All about collaboration:
How special education teachers and paraprofessionals can create effective partnerships
In today’s special education landscape, one prevalent challenge is staffing two licensed teachers in the classroom. In the instance where a co-teaching service delivery model is not possible, collaboration, a coordination of “efforts with others, including paraprofessionals, service providers, administrators, and families,” is paramount (Urbani et al., 2024, p. 7). One common form of collaboration is between special education teachers and paraprofessionals. In their article on collaborative educational teams, Urbani et al. (2024) highlight the “three Cs” of collaboration, communication, and conflict resolution that aid in creating and sustaining strong collaborative partnerships.
Three main elements contribute to effective collaboration between special education teachers and paraprofessionals: power dynamics, clarity around roles and responsibilities, and training for paraprofessionals (Urbani et al., 2024). Due to knowledge, experience, and formal education, there is often a power imbalance that favors special education teachers. Urbani et al. (2024) recommend that teachers connect with paraprofessionals professionally and personally to promote partnership. One way to foster the connection is by completing activities such as a collaborative teaching inventory worksheet to discover preferences in common classroom situations (Urbani et al., 2024). Understanding preferences and strengths helps clarify roles and responsibilities, allowing educators to use their strengths and assume roles without constant negotiation over routine responsibilities (Urbani et al., 2024). Further, a lack of professional training can create situations where paraprofessionals fall into logistical roles and responsibilities (e.g., making copies, checking assignments, or supervising) instead of instruction-focused activities (e.g., planning, reviewing data, creating schedules/routines, or implementing instructional strategies) (Urbani et al., 2024). One method to support paraprofessionals in assuming more instruction-focused responsibilities is to have teachers serve as mentors, particularly at the beginning of the school year, to foster a deeper understanding of instructional practices (Urbani et al., 2024).
Beyond effective collaboration, communication is a vital part of ensuring strong partnerships. Urbani et al. (2024) highlight the importance of addressing expectations and providing opportunities for reflection in fostering effective communication. Expectations for communication create a safe environment for educators to share information, analyze how they collaborate, and seek out feedback. Educators are encouraged to “approach conversations with cultural humility,” schedule regular meetings, and maintain a list of items or an agenda to check in on how the partnership is functioning, not just to discuss student concerns (Urbani et al., 2024, p. 9). When it comes to reflection, it is recommended that educators utilize questioning and prepare to give and receive feedback in order to strengthen their partnership (Urbani et al., 2024).
As educators work to establish effective collaboration and communication, they need to consider how to navigate disagreements when they arise. Conflict is an expected and natural occurrence with any team. Urbani et al. (2024) recommend creating a predetermined way to address conflict using these five steps for conflict resolution: “1) recognize conflict as a reality, 2) possess self-knowledge, 3) actively listen and integrate different perspectives, 4) identify the area of tension and determine steps for resolution, and 5) move beyond moments of tension to maintain collegial relationships(p. 12).”
In addition to the “Three Cs” framework, the following resources offer practical guidance for strengthening collaborative partnerships between special education teachers and paraprofessionals:
Core Competencies for Special Education Paraprofessionals
PARAPro Course for Autism Spectrum Disorder
Stetson Collaborative Teaching Resources
Stetson Paraeducator Resources
For more information, contact Crystal Bell ([email protected]), Program Specialist, T/TAC at VCU
Categories Assistive Technology, Early Childhood Special Education, Inclusive Practices, Intellectual Disabilities