The Value of Paraprofessionals – Part 1
Written by: Carrie Wisehart
Every day after school, our Applied Skills Paraprofessionals sit in a circle and reflect on the day. They walk through the positives and negatives, supporting one another with encouragement and suggestions for the next day. They choose to stay after school – beyond their work days – to sit together and continue creating a culture of collaboration and cohesive teamwork.
As an administrator, it is difficult to find good paraprofessionals. We are often limited on the hours and pay we can provide, and the job (as everyone knows) is not an easy one. So how did the above scenario happen? If it’s not the pay and it’s not the hours, how can schools hire and retain these positions?
When we can’t always offer the highest pay scales, we can do what our Applied Skills Paraprofessionals have modeled in our school: create a positive culture, a family. Our Applied Skills room is where a variety of students with special needs learn. These needs can include feeding, toileting, and many other difficult routines that require a special heart. These paraprofessionals have realized they need one another, and work well together to make their space the best one for those kids. So how can we recreate this culture with all of our paraprofessionals?
Only a special family culture would allow the paraprofessionals to choose to stay after school beyond their required work hours. So what are some important steps to take in order to hire and retain paraprofessionals? I am definitely still learning – but so far, this is what I’ve learned:
1. Make time to listen
As a new Associate Principal, I was assigned most of our paraprofessionals on my evaluation roster. I made it a priority to meet with each of them individually in the fall to hear their anticipation, concerns, and questions before the school year was in full swing. I then met with them mid-year to check in on them. It was awesome to be able to hear about their personal lives as well as their professional lives. These meetings were merely to “check in” – beyond an evaluation or training – this was just a “I care about you” time for them to feel valued.
2. Prioritize training – without asking for extra time
Often, paraprofessionals are thrown into the classroom without much time for training or onboarding. Use the time during their work day to allow them to do online or in-person training. Show them that their time and pay is valuable to you by utilizing the time they are already working. This might be a sacrifice for a couple days, but it will be worth it in the long run.
3. Make sure they are included
There can be a distinct line between certified and classified staff that creates barriers. But as we all know, it takes a village to help our students. Not only teachers, but custodians, cafeteria workers, and paraprofessional positions, are needed to point our students toward success. As much as possible, it is important to include all staff members in school wide initiatives, appreciations, meetings, and opportunities. Even if it is not required, the invitation matters.
When I started meeting with the paraprofessionals on my evaluation roster, I began learning more and more about their struggles in the job, the training they needed, and the value I needed to recognize in them. Showing up in their rooms, acknowledging their hard work, and making sure you communicate that to the rest of the staff is imperative to creating that family culture.
Paraprofessionals are a valued part of school staff, and the services they provide make a school better for everyone around them. When we treat them like family, it unites a school culture and makes the environment better for everyone.
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