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TEAMING
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The Teacher & Paraprofessional
Working Together for Student Success
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This online experience will discuss the need
for the teacher team and the teacher and
paraprofessional team to identify, develop, incorporate, and
implement successful collaborative strategies needed to create
positive professional relationships within the classroom.
Gaining an insight into key job duties, differing personality types,
and the diverse communication and learning styles two educators
bring to the classroom, are key components that must be united
into one focus to achieve maximum academic growth.
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Structure
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This professional development online course:
 Will last approximately 8 hours;
 Will consist of 4 sections (Job Responsibilities;
Personal Style; Collaboration; and Unifying
Philosophies)
 Includes interactive readings with scenarios of
classroom situations;
 Will have Q & A sections to see how you are
grasping the ideas presented;
 Will survey your ideas & thoughts on the subject.
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Learning Objectives
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Job Responsibilities: Identify key job duties of the
teacher and the paraprofessional.
Personal Style: Examine and identify personality
traits and effective communication methods.
Collaboration: Recognize how teams with diverse
personality strengths can effectively work together
to facilitate a positive student learning environment.
Unifying Philosophies: Identify strategies that mesh
two or more educational philosophies into one
effective instructional focus.
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Rationale
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Collaboration is the critical component for successful teaming in
today’s society. In all aspects of the professional world, we see
the importance of team work.
In the academic world, two or more differing ideas, meshed
into one focus, provides a powerful tool in the development,
implementation, and assessment of positive student achievement.
Working teams combine different points of view to expand a
vision of what may or may not be effective. It stimulates
elaboration, sparks discussions, focuses ideas, and socializes our
academic and social environment.
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WHY IS TEAMING SO IMPORTANT?
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IT ULTIMATELY AFFECTS A CHILD’S ACADEMIC AND SOCIAL GROWTH
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Developing a positive and beneficial relationship between the professional
educator and the paraprofessionals that work alongside them is critical for
positive student achievement.
Gaining an insight into key job duties, differing personality types, and the
diverse communication and learning styles two educators bring to the classroom
are key to the development of effective academic and social experiences.
Building an atmosphere of motivational learning in a risk-free academic
environment frees children to learn and perform at their ability.
Developing a positive academic, professional, and personal relationship
facilitates a productive work place.
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Requirements for a Successful
Instructional Team
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Identifies key job duties and related responsibilities;
Recognizing and accepting differing personality types and
communication approaches;
Incorporating differing educational philosophies into one
effective academic and management focus;
Collaboratively developing, implementing, and assessing
learner objectives and experiences;
Identifying and combining individual strengths to optimize
student planning and growth.
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Relating Key Job Duties
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Before a teacher and a paraprofessional can become an effective
teaching team in the classroom, they must first recognize the differences
in key job duties.
State education agencies clearly define job expectations for the
classroom teacher. While many of the paraprofessional’s job
expectations are also clearly identified, options have been given to the
local districts and individual campuses as to how they may best be
utilized in order to support student achievement.
Relating these job responsibilities build the foundation of an effective
team with a common objective. It is clear that the paraprofessional
plays a valued and varying role in the academic and social successes
of individual/s within the general classroom setting and under the
direction of the classroom teacher.
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The Instructional Environment
Dependent on the IEP Mandates
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The Teacher
Develops and Implements Effective
Academic and Social Rigor
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Directs and supports a risk- free environment;
Develops curriculum that reflects emotional,
cultural, developmental, and academic needs;
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Develops, implements, and enforces academic
and behavioral objectives;
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Continually monitors, evaluates, and modifies
as needed academic and social progress;
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Communicates and collaborates positively
within the learning community.
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The Paraprofessional
Modifies and Adapts Instruction within the
Academic Environment (Dependent on IEP)
 Modifies and/or adapts individualized
instruction according to student’s cultural,
developmental, and academic needs;
 Directs and supports students in a risk-free
environment;
 Facilitates student instruction and enforces
