Working With Paraprofessionals

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Why it works

Paraprofessionals are a major source of support in inclusive classrooms, but research shows their impact depends heavily on how they are directed and prepared: without clear roles, communication, and collaboration, their time is wasted or they inadvertently foster student dependence. Teachers who plan with their para, define roles, share information, and treat them as a partner get far more from the support, for students and the para.

The research: Research on paraprofessionals and inclusive support.

The run-of-show

Choose your slot. The agenda, timings, and length update to match.

The core activity: plan to work well with your para

Teachers leave with clear roles and a communication plan that make the support powerful.

Define clear roles and expectations with your paraprofessional.
Plan how you communicate and share what students need.
Plan the support so it builds student independence, not dependence.
Treat them as a partner, not just an extra set of hands.

Direct and partner, don't just share the roomA paraprofessional's impact depends on your direction and partnership. Define roles, communicate, build student independence, and treat them as a true colleague.

Facilitator notes

Define clear roles, and communicate and plan.
Build student independence.
Treat the para as a partner.

An undirected para is an underused oneWithout clear roles and communication, a paraprofessional's time is wasted or fosters dependence. Direct, collaborate, and partner.

Adapt it

Elementary: clear routines, shared roles, student independence.
Secondary: content roles, communication, independence.
All settings: roles, communication, partnership.

Participant handout

One page for every teacher. Print it, or save it as a PDF.

K12 Academics · Professional Learning

Working With Paraprofessionals: direct and partner

Make the support powerful: clear roles, communication, student independence, and true partnership.

The clear roles and expectations with my para:
How we communicate and share student needs:
How the support builds independence, not dependence:
How I treat them as a partner:
The communication time we will protect:

Make it stick

Roles and partnership:

Define roles and partner.
Build student independence.
Bring a para partnership that worked to the team.

Common questions

How do I make the most of a paraprofessional?

Clear roles and expectations, communication and planning time, sharing what students need, and treating them as a partner. Without direction, even a great para is underused.

Isn't the para's job just to help the student?

Yes, but how matters. Well-directed, paras promote independence and access; poorly directed, they can foster dependence by doing too much for the student. Plan the support.

We have no planning time together. What do we do?

Even brief, consistent communication, a quick daily check-in, shared notes, a defined role, makes a big difference. Advocate for time, and make the most of what you have.