Effective Collaboration
Define roles
Develop a Schedule
 Ensure that each team member’s
 Ensure that both the teacher
role in the classroom is clear to
everyone, including the
students.
 Clearly define and articulate the
paraeducator’s role in
supporting instruction and
behavior management
 Take into consideration specific
skills with which paraeducators
feel comfortable
and the paraeducator have a
schedule of the activities that
will occur during a class
period or day
 Or give all team member’s a
copy of lesson planshighlight the activities or
areas in which they will be
responsible
Strategies
Know Instructional methods
Be Aware of Student Characteristics
 If the paraeducator is expected
 Both team members should
to provide support in a specific
way, the teacher should ensure
that the paraeducator is familiar
with the method required and is
comfortable in its use
 Professional Development may
be required to effectively carry
out their roles
 Teacher’s should help to provide
paraeducators with resources
and necessary skills
be aware of the academic and
social needs of the students
with whom they work
 Paraeducators should be
aware of IEP’s
 Communication on a daily
basis regarding student needs
is important
 Confidentiality laws
Strategies
Share Classroom Experiences
Share responsibility
 Open communication
 Ensure that each team
 Regularly and consistently
member is working with all
student’s equally
 No students should spend a
majority of time with only the
paraeducator
share observations and
experiences they have had
with students during the day
or period
Additional Strategies
 Communicate that you are a team
 Be proactive regarding classroom and behavior
management
 Be aware of how you communicate
 Discuss the issue of confidentiality
 Use a collaborative problem solving process
References
Devlin, P., (2008) Create Effective TeacherParaprofessional Teams. Intervention in School
and Clinic 2008 44:41.
www.isc.sagepub.com/content/44/1/41
http://www.k8accesscenter.org/training_resources/do
cuments/Tchr-ParaCollaboration.pdf
Roles and
Responsibility
Teacher
Paraeducator
Areas of
Communication
􀂃 Plan all instruction,
including small group
activities
􀂃 Provide instruction
in whole-class
settings.
􀂃 Work with small
groups of students on
specific tasks,
including review or reteaching of content
􀂃 Work with one
student at a time to
provide intensive
instruction or
remediation on a
concept or skill
􀂃 Teachers provide
specific content and
guidance about
curriculum, students,
and instructional
materials
􀂃 Paraeducators note
student progress and
give feedback to
teachers
􀂃 Develop all lesson
plans and
instructional
materials1
􀂃 Ensure alignment
with standards,
student needs, and
IEPs
􀂃 Provide assistance in
development of
classroom activities,
retrieval of materials,
and coordination of
activities
􀂃 Mutual review of
lesson plan
components prior to
class
􀂃 Teachers provide
guidance about
specific instructional
methods
􀂃 Develop and guide
class-wide
management plans for
behavior and
classroom structures
􀂃 Develop and monitor
individual behavior
management plans
􀂃 Assist with the
implementation of
class-wide and
individual behavior
management plans
􀂃 Monitor hallways,
study hall, & other
activities outside
normal class
􀂃 Teachers provide
guidance about
specific behavior
management
strategies & student
characteristics
􀂃 Paraeducators note
student progress &
activities and give
feedback to teachers
Instruction
Curriculum &
Lesson Plan
Development
Classroom
Management
Classroom
Management
Accommodations
& Modifications
􀂃 Develop and
guide class-wide
management
plans for behavior
and classroom
structures
􀂃 Develop and
monitor individual
behavior
management
plans
􀂃 Assist with the
implementation of
class-wide and
individual
behavior
management
plans
􀂃 Monitor
hallways, study
hall, & other
activities outside
normal class
􀂃 Teachers provide
guidance about
specific behavior
management
strategies &
student
characteristics
􀂃 Paraeducators
note student
progress &
activities and give
feedback to
teachers
􀂃 Determine (with
IEP team) proper
accommodations
for students with
disabilities
􀂃 Incorporate
accommodations
into all lesson
plans
􀂃 Develop modified
materials
􀂃 Guided by
teacher and IEP,
provide
appropriate
accommodations
to material
(enlarged print,
taking notes,
reading material
aloud)
􀂃 Teachers guide
paraeducators in
the use of specific
adaptations and
ensure that
paraeducators are
aware of IEP goals
and adaptations
􀂃 Paraeducators
provide feedback
about student
progress and
success of
adaptations
Current Issues Surrounding
Paraeducators
 Privatization
 Paraprofessional Requirements under NCLB –Title I
schools
 Paraprofessional Training
 Effective Collaboration in the Classroom
 Utilization of Paraprofessionals in Inclusive Schools
Resources for Teachers and
Paraeducators

National Resource Center for Paraprofessionals.
www.nrcpara.org/
If paraprofessionals are your training concern, or you ARE a paraprofessional, the NRC for Paras is for you. It publishes
six different paraprofessional training manuals, including the Core Curriculum for Paraprofessionals. The goal of these
instructional materials is to provide personnel developers and trainers with resources they can use to improve the
performance of their paraeducator workforce. Here are some of the other resources you’ll find at the NRC, too.
State Resources, which will connect you with state-developed regulations and resources for paras.
The State of the Art Report, which provides an overview of how federal, state and local education agencies have
addressed issues that influence the roles, preparation, and supervision of paraeducators.
A Message Board for paraprofessionals.
Books and manuals: Materials on and for paraeducators, all available at low-cost.

Project EVOLVE.
Project EVOLVE is an OSEP-funded project that’s generated a wealth of resources, including the paraprofessional
literature from 1990-2009 and A Guide to Schoolwide Planning for Paraeducator Supports.
http://www.uvm.edu/cdci/evolve/

Paraeducator Resource and Learning Center (PRLC).
The PRLC provides information for paraeducators about six important topics: Collaborative Teamwork, Inclusive
Education, Families and Cultural Sensitivity, Characteristics of Children and Youth with Various Disabilities, Roles and
Responsibilities of Paraeducators and Other Team Members, and Implementing Teacher-planned Instruction.
www.uvm.edu/~cdci/prlc/
Resources Continued

CEC’s standards for paraprofessionals.
CEC is the Council for Exceptional Children. Its Parability: The CEC Paraeducator Standards Workbook includes CEC
Standards for Paraeducators, a Code of Ethics of Paraeducators, and two tools that can be used by district personnel,
principals, trainers, and paraeducators to ensure that paraeducators meet the CEC Standards. The product number is
#P5691 , cost is $10.95 ($12.95 for non-CEC members). To order, call toll-free 1-888-232-7733. |
http://www.cec.sped.org/ScriptContent/Orders/ProductDetail.cfm?section=CEC_Store&pc=P5691

ParaEducator Learning Network
This network helps school systems address paraeducator training needs via an e-learning program currently offering
over 115 courses in a wide range of areas. A service center, district, or school starts the process by subscribing to the
network services, purchasing individual “seats” for trainees ($75/seat). This gives the trainees access to the online
training modules. Read all about it at the link below.
http://www.paraeducator.net/

Project PARA.
Project PARA conducts research and develops training materials for paraeducators and teachers who supervise them.
The project provides web-based self-study programs that offer school districts resources to provide introductory
training for paraeducators and/or the teachers who supervise them. These resources are offered free of charge to
schools and teacher training programs. Participating schools provide an instructor or mentor who manages their own
self study participants.
http://para.unl.edu/index.lasso

National Clearinghouse for Paraeducator Resources.
The Clearinghouse offers a variety of resources including a focus on supporting paraeducators of culturally diverse
backgrounds.
http://www.usc.edu/dept/education/CMMR/Clearinghouse.html