behavioral objectives based on teacher design;
 Monitors, evaluates, and modifies the student’s
academic and social progress in accordance
with teacher directives;
 Communicates and collaborates positively
within the learning community.
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The Physical and Emotional Environments
Dependent on IEP Mandates
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The Teacher
The Paraprofessional
Creates a Positive Physical and
Emotional Classroom Environment
Within the Classroom Community
Supports a Positive Physical and
Emotional Classroom Environment
Fosters engagement and interaction;
 Develops and manages procedures;
 Develops expectations and manages
behaviors;
 Develops, implements, and maintains a safe
and productive learning environment;
 Maintains environment in accordance with
district policies and procedures;
 Effectively communicates and/or
collaborates with paraprofessionals and the
community.
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Facilitates student engagement;
 Monitors and enforces classroom
procedures;
 Monitors and enforces student behaviors;
 Supports a safe and productive
environment;
 Abides by teacher and district policies and
procedures;
 Effectively communicates and collaborates
with classroom teacher.
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Effective Communication, Collaboration, & Feedback
Dependent on IEP Mandates
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The Teacher
The Paraprofessional
Effectively Utilizes Communication That
Actively Engages the Learning Community
Effectively Utilizes Communication that
Actively Engages the Learning Community
Uses appropriate spoken and written language
skills;
 Uses communication skills which promote
interaction and feedback;
 Constructs feedback and responses that guides
academic and social growth;
 Creates, organizes, and delivers instruction around
clearly-defined objectives;
 Promotes success through flexibility;
 Continually assesses the effectiveness of
communication within the community and adjust as
needed;
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Uses appropriate spoken and written language
skills;
 Uses communication skills which promote
interaction and feedback;
 Constructs feedback and responses that guides
academic and social growth;
 Creates, organizes, and delivers instruction around
clearly-defined and understood objectives;
 Promotes success through flexibility under the
guidance of the teacher;
 Conference and collaborate with the classroom
teacher to determine communication effectiveness
and adjust as needed;
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Professional Responsibilities
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The Teacher
The Paraprofessional
Legal and Ethical Requirements
Legal and Ethical Requirements
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Conferences and interacts with families and
members of the learning community;
Interacts with diverse cultures;
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Communicates and collaborates effectively with
other members of the school community;
Continues professional development;
Knows and understands the legal requirements
for special education, student and family rights,
student discipline, and child abuse;
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Effectively uses ethical guidelines;
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Maintains accurate records;
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Follow mandates for state and district
assessments.
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Uses ethical guidelines in the teacher, student,
and paraprofessional relationship;
Uses guidelines in relation to student
confidentiality;
Interacts (within campus directives) with the
identified legal guardian of the special needs
student;
Effectively communicates with other members of
the school community;
Continues professional development;
Knows and understands the legal requirements
for special education students.
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Job Duties & Responsibilities
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On the next few screens, who is responsible:
The teacher?
or
The paraprofessional?...
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Classroom Management (Click on each to see)
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The Teacher
The teacher develops, implements, and
maintains a classroom/student
behavioral, monitoring, and
management plan. This plan is
communicated clearly for support staff
which may be working alongside the
classroom teacher. This plan may be
developed through collaboration with
the paraprofessional if the teacher so
chooses. The management plan does
apply to special needs students unless
modifications are stated in the student’s
IEP (Individual Education Plan) and/or
the BIP (Behavioral Intervention Plan).
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The Paraprofessional
The paraprofessional must comply with the
classroom and student behavioral and
monitoring plan. If the paraprofessional is
working with one student identified as needing
special services, the student’s IEP (Individual
Education Plan) along with the BIP (Behavioral
Intervention Plan) will identify modifications (if
any) to the general classroom management plan.
The student IEP takes precedence over the
classroom plan, however. The teacher and the
paraprofessional must share a clear and focused
understanding of the plan for effective
classroom management to occur. Classroom
management for the paraprofessional also
includes assisting with instructional and other
classroom materials.
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Development of Curriculum and Instructional
Plans (Click on each to see)
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The Teacher
The teacher is responsible for the
development of instructional objectives,
curriculum planning, implementation, and
maintenance/ assessment within the
classroom. Special needs students may be
