraprofessional should be one of cooperation, camaraderie, and professionalism.

  • Share your classroom expectations with paraprofessionals

Share your expectations for classroom management and student behavior, as well as curricular expectations for specific students, with the paraprofessionals in your classroom.

  • Define specific roles and responsibilities for paraprofessionals and teachers

You, the paraprofessional, and ultimately your students will benefit if the roles and responsibilities of the paraprofessional have been clearly defined. Be as clear as possible and reevaluate as needed.

  • Communicate with paraprofessionals

Good communication builds the foundation for a successful paraprofessional/ teacher relationship. Providing honest and open feedback that is positive, constructive, and professional is critical to ensuring the success of the paraprofessionals with whom you work.

  • Recognize that paraprofessionals have experience and knowledge to share. Show respect for their opinions.

Paraprofessionals can bring years of experience, training, information, and real-life experiences to the table. Ask them for their input and suggestions. Paraprofessionals’ opinions count and are a valuable resource!