School districts rely on paraprofessionals, or paraeducators, to provide assistance to students with the greatest needs. It’s a challenging job that directly impacts student outcomes. Yet training for paraprofessionals is often overlooked. With effective, research-based practices, we can maximize their support and increase student success.
A few targeted, online lessons can provide foundational knowledge for their role. A skilled paraprofessional can support staff while empowering students to make measurable progress.
Paraprofessionals often work with the most vulnerable students, including ELL and special education students, yet paras receive the least amount of training.
Although they may have the best of intentions, paras often have little (if any) education or experience in teaching methods, managing behavior, or working with special needs students.
Our common goal (teacher, para, parent) is to foster the skills needed for student independence.
With training for paraprofessionals, they gain the necessary knowledge and tools to help students become confident, self-reliant learners. Without it, they may inadvertently provide too much assistance, causing students to depend on them rather than gaining the initiative and skills to try things on their own.
Plus, effective paraprofessionals can elevate the learning experience for their assigned students, for the entire class, and for teachers.
Here’s what a para needs to know to facilitate student success.
What is a paraprofessional’s job? It’s much more than being another set of hands to support overwhelmed teachers and ensuring that students complete their assigned tasks.
A paraprofessional’s primary purpose is to foster student growth and independence in the classroom. That’s why paras must aim to gradually decrease support in the classroom while increasing students’ skills.
Learn more: Shifting the Role of Paraprofessionals in Special Education
Paras are often assigned to a classroom or a student with little information about what exactly they are expected to do. Without this understanding, paras may inadvertently make things more difficult for the teacher. Or worse, say or do things that may be harmful to students.
Here are some common expectations for paras:
Expectations can vary depending on the student, teacher, or classroom setting. But receiving training on common responsibilities and how they should be performed (ideally before the school year begins) can help paras be better prepared and more effective from the get-go.
Special education paraprofessionals work with students who have IEPs, accommodations, and modifications that must be followed and implemented. Yet paraprofessionals may lack an understanding of our jargon. For example, they may not know the difference between an accommodation (how a student learns and demonstrates knowledge) and a modification (what a student is expected to learn).
The IEP is a legal framework as well as the roadmap for a student’s success. Training paras so they understand their role can ensure that students get the most benefit from their education and the school district remains in compliance.
Managing a classroom is a complex job, and paraprofessionals can help to keep things running smoothly. Handling disruptive behavior and emotional outbursts can be particularly challenging for paras (and even for experienced teachers).
Training paras to understand the reasons behind student’s challenging behaviors, along with basic de-escalation tactics, can give them solutions they can use immediately in the classroom. That reduces stress levels and helps everyone to succeed.
Training for paraprofessionals doesn’t have to be difficult, time-consuming, or expensive. Here’s an easy way to get started.
Thrive Alliance Group offers on-demand and ready-made training that helps paraprofessionals build confidence, collaboration, and tangible skills to use in the classroom.
Paraprofessionals Empower Student Learning is available in two delivery formats:
Both formats include discussion guides and tip sheets so districts can build shared language and expectations among their teams.
Contact Jennifer Smith to learn more and discuss your district’s specific training needs.