included in this setting with or without a
paraprofessional as determined by the
student’s IEP. The teacher is responsible for
making modifications within the curriculum
and daily lesson planning for any special
needs student (determined by the student’s
IEP). Paraprofessionals authorized to work
with a special needs student within the
classroom must follow the teacher’s lesson
plans unless prior agreement is made with the
teacher for an alternative method. The
teacher/paraprofessional team is committed
to finding the most effective methods to reach
academic goals and objectives.
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The Paraprofessional
The Paraprofessional assists in the facilitation of the
classroom curriculum, achieving stated objective
given by the teacher. The paraprofessional may
work with special needs students within the general
classroom setting or may assist student learning in a
modified setting as determined by the student’s IEP.
The paraprofessional may also monitor student
achievement and develop additional instructional
strategies and materials as needed to meet lesson
objectives (or as determined by the IEP and/or if
approved by the classroom teacher). The teacher &
paraprofessional team is committed to finding the
most effective methods to reach academic goals
and objectives. An effective team appreciates and
uses each unique personality type and strength
when developing and facilitating instruction.
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Perform Duties Unrelated to Student Achievement
(Click on each to see)
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The Teacher
Teacher obligations encompass all
areas of student achievement.
Limited activities outside of this focus
are occasionally needed and will be
at the discretion of the campus
administration.
Teacher obligations focus on student
achievement with few duty
requirements outside of that focus.
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The Paraprofessional
The law allows the paraprofessionals
working in programs funded by Title I to
be assigned limited duties that do not
specifically support participating
children. The amount of time spent on
these duties must be the same as similar
personnel within the same school.
School principals must comply with the
regulations controlling assignment of
paraprofessionals through
documentation to school districts.
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Translator (Click on each to see)
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The Teacher
Unless certified in bilingual
education, teachers are not required
to teach, communicate, and/or
translate a first-to-second language
to students or members of the school
community unless they choose to do
so. Bilingual teachers may be asked
to translate a first-to-second
language in meetings or other
settings when asked by campus
administrators.
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The Paraprofessional
The paraprofessional may be used as a translator.
This may include bilingual and ESL (English as a
Second Language) classroom instruction, parent /
student conferences, ARD (Admission, Review, and
Dismissal) meetings, and other uses as determined by
campus administration. Paraprofessionals must be
used for special needs students needing second
language support as determined by the student’s IEP.
Paraprofessionals who are working with an identified
special needs student in an English-only classroom
may be asked to support duel language learners as
requested by the teacher and/or the campus
administrator. The paraprofessional’s objective,
however, is to serve the identified special needs
student.
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Provide Instruction (Click on each to see)
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The Teacher
The teacher prepares focused lessons, plans
instruction, modifies instructional applications,
and develops assessments needed to
evaluate academic and social growth for all
students (including special needs students)
within the classroom. Development and
modification of instruction to special needs
students may be a collaborative effort
between the teacher and the
paraprofessional as determined by the
teacher. Collected data and frequent
conferences and collaboration between the
paraprofessional and the teacher will
evaluate and validate academic and social
growth as determined by the student’s IEP
and the BIP.
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The Paraprofessional
The law mandates that paraprofessionals
cannot provide instructional services unless
they are working under the direct supervision
of a teacher. The paraprofessional
communicates and collaborates frequently and
works in close proximity to the classroom
teacher. Paraprofessionals will not be
assigned to provide primary or exclusive
instruction and/or care to students with
disabilities unless otherwise directed by the
ARD (Annual Review and Dismissal) committee.
This information will be conveyed within the
ARD paperwork.
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Provide Personal Assistance Care
(Click on each to see)
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The Teacher
Personal assistance care and mobility
care is not the teacher’s primary role.
This role is placed in the special
education services and may require
paraprofessional skills. The teacher will
provide routine personal assistance care
and/or emergency mobility care as
needed.
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The Paraprofessional
Nationally, paraprofessionals will spend
10% of their time providing personal
and mobility care assistance. The IEP
team will determine the
paraprofessional’s roles and
responsibilities when dealing with special
needs students. Paraprofessionals
working with a disabled student will be
trained with sufficient knowledge and
skills needed to meet the need of that
student.
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Coach (Click on each to see)
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The Teacher

