Providing Administrative Support for Classroom Paraeducators: What's a Building Administrator to Do?

Abstract

A growing number of paraeducators are employed in America's schools. Paraeducators are valuable members of the education team, especially as some districts face a growing shortage of certified special education teachers and others struggle to address issues relating to inclusive education programs. This article focuses on describing what building administrators can do to support paraeducator staff, particularly those who are employed to facilitate inclusive instruction. A brief overview of the changing roles of paraeducators is followed by a definition of “administrative support” in terms of the importance of responsibilities, relationships and respect. A list of ten specific suggestions for providing administrative support for paraeducators at the school building level is supplied.

How Can School Leaders Retain Teachers? The Relative Importance of Different Administrative Supports for Teacher Retention in Different Types of Schools

“…Of all the factors, dissatisfaction with their principals is identified as a fundamental reason teachers leave or plan to leave their positions, with administrative support being particular important for their continued employment (Boyd et al, 2011; Horng, 2009; Johnson & Birkeland, 2003). Prior studies explored different aspects of leadership support that are particularly influential in teacher retention such as agency over change (Ingersoll, 2003; Martinez & McAbee, 2020; Robinson, 2019, coaching (Martinez & McAbee, 2020), collegial relationships (Mawhinney, 2008), communication (Smith & Ingersoll, 2004), community leadership (Harmon & Schafft, 2009; Masumoto & Brown-Welty, 2009), discipline enforcement (Ladd, 2011; Martinez & McAbee, 2020), open-door policy (Brown & Wynn, 2009; Hollingworth et al, 2017; Swars et al, 2009), resources (Brown & Wynn, 2009; Loeb & Myung, 2020), peer mentoring (OECD, 2014), personal relationship (Brown & Wynn, 2009; Riggs & Riggs, 2002), professional appreciation (Allensworth et al, 2009; Boyd et al, 2011), respect (Brown & Wynn, 2009; Riggs & Riggs, 2002), and trust (Boyd et al, 2011; Crane & Hartwell, 2019; Mawhinney, 2008). While the importance of administrative support for teacher retention is well established in the literature, the relative importance of different aspects of administrative support is unknown.…”

Teacher-teacher aide teaming: investigating collaboration using cogenerative dialoguing and CHAT

“… providing time and training for teambuilding (Balshaw, 2010;Farrell et al, 1999;Lacey, 2001; Riggs, 2002);  providing joint training and professional development (Jones, Ratcliff, Sheehan, & Hunt, 2012;Shaddock, Nielsen, Giorcelli, Kilham, & Hoffman-Raap, 2007;Wilson & Bedford, 2008;Wilson, Schlapp, & Davidson, 2002);…”

“…In this work teachers were exhorted to develop managerial skills so that they might better supervise teacher aides and thus, enhance their classroom practices. As the teacher aide role has evolved to include greater responsibilities (Parker et al, 2009), the teacher's managerial role has also changed as head teachers, special needs advisors, administration staff, and other teachers working with a teacher aide are now involved in managing teacher aides within the school system (Riggs, 2002;Wallace, 2002;Watkinson, 2003). With the increase in the number of managers involved in supervising teacher aides has come a muddying of the waters in relation to how teamwork between a teacher and teacher aide is to be conducted.…”