1

In today’ schools paraeducators are key personnel to have. According to Friend and

Cooke (2017), “Paraeducators are individuals who provide direct or indirect instructional and

other services to students and who are supervised by licensed professionals who are responsible

for the student outcome” (p. 241). This position has many roles and responsibilities within the

classroom and school. Typically, para educators provide general support to teachers and

classrooms, are assigned to work as one-on-one assistants to students whose disability requires

extra support, or support special education programs but do not have specific students to work

with.

The roles and responsibilities had by paraeductors usually can be divided into two

categories; instructional and non-instructional. Instructional responsibilities include tasks that

require instructional delivery and may also included preparation for follow-up instruction. Some

instructional delivery responsibilities include reading tests to students, assisting students in

keeping books, materials, and personal belongings organized, and observing student behavior.

Preparation and follow-up activities that paraeducators may be responsible are creating flash

cards, adjusting classroom materials, and grading assignments.

Instruction tends to be the main responsibility of a paraeductor, however non-

instructional responsibilities are also assigned. These responsibilities may incorporate support for

students, clerical work, or other activities that assist the student. Support for students may

involve feeding or changing diapers. Student supervision is also considered a non-instructional

support responsibility. Clerical work responsibilities focus on paperwork that has to be

completed. Paraeducators may help assist in finishing or organizing important paperwork. Other

responsibilities can be assisting in translation for families and schools who do not speak the same

language.
 2

There are some responsibilities that should not be assigned to paraeductors and should be

completed by a certified teacher. A student’s education should not rely entirely on the

responsibility of a paraeducator. Paraeducators should not write student’s individualized

education plan (IEP) goals and or objectives. They should not interpret data that is used to plan

appropriate educational goals for students or used to plan instruction. It is not the paraeducators

responsibility to make decisions for instructional, behavioral, and other intervention strategies

for students. With that, they should also not decide that specific interventions no longer are

needed. At no time should a paraeducator create and delivery a lesson without the supervision of

a certified teacher.

Collaboration, planning, communication, and supervision is important when working

with paraeducators. Professional communication and interactions is crucial. The more

information presented and formally communicated to a paraeducator will help

miscommunication. Hosting an orientation for paraeducators will initially set a good

communication relationship. Providing information on topics which confusion or

misunderstanding could occur will help aid paraeducators. Setting clear expectations for

interactions amongst paraeducators and students or faculty staff is needed. The teacher should

also provide steps in case a problem arises with a student or faculty member.

Planning with paraeducators incorporates both collaboration and communication.

Professionals and paraeducators must meet to discuss planning. One suggestion to benefic this

area is to set a time once a week to meet to discuss planning. If there is no time to meet a

clipboard agenda or e-mail communication can help professionals and paraeducators stay in

touch.
 3

Special education teachers, general education teachers, and other staff have the

responsibility of supervising paraeducators. The supervisors play a key role in ensuring the

paraeducators are doing their job well. To be effective, supervisors should monitor whether

paraeducators are fully completing specific tasks they are assigned. Modeling of these tasks can

be beneficial. Supervisors must confirm that paraeducators adhere to school polices.

The relationship amongst teachers and paraeducators is perhaps, according to Friend and

Cooke (2017), “the least understood and most complex of all the professional relationships” (p.

259) that are in the education career. It is possible to collaborate amongst teachers and

paraeducators. Collaboration is a style that can be used when working together in their setting

like co-teaching. However the question arises of how much can be collaborated? It is important

when collaborating to remember the boundaries of information discussed as well as maintaining

a professional relationship that does not dismiss the role of the supervisor.

There are numerous roles for paraeducators in collaboration. Paraeducators can have a

role as partners, co-teachers, assistants, taking student data, inclusion specialists, and assist with

paperwork. Collaboration may differ depending on the established role for the partnership.

Extensive communication and planning is needed for all roles in order for successful

collaboration with a paraeducator. I plan to have a relaxed teaching style in my future classroom.

When collaborating with my paraeducator I strive to have a comfortable and understanding

relationship where I trust the paraeducator. I want to be able to give them as many

responsibilities as possible. I also plan on establishing an open communication relationship so

that there is no hesitation when asking for help or questions. I think being comfortable is most

important.
 4

References

Friend, M. and Cook, L. (2017). Eighth Edition. Interactions: Collaboration Skills for School

Professionals. Boston: Pearson.