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Copy of Maintaining Teacher-Paraprofessional Relationships

By: Nadia Fiaz
by

Jodi Walas

on 17 July 2013

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Transcript of Copy of Maintaining Teacher-Paraprofessional Relationships

Effective Teacher-Paraprofessional Relationships
The Challenge
Maintaining a professional relationship that preserves the teacher-as-leader role but utilizes the paraeducators strengths
Limited time to communicate with paraprofessional during instructional time
How to effectively maximize communication and working relationship with paraprofessional
Importance of maintaining CT/paraprofessional relationship
Teacher-paraprofessional relationships impact students
Ways to foster effective collaboration within an educational setting
Why Address this Challenge?
"Para" what?
CYW
EA
School Retention Counselor
Braillist
Intervener (Deaf/ Hard of Hearing
Educational Interpreter
Think/Pair/Share
1. How can a teacher prepare for a paraprofessional in their room?
2. Discuss what you feel are the ideal roles of the paraprofessional?
3. Think of a situation where a paraprofessional was asked to perform a task not relating to their duties?
1. Assisting students
2. Adapting lessons under the teacher's guidance
3. Personal care assistance
4. Leading small group instruction designed by teacher
5. Facilitating student interactions
6. Executing classroom community tasks (agendas, photocopying)
Collaborative Team
Classroom teacher
Paraprofessionals in the school
Students
Principal
SERT
Board level specialists
Pieces of the Puzzle
Provide the paraprofessional (EA/CYW) with long range plans, SMART goals, IEP goals, pertinent student information
Discuss classroom expectations, rules and consequences for consistency
Ensure paraprofessional has the skills and materials required if you are asking them to lead small group instruction
SERT oversees paraprofessionals and may utilize their expertise in other ways such as after school tutoring
Reg. 306 s. 2(5) Ministry of Education issued a new policy in 2000 entitled "Standards for School Boards' Special Education Plans". The policy does not have the force of the law but does have the power to require a Board to ensure that it's special education plan meets what the Minister considers necessary for providing special education programs and services that meet the current needs of exceptional students.

The Standards require a SEP provide information on the types of staff involved in providing SE programs and services.

The Standards obligates a Board to provide PD opportunities for Special Education personnel
Standards Evidenced
Teaching Exceptional Children Vol. 37 No. 6 - Inclusion is important as the regular classroom is a rich environment for learning with ones peers. A common support strategy is to assign a paraprofessional to work 1:1. Although a paraprofessional can be a positive experience for an exceptional student, there can be negative social consequences with regards to separation from peers

Educational Leadership Vol. 61 No. 2 Michael F. Giangreco - To make the most of paraprofessional support, teachers must change their role from gracious host to engaged teaching partner. "The paraprofessional and special educator will handle most of the planning, adapting, supervision, and instruction. Unfortunately, teachers often become less engaged with students who have disabilities when those students receive paraprofessional support. In other words, students with disabilities—usually the students with the greatest learning challenges in the classroom—often receive their primary or exclusive instruction and support from the least qualified staff members.

Effectively Utilizing and Supporting Paraprofessionals June 2007 - It is important for a teacher to maintain ownership of all students learning and not fall into the trap of handing over responsibility of our exceptional students' programming to the paraprofessional.
Literature Review
Strategies to Promote Peer Interaction
Promoting rich social environments for students (proximity to peers)
Allow student opportunities for self expression and communicating with peers independently
Explicitly teach and model interaction skills
Teach community building to promote peer interaction with students with a disability
Make rewards for behaviour social in nature ex. shoot baskets with a peer, play a math game with a friend, read with a partner
Give students responsibilities that are interactive ex. recycle with a buddy, attendance with a friend, sharpen pencils with a partner
Systematically fade support
Make interdependence a goal for the student
Teaching Exceptional Children. Vol. 37 No. 6 July/August 2005 "Building Bridges: Strategies to Help Paraprofessionals Promote Peer Interaction"
An Educator's Guide to Special Education Law 2nd Edition. Bowlby, Peters, Mackinnon.
Educational Support Staff Handbook and Resource Guide. KPR
EDUCATIONAL LEADERSHIP. October 2003 | Volume 61 | Number 2 Teaching All Students Pages 50-53 Working with Paraprofessionals. Michael Giangreco.
Effectively Utilizing and Supporting Paraprofessionals. Cathy Macfarlane & Ionia County ISD-ASD Team. June 2007.
https://ttac.vt.edu/newsletters/newsletterv8n3.pdf
http://teachers.net/gazette/MAY09/fitzell/
http://www.colorincolorado.org/article/49117
Sources Cited
Answers to Action Research Questions
Paraprofessionals are an essential support that allows a student to be educated within an inclusive classroom environment.
Roles
Special Education Services
Special Education Services of the Kawartha Pine Ridge District School Board are provided under the department of
Teaching and Learning. Educational Assistants are part of the special education services the board provides to support
students with special needs. Special Education Services and Programs are delivered to educate all students to excel in
learning, to succeed in life, and to enrich our communities.
Moral Purpose of our Work
Our commitment is to every student. This means ensuring that we develop strategies to help every student learn, no
matter their personal circumstances.
The moral purpose of our work is rooted in inclusionary education.
Inclusion
Students benefit from inclusion through the provision of a broad range of programs and services, which support our
primary goal of educating students in their home school community with their same age peers, whenever possible.
Partnerships with students, parents, teachers, school administrators, support staff and community members are key and
create a shared responsibility that impacts on the success of every student, particularly students with special needs.
Compare/Contrast
Full transcript