Paraprofessional Case Scenario

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ParaprofessionalCase Scenario

ParaprofessionalCase Scenario


Sincethe 1950s, paraeducators have been commonly used to assist teachersin administrative and clerical tasks. When educators and teachingassistants work towards common goals, they can attain great successin their diverse roles (Forlin &amp Chambers, 2015). The goalstatement is to create a positive class environment for the studentsto enhance academic progress. According to research, a positiveschool atmosphere promotes better academic performance. The twoeducators will make sure that the learners grow in all features oflife (Forlin &amp Chambers, 2015). For example, Mrs. Smith and theteaching assistant will have an objective to offer all students theresources to help them grow in academic, behavioral, emotional, andsocial aspects. Additionally, they will strive to meet the learner’seducational needs by improving their effectiveness when teaching toensure the students reach their maximum potential.

Basicrules/expectations for all students in the classroom

Nonetheless,the teacher and the paraeducator can only achieve these goals if theystipulate the rules and expectations for all the students in theclassroom. All pupils will be expected to respect each other, theteacher, and the paraeducator. The regulation will require studentsto show consideration for other pupils’ property and useappropriate language in class (Forlin &amp Chambers, 2015). The rulewill ensure that the pupils maintain good relations to promotecooperation and minimize conflicts. Additionally, the learners willbe expected to put to forth their best efforts by doing their bestwork. It will include paying attention, participating, and askingfor clarification in areas that are difficult to comprehend. Besides,it will be necessary for the pupils to listen when someone else istalking without making disrespectful comments. The regulation will beparticularly useful for the students with learning disabilities andemotional disturbance because it will create a class environment thatencourages their participation (Forlin &amp Chambers, 2015). Thelearners will be expected to pay close attention and carefully followthe guidelines provided by the teacher and paraeducator. Lastly, thestudents will have to finish all the assignments given by the teacheror the paraeducator. As a result, it will encourage appropriatebehavior and create a sense of order and consistency in theclassroom.

Rolesand responsibilities of the teacher and the paraeducator

Consequently,Mrs. Smith and the teaching assistant will have differentresponsibilities. The teacher will deliver the general instructionsfor all the students in class. Mrs. Smith will also be responsiblefor managing the overall conduct in the classroom. The teacher willplan the instructional programs, which will stipulate the lessonplans, goals, and activities for individual pupils and the entireclass (Forlin &amp Chambers, 2015). For example, she will determinethe procedures and instruments to be used in class. Accordingly, shehas to ensure that these programs will facilitate the inclusion ofstudents with disabilities in general education. Mrs. Smith’s willalso administer tests to evaluate and grade the students’performance. For example, she will design, implement, and evaluatethe instructional programs that support the learners’ needs. Theteacher will select the diagnostic tests to establish the educationalrequirements and goals of the students. Mrs. Smith knows all herpupils and their individual capabilities. Therefore, she will set anaverage level that can be used to evaluate how well the studentscomprehend various instructions. Accordingly, the teacher will modifythe curriculum plan and determine the best adaptation that will suitthe diverse needs of her pupils (Forlin &amp Chambers, 2015).Nonetheless, this will solely be undertaken by Mrs. Smith because shehas expertise in educational and circular design, modification, andadaptations to ensure that it promotes students’ understanding andacademic improvement.

Onthe other hand, the paraeducator will work with students in ways thatare impossible for the teacher. The teaching assistant will watch forthe subtle signs of comprehension or misunderstanding (Forlin &ampChambers, 2015). Furthermore, the paraeducator will also monitor thestudents’ actions and provide behavioral support within the class.For example, the assistant can make sure that all the students complywith Mrs. Smith’s instructions by walking through the class andassisting the students where necessary. Thus, it will ensure that theparaeducator can collect data about the student’s behavior andprogress to assess if it meets the objectives set by Mrs. Smith.Besides, he or she will clarify the areas where the students needsupport. Consequently, the paraeducator will ensure that Mrs. Smithdoes not have to divide her attention because he or she will addressthe student’s individual needs. For instance, the paraeducator willoffer individualized attention, particularly to those students withlearning disabilities and emotional disturbance. The teachingassistant will also support and follow through with the classmanagement plan set by Mrs. Smith by maintaining records relevant tothe classroom assignments (Forlin &amp Chambers, 2015).Nevertheless, the paraeducator will undertake these duties under theguidance and supervision of Mrs. Smith. Therefore, the students willbenefit from more differentiated instructions from the teacher andthe individualized attention of the paraeducator (Forlin &ampChambers, 2015).

Trainingthat the teacher will provide for the paraeducator

However,Mrs. Smith will have to train the paraeducator to ensure that he orshe can accomplish the required roles with the utmost effectiveness.First, the teacher will provide a job description and clarifyspecific functions carried out by the educators (Forlin &ampChambers, 2015). For example, the teacher will specify herresponsibilities and those that will be undertaken by the assistant.Then, she will orient the paraeducator to the class program, whichthey will follow and implement during their partnership. Therefore,the educator will train the teaching assistant on the plans anddirections to follow in class (Forlin &amp Chambers, 2015). Besides,Mrs. Smith will also teach the paraeducator on the diverse needs ofthe students, especially those who require special attention due totheir exceptionalities. Thus, she will guide the paraeducator on howto handle the students with disabilities to ensure that they learn atthe same pace with the other students (Forlin &amp Chambers, 2015).Moreover, the assistant does not have any experience as an educatorhence, Mrs. Smith will provide instructions on how to handle variousissues presented by the students and enforce the classroom rules.Additionally, the teacher will train the assistant on how to usedifferent teaching techniques and behavioral management strategies(Forlin &amp Chambers, 2015). For example, Mrs. Smith will guide theparaeducator on how to support the inclusion of the exceptionalstudents with disabilities in general education using behaviorintervention strategies.

Evaluatingstudent progress

Finally,it is necessary for the school administration, teachers, and theparents to evaluate the students’ progress. The first step is forthe school administration and teachers to use testing as a way ofassessing performance. They should utilize both formative andsummative evaluations to determine the academic growth throughout theschool year (Forlin &amp Chambers, 2015). The summative evaluationcan be given in the form of tests, quizzes, term papers, and finalexams to enable grading that will reflect the how well the studentsunderstand the course material at the end of each academic stage. Onthe other hand, the formative assessment can be used throughout theschool period to evaluate how well the students are learning variousconcepts as they get ready for the final testing. Thus, thedevelopmental analysis will prevent poor performance in the summativetests while at the same time indicating whether the course content istaught and understood effectively. Then, the examinations willdetermine the best strategies to improve and maintain excellentperformance. The formative tests will also give the students feedbackon how well they comprehend the course materials as well as help theteachers improve their teaching techniques. For example, if thestudents meet the expectation, the teacher can continue using thesame teaching strategies. Otherwise, he or she will change someaspects in their techniques to improve understanding and performance.Lastly, the educators and parents will evaluate the students’progress by reviewing their performance on various tests to determineif the learners are making any improvements and the best techniquesto enhance the performance.


Forlin,C., &amp Chambers, D. (Eds.). (2015). Workingwith teaching assistants and other support staff for inclusiveeducation. Bingley,UK: Emerald Group Publishing Limited.

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