The Paraprofessional
As students are encouraged to construct their own knowledge through
engagement in and reflect on personal, school-related, and work experiences,
coaching has become a significant teaching strategy for encouraging such
knowledge development. To help students learn in the way they learn best through hands-on, experience-based learning - educators must be able to
facilitate rather than dictate learning. They must know how to formulate
guiding questions that will direct students to new discoveries about themselves,
their learning processes, and the application of skills and knowledge.
Teachers and Paraprofessionals both coach!
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End Job Duties and Responsibilities
Begin Personal Styles
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Crew Member Style: Inventory
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Understanding individual styles is one component
needed for two people to effectively work together
as a team. Before you can understand why other
people do what they do or think what they think, it is
important to recognize your own defining
characteristics.
Complete the attached questionnaire - What type of
Crew Member Are You? - and identify your own
personality style. Determine if the listed strengths and
weaknesses apply to you.
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Click here to download and print a copy of the questionnaire
for yourself.
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CREW MEMBER Assessment:
Inventory
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1)
Stop and Think
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2)
Using what you know about your personality type and learning/teaching style, what
are your perceived weaknesses in becoming an effective aide or teacher?
What skills do you already have that you can further develop in order to be seen as
an effective aide or teacher?
Would attending these professional development in-services together as
a team enhance instructional effectiveness?
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Your district offers a classroom management in-service.
Participate in an on-line professional development in-service.
Invite the district’s special education coordinator to your campus for a Question &
Answer session regarding special education law and public education practices.
Stephanie Blanck, Georgetown Independent School District, used with permission
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Personality Style: A scenario
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Ms. Field is a third grade teacher at Clement Elementary School. John, a special needs
student in Ms. Field’s classroom, has been identified as having an auditory disability. Ms.
Lin, the paraprofessional selected to work with John, whose disability requires Ms. Lin to
translate all verbal communication into American Sign Language during the academic
day. Unfortunately, Ms Field and Ms. Lin have difficulties working effectively as a team.
Ms Field is confident and has a powerful presence in the classroom. She meticulously
develops lesson plans for all areas of the academic day. She is constantly assessing her
student’s growth, collecting data, and modifying instruction accordingly. Inherently an
outstanding teacher, she uses mistakes to grow professionally and personally. Her
students’ academic and social accomplishments are “number one” priority in the
classroom. Recently she was voted as campus teacher of the year. She is task oriented,
focused, and structured and feels compelled to demonstrate her incisive abilities as a
classroom teacher.
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Personality Style: A scenario
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Ms. Lin is also confident in her capabilities to facilitate instruction. Unlike Ms.
Field, Ms. Lin is much more relaxed in the classroom setting, easily relating to
John’s individual, social, and academic needs. Other students within John’s
cooperative group feel the casual ease of asking Ms. Lin for help. Like Ms.
Field, Ms. Lin is dedicated to the academic and social successes of her
charge. She is quick to voice her ideas on how instructional development and
its delivery should be made for John and for other students in the classroom.
Ms. Lin has ideas that could potentially affect positive academic and social
change but inadequately collects the evidence and data needed to defend
her premise. Conferences between the two educators are brief and
ineffective. She feels invalidated and devalued as a team member.
Can you guess which personality style do these people have?
Go to the next slide to confirm your choices…
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Personality Style (Click to see)
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Ms. Lin
Orange
Orange personality types are more unstructured and relaxed. Quick to voice their views of
situations, they often lack the data needed to defend their premises. This necessitates the need
documentation, analysis, and modification of all social and academic aspects of student growth.
Gold
Gold personality types focus exclusively on professional duties and responsibilities. These
personality types often get mired down in the mundane aspects of professional trivia which causes
them to lose focus of their objective.
Blue
Blue personality types engage many professional skills needed to produce a quality product.
Managers, coaches, and mentors, these personality types create an environment of collaboration
and productivity among all members involved. Peace and harmony are essential to reach the
professional objective. Contention is toxic to this personality type.
Ms. Field
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Green
Green personality types display strength and confidence. They have a clear vision of a desired
outcome and the path that is needed to achieve it. These paths may be unclear to others, however.
There is little patience by the green personality type to collaborate with others when dealing with
a situation. Other points of view are oftentimes disregarded and devalued.
End Personality Styles
Begin Communication
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Communication
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Identifying methods of information delivery
and reception is a key component in the
transfer of information.
Being able to distinguish your own delivery
system and determine how it is perceived by
others is important.
Spending a little research time on these
communication components can alleviate
wasted time and frustration in the pursuit of
understanding.
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Effective Communication…
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…the “art” of speaking and listening. Read what the
experts have to say.
Effective Communication - University of Maryland
Used with Permission
Right click to open link
Study this information; the assessment includes effective
communication
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What is your communication style?
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The communication inventory is divided into 4 groups. Select one statement from
each group that describes a characteristic most like yourself.

