IMPACT OF SPECIAL EDUCATION TEACHER TRAINING
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The Impact of Special Education Teacher Training on Paraeducators
Supervision and Support
Student’s Name
School of Education, Liberty University
Abstract
Paraprofessionals are in nearly every special needs classroom across the country, with their
numbers growing exponentially over the past eight decades. Not only has the number of
paraprofessionals in classrooms increased dramatically, but their roles have shifted from clerical
and non-instructional tasks to assisting with lesson plans, implementing behavior plans, and
providing large and small group instruction. Because paraeducators are essential in students’
academic and behavior development, they need guidance, supervision, coaching, and training in
instructional strategies, behavior management, and communication skills. Districts expect
special educators to supervise and support paraeducators; however, teachers need to receive
more training on supervising and collaborating with their team of paraprofessionals, and most
feel unprepared for this role.
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Keywords: Collaboration, extrinsic motivation, intrinsic motivation, leadership,
paraeducator/paraprofessional, special education teacher, student with special needs, teacher
professional development.
The Impact of Special Education Teacher Training on Paraeducator
Supervision and Support
Special education teachers regularly collaborate with team members such as
psychologists, therapists, general education teachers, and parents. Their relationship with
paraeducators may be the most vital for supporting student learning and positive behavior.
Paraeducators, also known as paraprofessionals or teacher’s aides, play a crucial role in special
education classrooms. Their presence helps create an inclusive and effective learning
environment (Bagawan et al., 2023). Teachers regularly utilize paraprofessionals to support
students with learning disabilities in small group and individual instruction, and they are often
called upon to assist students with behavior support and even daily tasks (Frantz et al., 2022).
Effective collaborative partnerships are critical, and the special education teacher is
expected to manage the team. The training, support, and supervision they provide to
paraprofessionals prepare them for successful work with students. Unfortunately, teachers need
more leadership training and feel unprepared to lead the paraeducators in their classrooms
(Biggs et al., 2019).
The Individuals with Disabilities Education Improvement Act mandates that special
education teachers provide paraeducators training, coaching, guidance, and meaningful
supervision (Bagawan et al., 2023). Special education teachers are supposed to receive training
that equips them with the skills and knowledge necessary to supervise paraprofessionals.
However, the extent of this preparation can vary based on factors such as the teacher’s
IMPACT OF SPECIAL EDUCATION TEACHER TRAINING
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education program, professional development opportunities, and the specific school or district’s
approach to collaboration between teachers and paraeducators. Special education teacher
credentialing programs often focus on the future work teachers will do with students but
neglect the skills needed to lead adults successfully (Turner & Mansouri, 2022).
Teacher leadership is critical for effective student learning. Schurr et al. (2022)
interviewed special education teachers and learned they felt uncomfortable and unprepared to
supervise paraprofessionals, stating that teacher preparation programs provided little
coursework, fieldwork, or other learning experiences that developed valuable leadership skills.
The lack of training special education teachers receive in leadership skills is detrimental, as
inadequately supervised or trained paraeducators provide weak student learning experiences.
Definitions of Key Terms
1. Collaboration - A process among partners who share mutual goals and work together
to make decisions (Barnes et al., 2021).
2. Extrinsic motivation - The desire to engage in an activity as a means to an end that is
driven by external rewards (Schunk, 2020).
3. Intrinsic motivation - The desire to engage in an activity for no apparent reward
except task engagement itself (Schunk, 2020).
4. Leadership - The ability of an individual to influence and guide followers of an
organization, society, or team (Biggs et al., 2018).
5. Paraeducator/paraprofessional - A professional who works in a school or classroom
environment alongside a certified and licensed educator to provide instructions,
guidance, and services to students (Mason et al., 2021).
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6. Special education teacher - A caring and highly trained professional who works with
students with developmental, sensory, physical, and behavioral/emotional needs
(Yates et al., 2021).
7. Student with special needs - A student who has a disability of an intellectual,
physical, sensory, emotional, or behavioral nature (Yates et al., 2021).
8. Teacher professional development - The set of tools, resources, and training sessions
for educators to improve their teaching quality and effectiveness (Biggs et al., 2018).
Related Literature
The impact of special education teacher training on paraeducator supervision and
support is critical in order for students placed in special education classes to show adequate
progress. Special education teachers cannot be expected to supervise and lead paraeducators
without proper leadership training. The importance of this can be explored by looking at related
literature on paraprofessionals’ roles in the classroom, paraprofessional training, special
education teachers as supervisors, and special education teacher training.
