ERIC Number: ED258325
Record Type: RIE
Publication Date: 1985-Mar
Reference Count: 0
The Use of Paraprofessionals as Part of the Teaching Team.
The use of paraprofessionals on the teaching team has helped teachers maximize use of their professional and technical skills, but has also made it easier for several problems to develop. Teachers cite problems in authority and role confusion, personality conflicts, misalignment of instructional priorities, and task inefficiency. These problems can be alleviated if teachers, aides, and administrators make an effort. Teachers can help by planning ahead; providing for input from the paraprofessional before, during, and after the teaching day; providing for adequate training and supervision; using the paraprofessionals' specialized abilities; knowing the paraprofessionals' job descriptions; and respecting the paraprofessionals' professionalism. In their turn, the aides can establish their authority identity for students in a way that leaves the teacher's authority intact, familiarize themselves with the curriculum and its goals, understand the school's overall goals and their own relevant resources, and clarify their own personal and professional priorities. Administrators should assign paraprofessionals to teachers with compatibility in mind; provide inservice training and orientation opportunities; and provide for supervision and evaluation of the teaching team, recognition of paraprofessional contributions, and paraprofessional participation in staff conferences. (PGD)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: Teachers; Administrators; Practitioners
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Association for Supervision and Curriculum Development (Chicago, IL, March 23-26, 1985).