Total the number of A, B, C, and D’s. The letter with the highest tally
generally defines your communication style.
____Achiever
____Persuader
____Supporter
____Analyst
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Click here to download and print a copy of the questionnaire
for yourself.
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Communicating with others
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Understanding communication styles will help us effectively
deliver information to another person. It will facilitate a
clearer and ultimately more productive interaction. Each of us
has a preferred communication style that we prefer to use
when we speak, and we understand most clearly when others
communicate using that style. It is possible for the speaker to
modify his own preference in order to improve communication.
The way we deliver information can differ depending on the
characteristics and needs of listeners.
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Communicating with others
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Suppose you are a teacher and paraprofessional team
working to facilitate positive student achievement. Read the
characteristics listed on the next screen. If you are a teacher,
speaking to a paraprofessional using the characteristics listed,
what communicative style would the paraprofessional fall
under?
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Communicating with others
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1
Information is delivered in a calm, casual, friendly, and informal
manner.
CLICK to see style of
The
Supporter
Communicator
this is.
You actively listen and reflect their feelings and concerns.
You show appreciation for their efforts.
You present ideas that are consistent with their values and high
standards. You acknowledge and value their ideas.
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The Achiever
The Supporter
The Persuader
The Analyst
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Communicating with others
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2
You present ideas that are business-like and direct. You tell it like
it is.
CLICK to see style of
The Achiever
Communicator
this is.
You use factual here-and-now questions that imply clear goals and
specific objectives.
You propose logical and efficient action plans, but let this person
have (or at least share) control over the final solution.
You anticipate possible objections that they may have and be
prepared to address them.
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The Achiever
The Supporter
The Persuader
The Analyst
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Communicating with others
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3
You present information in a logical, step-by-step manner.
You must pay close attention to details; if you don’t, they will.
CLICK to see style of
The Analyst
Communicator
this is.
You appeal to their logic, reason, order, and a systematic
approach to solving problems.
Expect to be challenged on your assumptions, intuitions, ideas, and
procedures.
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The Achiever
The Supporter
The Persuader
The Analyst
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Communicating with others
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4
You acknowledge their strengths, importance, competence, humor,
and friendliness.
CLICK to see style of
The
Persuader
Communicator
this is.
You present ideas in an enthusiastic, optimistic, and persuasive
manner.
You encourage and present ideas that are innovative and
adaptable. Validate their love of change.
Always document plans in writing. It helps them stay focused.
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The Achiever
The Supporter
The Persuader
The Analyst
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Communicating Style: A scenario
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Think back to the relationship between Ms. Field and Ms. Lin. Each
educator had a different personality type and differing communication
styles. If these team members could gain a more thorough knowledge
of these key components, how might they be more efficient in the
delivery and the focused understanding of information?
What communicative approach should Ms. Field take when speaking to Ms.
Lin?
 Use the Achiever approach of information delivery.
 Use the Persuader approach of information delivery.
 Use the Supporter approach of information delivery.
 Use the Analyst approach of information delivery.
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Communicating Style: A scenario
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Answer
Ms. Field should communicate as a supporter because a supporter:
 Delivers information in a calm, casual, friendly, and informal manner.
 Actively listens and reflects Ms. Lin’s feelings and concerns back to her.
 Shows appreciation for Ms. Lin’s efforts.
 Presents ideas that are consistent with Ms. Lin’s values and high standards.
 Acknowledges and values Ms. Lin’s ideas.
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Communicating Style: A scenario
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What communicative approach should Ms. Lin take when speaking to Ms.
Field?
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
Use the Achiever approach of information delivery.
Use the Persuader approach of information delivery.
Use the Supporter approach of information delivery
Use the Analyst approach of information delivery
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Communicating Style: A scenario
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Answer
Ms. Lin should communicate as an analyst because an analyst:

