Teachers directing the work of paraprofessionals

1. Teachers directing the work of paraprofessionals Managing The Work Of Paraprofessionals

2. Agenda for 2012 sessions • Session 2 • Managing the work of Paraprofessionals • March 27, 2012 • Session 3 • Communication • April 24, 2012 • Session 4 • Modeling • May 22, 2012

3. COMPETENCIES for teachers • Clearly describes, to each paraprofessional, their roles and responsibilities. • Maintains regular positive and supportive interaction with paraprofessionals. • Contributes to the evaluation of paraprofessionals performance with the intent of assisting paraprofessional skill improvement. • Maintains professionalism through respect, confidentiality, and honoring boundaries. • Provides beginning and substitute paraprofessionals with an orientation that results in sufficient understanding of the setting, staff, students, and staff roles and responsibilities. • Provides regular, constructive feedback regarding each paraprofessional's work performance. • Encourages the involvement of paraprofessionals in setting goals and planning, implementing, and evaluating program and instructional activities. • Coordinates collaboration among paraprofessionals and other staff, such as specialists. • Efficiently manages resources related to student instruction, such as instructional materials, physical space, and personnel. • Supports paraprofessionals in using modified instructional plans and materials to accommodate the exceptional learning needs of various students. • Provides assistance and direction for paraprofessionals who work in independent capacities, such as classrooms, job mentoring, community transition support, work-study, transportation, etc.

4. Introduction to your classroom Professionalism Constructive feedback Involvement in the classroom expectations, paraprofessional expectations, teacher expectations, etc

5. Developing a schedule Student needs Lunch coverage Individual strengths & weaknesses Identify the grade, student(s), teacher, location, activity

6. delegation • Makes the most of your time • Creates teams • Empowers paraeducators • Means you don’t have to do everything yourself • Maximizes use of your personal resources • Gives paraeducators what they need • Challenges paraeducators • Avoids the creation of indispensable people • Gives schools a better return on personnel dollars • Minimizes physical limitations French, 2003

7. How to handle difficult situations Conflict Resolution

8. Steps to conflict resolution • STEP 1: Set The Scene • STEP 2: Gather Information • STEP 3: Agree The Problem • STEP 4: Brainstorm Possible Solutions • STEP 5: Negotiate A Solution Tell me, I may listen. Teach me, I may remember. Involve me, I will do it. – Chinese Proverb

9. Next meeting Several people will be gone next month. Rather than meeting, I will have a short lesson on the website and you will be required to post at least 2 discussion topics on the website. Information will be sent via email as a reminder of how to access, and post. Thank you and have a great Month!

10. Resources Conflict Resolution, Resolving conflict rationally and effectively. http://www.mindtools.com/pages/article/newLDR_81.htm Managing Paraeducators in your school. 2009. Nancy K. French. Corwin Press