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At a glance

Paraprofessionals are important members of a school's staff.

They're sometimes called instructional aides or teacher assistants.

Paraprofessionals provide different kinds of support that help make classrooms more inclusive.

On any given school day, there are many adults working to support student learning. Students may work with teachers, counselors, related service providers, and classroom volunteers. They may also receive support from paraprofessionals.

The Every Student Succeeds Act (ESSA) uses the term paraprofessional. You may also hear them called ed techs, classroom assistants, instructional aides, teacher assistants, paraeducators, and paras. No matter what you call them, paraprofessionals are an important part of a school's community.

Paraprofessionals are not certified teachers, but they are vital members of a school's support staff. They are credentialed education professionals who work alongside and under the direction of a certified teacher or school professional.

Here's what you need to know about their training and how they support teachers, students, and families.

What paraprofessionals do

Paraprofessionals provide instructional, behavioral, and other support to students in and outside of the classroom. Paraprofessionals often work one-on-one with students who receive special education and related services or those who have a 504 plan.

Some paraprofessionals work with students in a special education classroom. Others may work with students in a general education classroom or rotate to support all the classes in a specific grade level.

Here are four common ways paraprofessionals provide support:

A paraprofessional may work with students one-on-one or in small groups to reinforce learning. They may provide extra support during or after a teacher's lesson. They may also lead small group activities, allowing the teacher to support students in other ways.

For example, a paraprofessional may work with a small group of students who need extra help understanding a math concept, while the teacher works with students who are ready to move on to learning the next concept.

In some classrooms, bilingual paraprofessionals provide language support to English language learners. This is especially true in classrooms for students just beginning to learn English. Paraprofessionals may help ELLs understand the academic content of lessons by speaking with students in their home language.

Paraprofessionals often live in the school neighborhood and share the same cultural traditions as their students. This can help paraprofessionals serve an important role. They can be a link to the community. And they can work with the teacher to make sure the instruction and learning materials are culturally responsive. They can even help create learning materials in another language.

Paraprofessionals often work with students who struggle with expectations for classroom behavior. For example, if a student has a behavior intervention plan (BIP), paraprofessionals may help to implement the plan. If the IEP team needs documentation about how behavioral interventions are working, paraprofessionals may take notes throughout the day.

Many paraprofessionals also build strong relationships with the students they work with. They often spend more one-on-one time with students than the other adults on staff. That gives them insight that can be used to help teachers understand what a student's behavior is communicating. This understanding can help teachers respond to challenging behaviors with empathy.

4. Physical and medical support

Some paraprofessionals work with children who have physical disabilities. Paraprofessionals can help with adaptive skills, like self-care and communication.

They may also collaborate with the school nurse to work with students who need medical support. For example, they may help children who are at risk for seizures or who have severe allergies.

Qualifications and training

Paraprofessionals don't have the same training and certification as teachers. The requirements vary from state to state and even among school districts. Under ESSA, paraprofessionals provide teaching support and must have a high school diploma (or its equivalent) and also meet one of these requirements:

Finished two years of study at a college or technical school; or

Hold at least an associate's degree; or

Be able to show, through a formal state or local academic assessment, that they know about and can assist in reading, writing, and math instruction

Paraprofessionals must have knowledge and skills to be good at working with students. Like other educators, a paraprofessional needs to know when to step back and encourage a student to be independent, but also when to step in and provide support.

Paraprofessionals often learn many of their practical skills on the job. They can be more effective when they have ongoing training and access to professional learning opportunities. Whenever possible, schools should include paraprofessionals in staff meetings and other events so they are up to date on all school policies, curriculum, and student needs.

Key takeaways

Paraprofessionals provide instructional, behavioral, and other support to students in and outside of the classroom.

Some paraprofessionals work one-on-one with students, while others support small groups or whole classes.

Paraprofessionals don't have the same training as teachers, but they're required by law to meet certain qualifications.

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Paraprofessionals: What you need to know

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Paraprofessionals work alongside teachers to support students and learning in the classroom. Learn more about what these instructional aides do.

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Meetings will be every Monday morning at 7:15 am

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Supporting Behavior- Behavior Management Strategies 

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Supporting Behavior- Behavior Management Strategies 

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"The number one problem in the classroom is not discipline: it is the lack of procedures and routines." -Harry Wong, author of The First Days of School
In his teaching on classroom management, education guru Harry Wong emphasizes the importance of teacher preparation as the best means for preventing problems before they arise. Students entering the classroom should be greeted by teachers who have prepared themselves, their classrooms, and even the work in anticipation for a productive day's learning. A well-managed classroom is one where students know what to expect and where teachers are proactive, providing clear direction on everything from how to answer a question to when to turn in homework, to how an assignment will be graded.

As Wong discusses the differences between rules and procedures, he notes "a rule is a DARE to be broken, whereas a procedure is not. A procedure is a DO, a step to be learned."[1] He encourages teachers to prepare for class by clearly articulating and then rehearsing procedures with students until they are second nature. He also emphasizes the importance of consistency in the application of these processes. Once students are in the habit of following these procedures, the amount of class time wasted on non-instructional activities is dramatically reduced. As this is reduced, so is the likelihood of students creating opportunities to distract themselves and others from the learning process. When students are focused on learning, the need for corrective discipline is greatly reduced.

On those occasions where students do show signs of distractibility or off-task behavior, Wong highly advocates the use of non-verbal signals: "A nod, a smile, a stare, a frown, a raised eyebrow, or a gesture is often all that is needed, and it does not even disturb the class at work."[3] Similarly, moving into closer proximity to a student who is showing signs of distraction can be a non-intrusive deterrent. The more proactive we can be in helping our students remain focused and on task, the fewer discipline issues we will face.

January is a good time for us to take stock of our classrooms. What procedures have we established? How are they working? Where could our classrooms benefit from additional or revised procedures? What tools have we developed to help us stop off-task behavior before it begins? How do our classroom management plans reflect a biblical worldview?

As we begin the new year, let us be intentional about modeling preparation and establishing classroom patterns and procedures that honor the image-bearing nature of each of our students, and that provide a safe environment where everyone is free to learn.

[2] Ibid. slide 18.

[3] Ibid. slide 11.

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Proactive Classroom Management - TeachBeyond

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"The number one problem in the classroom is not discipline: it is the lack of procedures and routines." -Harry Wong, author of The First Days of School In his teaching on classroom management, education guru Harry Wong emphasizes the importance of teacher preparation as the best means for preventing problems before they arise.