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Presents information in a logical, step-by-step manner.
Pays close attention to detail (documentation), because if she doesn’t, Ms.
Field will.
Appeals to Ms. Field’s logic, reason, order, and systematic approach to
solving problems.
Expects to be challenged on assumptions, intuitions, ideas, and procedures
and offer viable ways they could be implemented.
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End Communication and
Begin Collaboration
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Collaboration
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Developing and implementing meaningful student learning experiences.
Teamwork, Partnership, Group effort, Association, Alliance, Relationship, Cooperation
These words define collaboration. A key component of any team effort, collaboration
exemplifies success. Think about the world we live in today. “Think Tanks” are used
everywhere developing the technological tools we take for granted. From the shape
of our phones and computers to the names and colors that symbolize them,
collaboration is essential.
Within many classrooms, however, the ability to share innovative ideas and successes and
to provide and receive suggestions for improvement is a fleeting thought. Many new
and innovative processes in the academic world are developed singularly and
protected with the thought that sharing would negate due credit. Educators who take
a different view know that in order to positively effect change in the classroom,
working together, sharing, developing, analyzing, realizing failure, modifying, and
starting the cycle over again are the keys to success.
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Collaboration Positives
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making every effort to resolve difficulties within the classroom;
bringing in a 3rd party to moderate conflict and bring resolution;
identifying differences in personality and communication style;
failure, modifying, and starting the cycle over again are the keys to success.
identifying key job duties;
working together to identify weaknesses and needed steps for improvement;
focusing on agreeing on what is best for the students;
engaging in conversation that is candid, honest, and straightforward;
developing and practicing flexibility;
learning from and building on experiences;
defining any problem as a learning experience.
Take a look at the following classroom scenario. Decide how you would
solve the problems faced within Mr. Dan’s classroom.
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Collaboration scenario
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Mr. Dan
Mr. Dan is a fifth grade teacher at Alamo Elementary School. After retiring from the
Navy three years prior, Mr. Dan decided to enter the exciting field of education,
hoping to make a difference in the lives of his students. Mr. Dan is a robust teacher
who incorporates military experience into his academic delivery. Respected by the
campus and community alike, Mr. Dan motivates and inspires learning. He is an active
learner himself, gaining knowledge in effective teaching practices. An astute data
collector, Mr. Dan quickly accesses up-to-date student information as needed for parent
and administration. His ability to be a team player often lands him in district and
campus duties outside of the classroom.
Twenty-seven ethnically and academically diverse students fill Mr. Dan’s small portable
classroom. Of the 27 students, seven are identified to receive services that fall within
the special education setting. An ARD (Annual Review and Dismissal) committee has
placed these special needs students in the LRE (Least Restrictive Environment) of Ms.
Dan’s classroom. Mr. Dan has each of these special needs student’s IEPs (Individual
Education Plan) and puts a high emphasis on following the modifications and
accommodations listed. Five students receive minimal special education services and
support. The other two students have physical disabilities, requiring one-on-one services.
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Collaboration scenario
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Ms. Lad and Ms. Mid
Ms. Lad and Ms. Mid provide services for the two students, attending to their academic,
social, and physical needs. The classroom’s small size limits the paraprofessional’s
abilities to effectively work one-on-one with their student. Hearing three adult voices
within the classroom is a distraction for many general education students, and parents
have voiced their concerns to campus administration. Ms. Lad and Ms. Mid have worked
as paraprofessionals on campus for many years and feel qualified to advocate all
academic and social decisions for their students. Differing in services performed, they
unite in the view that their own students’ academic and social needs supersede those of
the entire class.
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Two Philosophies: A scenario
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Communication between the educators is usually cordial and upbeat, but lately
there has been a more negative feeling. The stressors associated with
teaching added to the difficult working environment have made the once
average relationship falter. Although negative feelings color the classroom
atmosphere, Mr. Dan continues to present his positive demeanor while in the
classroom. Both paraprofessionals, however, are quick to display their
aggressive nature by teaching their students at louder levels. They begin to
discuss the problem with other paraprofessionals within the campus. Mr.
Dan’s calm nature infuriates the paraprofessionals and see him as openly
dismissing their needs as educators and as members of the classroom
community. Ms. Lad asks administration to place her and her student in
another classroom. The student’s parents are opposed to the move.
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Collaboration scenario
44
How could this situation be salvaged?
 Administrative transfer of one paraprofessional and her student into another classroom.
No: This may help short term, but would not facilitate professional growth among
all parties involved. When transfers become practice, students with or without
paraprofessional assistance can be moved at teacher or parent whims. A third or
fourth party can be brought in to moderate conflict resolutions. Every effort
should be made to solve difficulties within the classroom.
 Administration requires all three educators to attend Teaming, a professional development
in-service, while providing substitutes and making any necessary student arrangements.
Yes: By identifying personality styles, communication approaches, and the basics of
effective teaming, these educators could begin to recognize and appreciate the
actions and intentions (how and why) of each team member. Having a clearer
understanding as to why others in the team say and do what they do leads to a
more positive and productive environment. In addition, key job duties for the
school year would be clearly identified allowing members of the team to focus
on individual tasks and the successes of students in their care.
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Collaboration scenario
45
Principal requires all three educators to research and construct an action plan
with the help of the assistant principal. The three will collaboratively identify
the problems, the expected and measurable outcomes or results, and the
viable steps necessary to achieve the goal.

