You should have completed the following: Place a star using the mark up tools at the top of your Centra screen to show what you have completed.View the recorded Session 2aRead the Pickett articleCompleted the Discussion Forum requirementsCompleted the Colorful Personalities self-assessmentSubmitted your Paraeducator Orientation Notebook component for session 1We will be reviewing the Colorful Personalities Self-Assessment in just a bit.
Review Session II Learner Outcomes.
Thinking of your own teacher-paraeducator(s) team, where do you feel your team is at in terms of development. Using the star markup tool located at the top of your Centra screen, place a star near the stage you feel you are in with your own teacher-paraeducator team.Call on 1 or 2 particpants to share why they feel they are at the current stage.
During the recorded session, we looked at a variety of lesson planning tools. Would anyone like to share how they could incorporate a tool such as these into your current lesson planning? Do you feel these tools would increase the level of communication between yourself and your paraeducator? Does anyone have additional ideas on sharing your plans with your paraeducator?
Some ideas for communication tools were also discussedduring the recorded session. Of course there are many additional ways to communicate with your paraeducator. We’d like to have 2 or 3 participants share the methods you use to ensure communication between yourself and your paraeducator? After viewing the prerecorded session, did anyone come up with new ideas for increasing the communication between yourself and your paraeducator?
Utilizing a Teacher-Paraeducator Agreement, or contract, is an additional way to increase communication and clarify roles & responsibilities. By agreeing to perform particular duties and being aware of which duties the other is responsible for, you will reduce miscommunication and increase productivity.I’ve heard of a teacher promising the paraeducator an unlimited supply of diet coke as one of her “promises” on her Teacher-Paraeducator Classroom Agreement! She said it cost her very little… but made her paraeducator VERY happy! We all know how much harder we ALL work when we are happy!!! Take a moment to think about what small thing you could do to help make your paraeducator smile each day… A copy of this Teacher-Paraeducator Classroom Agreement may be found in the session 2 course handouts.
Posting a clear daily and/or weekly schedule in the classroom is a great way to ensure all parties know where they need to be at what time. It also serves as documentation of informing a paraeducator of their assigned duties. Important information to include in your schedule includes times, locations of duties, and individuals responsible.
Here is a sample daily schedule for an ECSE Program. Notice how each “task” is defined and assigned staff members are identified. You will find additional sample schedules in Session 2 in our Moodle course.
BuildingRAPPORT with students is key to our success with them. It is also valuable to the partnership between you and your paraeducator. Understanding yourself and others is a step towards building that rapport. You each completed a self-assessment during the Moodle component of Session 2a. We will be scoring this self-assessment together and then discussing what it all means.
Using the TEXT tool located at the top of the Centra screen (represented by an “A”), please write your name on the appropriate note card of your “HIGHEST” number. If you tied in two areas, please write your name on both cards. If you accidently type your name in the wrong place on the screen, you may select it with your mouse and move it to the correct card.Discuss groups.Now we’ll look at what these “color” types are each like…
Use the star in the Centra Toolbar and answer each question as I read it by placing the star in the correct color circle.CLEAR /ERASE screen after each question.
Starting with the area of Curriculum & Lesson Plan Development… We would like to have you share with the group a “communication opportunity” between yourself and the paraeducator you work with for this area?Take 1 or 2 responses elaborate as needed.Sample prompts… who would be responsible for ____? How would you communicate this?
Now, let’s look at the area of Classroom Managment… Will someone please share a “communication opportunity” between yourself and the paraeducator you work with for the area of Classroom Management?Take 1 or 2 responses elaborate as needed.Sample prompts… who would be responsible for ____? How would you communicate this?
Now, for those of you in co-teaching situations… We would like to have you share with the group a “communication opportunity” between yourself and the paraeducator you work with for this area?Take 1 or 2 responses elaborate as needed.Sample prompts… who would be responsible for ____? How would you communicate this?
When thinking of accommodations and modifications for students … who will share with the group a “communication opportunity” between yourself and the paraeducator you work with for this area?Take 1 or 2 responses elaborate as needed.Sample prompts… who would be responsible for ____? How would you communicate this?
Now, let’s think of assessment of students … who will share with the group a “communication opportunity” between yourself and the paraeducator you work with for this area?Take 1 or 2 responses elaborate as needed.Sample prompts… who would be responsible for ____? How would you communicate this?
