Working with Paraprofessionals: Advocating for Yourself

My Experience Working with Paraprofessionals

I used to struggle when working with paraprofessionals. In my first classroom, I had paras who were older than my parents and who brought a lot of important knowledge about the history of education for these learners. While I respected their experience, I also had valuable information to share, especially regarding trauma-informed care practices. However, I faced resistance when trying to implement these practices over the traditional methods like isolation and restraint.

I used to think the problem was with the paras, but then I had a great advisor who shifted my perspective. She validated my concerns by saying, “I trust your judgment. They might not respect you, and they may be causing safety issues by not following instructions.” But she also told me, “You can keep doing what you’re doing, and nothing will change, or you can change yourself.”

That was the moment it clicked for me. I wasn’t stuck. I had the power to change my approach. For example, with administrators, I learned to structure my conversations differently:

1. “I’m having a problem,”

2. “This is what I’ve tried,”

3. “Here are some potential solutions,” and

4. “What do you think?”

This small shift helped me a lot in advocating for my needs. Instead of complaining, I explained what hadn’t worked, offered solutions, and asked for input. My relationships with both paras and administrators got better. Here are some other tips for advocating for yourself:

1. Pick Your Battles Wisely

Choose which challenges to address so that you don’t become overwhelmed by trying to tackle everything at once. For me, I focused on four key areas:

• Safety: Keep the classroom safe for both learners and staff. This might mean training paras on trauma-informed care practices and making sure everyone knows how to handle a crisis.

• Team Collaboration: Build a cooperative and communicative relationship with paras, so teamwork is valued and expected.

• Classroom Structure: Post clear expectations and rules in the classroom for learners and staff to follow. That way everyone knows their responsibilities and how to respond in common situations.

• Consistency in Instruction: Focus on keeping behavior management strategies and teaching methods consistent to avoid confusion among learners and paraeducators.

2. Prioritize the Most Pressing Issues First

In a busy classroom, there will always be multiple things competing for your attention. To advocate effectively, prioritize the most pressing issues: those that affect student learning, safety, or classroom functioning. Not every conflict needs to be addressed immediately. Choose what requires your focus based on urgency and impact.

3. Build Team Culture with Paras and Administrators

Meet regularly with your paraeducators and administrators. When everyone is on the same page, it’s easier to resolve conflicts and move forward with clear goals. Ask paras what they see working and not working in the classroom. Similarly, maintain open lines of communication with administrators so they are aware of your needs and challenges.

4. Set Clear Expectations

One of the biggest sources of conflict is miscommunication or unclear expectations. Be proactive by posting clear and objective expectations in the classroom for both staff and learners. When everyone understands their role and the rules, it’s easier to hold people accountable and resolve issues when they arise.

5. Recognize When to Speak Up

Paraeducator conflicts (whether over unclear roles or behavior management) are common triggers. Instead of letting things build up, address issues early. However, is your administrator busy with other things? Is there a better time to approach leadership for support? Carefully consider the timing of your advocacy.

6. Frame Your Concerns Clearly and Positively

When bringing up an issue, focus on solutions rather than frustrations. Communicate what support you need in a way that invites collaboration.

Example:

Instead of: “The para never follows my instructions.”

Try: “I think it would help if we had a weekly meeting to go over classroom expectations and our roles.”

7. Use Data to Support Your Requests

When advocating for changes or support, back up your concerns with data. Document how unresolved conflicts or lack of support are impacting the classroom and student outcomes.

Example:

“Since the para has struggled with managing behavior, we’ve seen a 20% increase in classroom disruptions, which is affecting learning time.”

8. Build Strong Relationships with Administrators

Building relationships with administrators can make advocating for yourself easier. Keep them informed of your needs and challenges, and approach them with solutions.

9. Set Boundaries and Manage Expectations

Para conflicts often arise from unclear boundaries or miscommunication. Setting clear expectations for both yourself and your paraeducators can prevent many issues before they start.

10. Practice Self-Advocacy Daily

Self-advocacy is a daily practice. Stay proactive by regularly communicating your needs and collaborating with your team. Don’t wait for a crisis to start advocating for yourself.

Advocating for Yourself Is Advocating for Your Students

When your paras know the plan and your administrator knows what you need, your students get a safer, more consistent classroom.