Yes: By working together to identify areas of weakness and the steps needed for
improvement, these educators become empowered to put aside personal differences
and focus on what is best for the classroom as a whole.
Ms. Lad takes the initiative to invite Mr. Dan and Ms. Mid to her home for a
working potluck supper. Her intention is to present her colleagues with current
action research on the collaborative process in the hopes of producing
productive, positive dialogue.

Yes: Ms. Lad has taken a first step in validating the team’s personal and professional
problems and in providing a path to positive change. Through candid,
straightforward, and honest conversation, this group will be able to identify each
other’s strengths and weaknesses. Only then, can they begin to develop the structural
foundation, which is vital to the team’s effectiveness.
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Collaboration scenario
46

No intervention with the hope that the problems will dissipate on their own.
No: Education is an evolving, social profession. As society changes and our culture
evolves, so too must the classroom teacher. Allowing ourselves an “unbending” and
unaccommodating attitude will cause us to break when we are tested. Being able
to flex and bend to the situations around us, using experiences to grow personally
and professionally, allows educators the ability to try and fail, refocus, and try
again. Educators are natural problem solvers. Our brains are in our heads for a
specific purpose- to learn. Any problem that arises should be viewed as a learning
experience. Remember Thomas Edison’s invention of the light bulb? Hundreds of
ideas, hundreds of attempts, hundreds of problems, hundreds of failures, one
success.
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End Collaboration and start Uniting
Philosophies
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One Focus, Two Philosophies
47
Many individuals have never spent time reflecting on
what makes a strong team. However, most people
know the consequences of an individual football
player’s decision to run a play that hasn’t been
planned by the team.
As governing dynamics dictate, decisions must be
made on the basis of what is good for the individual
and what is good for the team.
Sometimes it is difficult to balance the needs of both
the individual and the group. The following section
helps one to learn how to achieve the balance and
develop a successful team.
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Uniting Philosophies
48
Often, team members have differing educational philosophies that interfere
with effective team building. In order to unite two independent educational
philosophies, an effective team must have:
1. a purpose to be together.

The team needs a focused plan that requires results.

The team’s successes need to be valued and supported.
2. independent thinkers

To work as a team member, you must first be independent.

Independent people know what makes them tick and what’s important
in their lives - values and ethics.

Independent values contribute to the team process.

