Supporting Paraeducators through a Collaborative Classroom Support Plan

Abstract

Ms. Simmons was eager to

Elementary Music Teachers’ Experiences Training and Collaborating With Paraprofessionals

“…Granted, some paraprofessionals may not appear to care about their role in the classroom, but as Abbott and Sanders (2013) noted, they may be disengaged because they do not fully understand their purpose in a music setting. As has also been found in previous research, paraprofessionals may not know what their role in the music classroom should be (Bernstorf, 2001; Giangreco, 2013), and so music teachers could serve their colleagues by assuming the lead in respectful communication (Brown & Stanton-Chapman, 2017; Capizzi & Da Fonte, 2012; Darrow, 2010).…”

“…We found that almost no one provided training outside music classes. Although researchers have reported that discussing teaching style and expectations with paraprofessionals can be highly productive (Brown & Stanton-Chapman, 2017; Capizzi & Da Fonte, 2012; Darrow, 2010), participants in our study cited lack of time as the greatest deterrent. Paraprofessionals are often paid by the hour during the regular school day; therefore, meeting before or after school could represent work without remuneration.…”

“…Capizzi and Da Fonte (2012) noted that teachers who fail to communicate effectively with their paraprofessional colleagues may underutilize their colleagues’ expertise and create general feelings of resentment. To avoid these pitfalls, they suggested that teachers provide orientation at the beginning of the school year to establish work style preferences and organize regular meetings throughout the year to foster ongoing communication.…”

“…Time and funding for training paraprofessionals can be limited; therefore, Brock, Seaman, et al (2017) recommended that teachers need to carefully choose tasks that will maximize paraprofessionals’ skills without overextending expectations beyond their job. Administrators and special education teachers commonly assign paraprofessionals to students with the highest needs, however, researchers have reported that paraprofessionals rarely receive much more than on-the-job training (Brock & Carter, 2015; Capizzi & Da Fonte, 2012; Giangreco, 2013), which may undermine their ability and confidence to succeed with students (Capizzi & Da Fonte, 2012).…”

“…They also noted that in these circumstances, paraprofessionals could exacerbate a cycle of negative interactions with peers and instructors (Brock, Seaman, et al, 2017). Lacking funds and time, classroom teachers have sometimes had to train paraprofessionals, even though they may feel unqualified to provide such training (Capizzi & Da Fonte, 2012). Yet scholars have reported that paraprofessionals with any level of training feel more comfortable and adept in the classroom (Brock & Carter, 2015; Brock, Seaman, et al, 2017; Carter et al, 2009) and were found to be more apt to keep students engaged, improve learning outcomes, and deescalate challenging behavior (Brock, Seaman, et al, 2017).…”