Strengthening the Teaching Team: Teachers and Paraprofessionals Learning Together

Abstract

The traditional classroom staffed by a single teacher is rapidly being replaced by one in which a team of adults collaborate to meet pupil needs. Paraprofessionals are an invaluable resource to teachers, not only in representing extra time spent with individual pupils or an extra pair of hands, but in the experience they bring to the job. Many have few formal qualifications, but a number of states and school districts in the USA have begun to provide training, as have some local education authorities in the UK. The most appropriate and useful format for paraeducator training is on the job. However, few teachers have received training in supervising or providing training to other adults. This article describes an observation and self‐evaluation procedure which enables teachers and paraprofessionals to identify and begin to meet their own professional development needs.

Special Needs Assistants: The Special Charcteristics and Strenght of the School System of Finland

“…For example, Morgan, Ashbaker, and Forbush (1998) claim that too little attention has been paid to developing the collaborative skills of the actual classroom team (see also Logan, 2006). That means the teacher and other adults who work in the classroom, including special needs assistants.…”

“…That means the teacher and other adults who work in the classroom, including special needs assistants. Morgan, Ashbaker, and Forbush (1998) introduce a model of collaboration training and the very first item of the model is "Defining roles and responsibilities". It was evident also in this study that clear definitions of roles and responsibilities would make the collaboration easier.…”

“…It was evident also in this study that clear definitions of roles and responsibilities would make the collaboration easier. At its best, well-functioning collaboration leads to a synergistic effect (Morgan, Ashbaker, & Forbush, 1998).…”

Young Prisoners’ Experiences of the Positive Factors of Small Group Teaching during Their Basic Education – Toward the Pedagogy of Preventing Social Exclusion

“…The school should seize on children's problems more efficiently and alertly, and by using multi-professional network efficiently (see e.g., Koskela et al, 2012;Logan, 2006;Morgan, Ashbaker, & Forbush, 1998;Openshaw, 2008). In many cases, the signs of dropping out and related exclusion processes are visible.…”

A Survey of Training and Professional Development for Learning Support Assistants

“…There is sufficient common ground in supporting learning, just as there is in training teachers for a variety of roles, to provide the basis for a universally recognised qualification. As Morgan, Ashbaker and Forbush (1998) state, the traditional classroom staffed by a single teacher is rapidly being replaced by one in which a team of adults collaborate to meet pupil needs.…”