If you can’t manage or trust others, you will have a hard time being
effective on any team.
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Uniting Philosophies
49
3. a commitment
 All parties must be committed to the team.
 All parties must be responsible for a specific result.
 All parties must take the time to get the job done correctly.
 Each party must evolve their own ideals for something greater than themselves.
4. equal contribution
 Contributions make the team exciting.
 Have a clear focus. Build on each other’s strengths. There is strength in diversity.
 Develop a community. Every community member contributes to the objective.
 Trust and be accountable to each other.
5. a leader
 The leader has the insight to allow the other members to grow and develop socially and
professionally.
 The leader validates and encourages differing ideas into the collaborative/evaluative process.
 The leader communicates effectively with other members of the team.
 The leader allows the flow of creativity when needed.
 The leader demonstrates the ability to make mistakes a learning and growth opportunity.
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Uniting Philosophies
50
6. communication
 Everyone should have a time to be heard without interruption.
 Allows team members to connect with team leaders.
 Emotional events usually make team members closer.
 Allow time for informal conversations.
 Time to be formal and time to be casual, but always professional.
 Laughter- humor is often missing in the classroom.
 Never use another person as a foundation for humor.
 Teams can be fun.
7. cooperation
 Make the objective and goals clear to all team members.
 Pool ideas of members of the team.
 Work together in an atmosphere of patience.
 All members have valued contributions.
 No complaining without viable solutions.
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Varying Teaching Philosophies
51
Educators have come from many teacher training programs and have
entered the teaching field over a vast range of years. Often teachers
have a specific teaching philosophy and because it is so much a part
of who they are as teachers, they are not overtly aware of their
teaching style. We all know that the teaching field is dynamic. The
more we teach students, the more we understand what improves
learning. However, we do not always agree on the different
approaches. Here are a few of the teaching philosophies that have
been current over the last few decades in Texas:

Teacher-centered approaches

Student-centered approaches
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Developing and Implementing Meaningful Student
Learning Experiences
52
Teamwork, partnership, group effort, association, alliance, relationship,
cooperation.
 These words define collaboration. A key component of any team effort,
collaboration creates a dynamic learning environment in which teachers
and paraprofessionals work together to improve student learning.
 In their own education, teachers were taught to work independently and
to protect their new and innovative processes as individual intellectual
property. However, educators who work in cooperative teams have
learned that collaboration can improve their students’ learning. This
occurs because the teachers and paraprofessionals are sharing
developing, analyzing, modifying, and sharing their results.
Collaboration as a teaching strategy
53

In order to collaborate on a teaching team,
teachers need to practice the ideas that we have
already covered. They need to understand each
other’s personality preferences and each other’s
communication styles. Once the similarities and
differences have been analyzed and are
understood, each team member can better
understand how he can fit into the group and make
the most valuable contribution.
Assessment
54
This concludes the lessons on TEAMING: The Teacher
and the Paraprofessional
Click on the button below to begin your assessment of
the lessons. Once you achieve an 80 or higher, your
results will be sent to the instructor.
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Resources and Acknowledgements
55

Alley, Ben, Specialist, Center for Teacher Certification at ACC

Blanck, Stephanie, Director of Special Education Services, Georgetown ISD

Chipley, Mary, PhD. Specialist, Center for Teacher Certification at ACC

DeHaven, Jan and Sherry Marsh. Collaborative Teaching: Working Together to Promote
Learning! Region 20 ESC. Used with permission. (ParaEducator Institute)

Educator Standards and Test Frameworks adaptation @ http://www.sbec.state.tx.us

Effective Communication: http://www.health.umd.edu/fsap/communication.html



Engels, D. W., and Harris, H. L. "Career Development: A Vital Part of Contemporary Education"
NASSP BULLETIN 83, no. 603 (January 1999): 70-76.
Railsback, J. Project-Based Instruction: Creating Excitement for Learning. Portland, OR:
Northwest Regional Educational Laboratory, 2002.
http://www.nwrel.org/request/2002aug/profdevel.html
U.S. Office of Special Education Programs. SPenSE Fact Sheet. Study of Personnel Needs in
Special Education (2001-2002). http://ferdig.coe.ufl.edu/spense/instruments.html
Acknowledgements
56
Thank you for
committing to
being a better
team member.
Two Drivers
One Road