For the Paraeducator Orientation Notebook assignment for Session 2, you are asked for 4 components.Component 1 – write a brief overview (2 - 5 sentences) describing how you plan to communicate with the paraeducator(s) in your program or at your school site.Component 2 – Choose a planning tool presented in this lesson or create your own to demonstrate how you will plan a lesson with your paraeducator in mind.Component 3 – Choose the communication tool (Teacher-ParaeducatorComunication Log) from this session or create your own to use for communication between yourself and your paraeducator.Component 4 – Create a daily and/or weekly schedule indicating the times and locations of required duties of each staff member working in the classroom.You will upload each of these components in the Paraeducactor Orientation Notebook section of the Moodle course for session 2. (Remember you access this session by scrolling to the bottom of the Moodle course) If using sample from the course, you will want to save the file on your own computer, make any necessary changes, and then upload the file according to the Moodle directions. Does anyone have any questions regarding this portion of the Paraeducator Orientation Notebook?
Have you completed…<br />Session 1 Notebook<br />Component?<br />Recorded session?<br />Reading article?<br />Discussion <br />Forum?<br />Color Self- Assessment?<br />
Learner Outcomes for Session 2<br />Review the team formation cycle<br />Discuss Planning Tool & Communication Tool<br />Investigate your personality style and how it effects your teams and partnerships<br />
Stages of Team Development<br />Forming<br />Polite<br />Impersonal<br />Watchful<br />Guarded<br />Storming<br />Conflicts Control<br />Confronting<br />Opting Out<br />Difficulties<br />Feeling Stuck<br />Adjourning<br />Tasks are Complete<br />End of School Year<br />Norming<br />Developing Skills<br />Establishing Procedure<br />Giving Feedback<br />Confronting Issues<br />PerformingResourceful<br />Flexible<br />Open<br />Effective<br />Supportive<br />
Scoring<br />Add up the points for your a’s, b’s, c’s, and d’s.<br />Color in your boxes with the tallest box corresponding with to the color with the largest number, etc.<br />Blue 25 <br />Gold 18 <br /> c) Orange 20 <br /> d) Green 17<br />
Let’s Look at Your Results…<br />Green<br />Gold<br />Blue<br />Orange<br />
Gold<br />List makers<br />Rule followers<br />Punctual<br />Value privacy<br />Look at details<br />Organized<br />Model student<br />Think in the box<br />Does not take risks<br />
Blue<br />Values relationships & harmony<br />Loves to work with others<br />Looks for the good in others<br />Concerned about others<br />Feelings win over logic<br />Follow intuition<br />Value frequent positive recognition<br />Open, caring, warm, and friendly<br />Active listeners<br />
Orange<br />Talk about the “big picture” rather than details<br />Messy workplace<br />Love competition, variety & creativity<br />“no” means “maybe”<br />Think on their feet<br />Utilize humor<br />Very flexible<br />Does not like rules<br />Need freedom, movement, adventure, & excitement<br />
Green<br />Remain calm, cool, and collected<br />Value knowledge and learning<br />Intelligent, scholarly, and logical<br />Research pros and cons<br />Asks, “why?”<br />Require alone time for reflection<br />Looks at overviews and then details<br />Loves to take concepts to final results<br />
So what does this mean?<br />Everyone has some of each “color” in them. <br />Your strongest color is your natural tendency.<br />You often have to work to bring out your other “colors.”<br />
What color would….?<br />Enjoy group discussions?<br />Enjoy researching disabilities on their own?<br />Like developing lists?<br />Creating an activity or plan from scratch?<br />
A Colorful Team<br />What can different “colors” bring to the partnership between you and your paraeducator?<br />How can you work with individuals who differ from you?<br />
Communication Opportunities<br />Curriculum <br />& <br />Lesson Plan Development<br />
Communication Opportunities<br />Classroom Management<br />
Communication Opportunities<br />Co-Teaching<br />
Communication Opportunities<br />Accommodations & <br />Modifications<br />
Communication Opportunities<br />Assessment<br />
Paraeducator Orientation Notebook Assignment<br />Overview of communication plan<br />Planning tool<br />Communication tool<br />Daily or Weekly Schedule<br />
References & Acknowledgements<br />Friend, M. , & Cook, L. (2007). Interactions collaboration skills for school professionals (5th ed.). Boston: Pearson Education Inc.<br />Gerlach, K. (2006). Let’s team up! A checklist for paraeducators teachers and principals (4th ed.). WashingtonD DC: NEA Professional Library. http://ici/umn.edu/products/impact/152/over6.htmlThe Access Center. Working together: teacher-paraeducator collaboration. American Institutes for Research.<br />