Paraprofessionals’ Roles in the Classroom
Paraeducator roles have evolved significantly over the years. Historically, paraeducators
often served as classroom assistants, helping teachers set up class spaces, organize materials,
and maintain a clean and orderly learning environment. They also prepared lesson supplies and
provided additional supervision during classroom activities. In special education, paraeducators
were often responsible for helping students with mobility challenges, assisting with personal
care needs, and providing one-on-one student support (Bronstein et al., 2022).
As enrollment has increased for students with disabilities and the hiring pool for special
educators has decreased, paraeducators have taken on greater responsibilities in the special
IMPACT OF SPECIAL EDUCATION TEACHER TRAINING
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education classroom. More paraeducators work in schools than special education teachers
(Turner & Curren Mansouri, 2022). Not only has the number of paraprofessionals in classrooms
increased dramatically over the years, but their roles have shifted away from clerical,
organizational, and non-instructional tasks to recording data, implementing behavior plans, and
providing large and small group instruction (Guard & Baker, 2021). Instead of serving in a
support role, many provide direct instruction to students regularly (Mason et al., 2021).
Presently, paraeducators often support the delivery of instruction for special education
students and are expected to guide their students’ academic, behavioral, and social
development. They may help implement individualized education plans (IEPs), support students
with physical or developmental disabilities, lead small group instruction, care for students’
needs, and assist with adaptive technology (Borosh et al., 2023). Frantz et al. (2022) found that
participating paraeducators indicated that most student behavior management was their
responsibility rather than the teacher’s.
Paraprofessional Training
Paraeducators do not receive any formal, mandated training to be eligible for their
position, so most of the training they receive is on-the-job or in-service professional
development sessions (Mason et al., 2021). To be successful, paraprofessionals need training in
three key areas: instructional strategies, behavior management, and collaboration.
Trainers must focus on strategies that prepare paraeducators to provide student
instruction, a standard part of their current job. Paraprofessionals can be effective instructors
when provided with clear roles, effective teaching strategies, and support strategies (Guard &
Baker, 2021). Training could be provided by the special education teacher or in traditional
professional development classes (Turner & Curren Mansouri, 2022). Practical training should
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include explicitly teaching research-based instructional strategies followed by modeling the
correct implementation of those strategies, and then providing regular observations (Zobell &
Hwang, 2020). After implementing these newly learned strategies with students, paraeducators
need feedback on their performance. Teachers can use observation forms and checklists to
document aspects that worked well and then offer suggestions for improvement (Yates et al.,
2020).
Working with students with challenging or disruptive behaviors can be difficult.
Paraeducators are an essential part of the education team, but without proper training and
guidance in behavior management, they can struggle to support the students in their
classrooms (Mason et al., 2021). They need training in de-escalation techniques and crisis
intervention strategies for handling challenging and potentially unsafe behaviors (Zobell &
Hwang, 2020). Implementing a system for regular observation of paraeducators working with
students is vital in behavior management. Trainers must provide constructive feedback, coach
paraprofessionals in effective behavior management strategies, and encourage self-reflection
and continuous improvement (Gilson & Biggs, 2023). Role-playing and other simulation
exercises can help paraprofessionals develop their skills to handle challenging behaviors in a
safe and controlled environment (Frantz et al., 2022). Finally, paraeducators must be trained in
data collection and record-keeping procedures to track student behaviors and progress so the
team can use data to make informed decisions about future behavior interventions (Bronstein
et al., 2022).
Teaching students with special needs is challenging, but if the paraeducators and special
education teachers communicate, collaborate, and support one another, students have a better
opportunity for success. Paraprofessionals need better collaboration with the special education
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teacher (Mason et al., 2021). Learning to work with all team members for the good of their
students is critical, but many paraeducators feel that time constraints are a barrier. One
strategy is to offer more team training where the entire team of paraeducators and special
educators attend conferences or workshops together (Frantz et al., 2022). Another beneficial
strategy is writing lesson plans together. This common planning time would allow teachers to
model and train paraeducators to use collaborative strategies (Gist et al., 2022).
Special Education Teachers as Supervisors
Special education teachers are crucial in the education system and have various roles.
They ensure equal access to learning for all students, regardless of their unique learning needs
or disabilities. These educators possess specialized knowledge and skills in tailoring instruction,
building IEPs, and providing emotional and behavioral support so their students can attain their
full potential (Shurr et al., 2022). In addition to these responsibilities, special education teachers
often serve as supervisors of paraeducators, guiding and coordinating the efforts of these vital
support personnel. This supervisory role ensures that paraeducators are well-prepared and
aligned with the individualized plans and strategies designed by the special education teacher
(Turner & Curren Mansouri, 2022). Together, special education teachers and paraeducators
work as a team to promote academic and personal growth.
The Council for Exceptional Children Special Education Standards for Professional
Practice (2015) has described the essential skills and knowledge that special education teachers
need to lead paraprofessionals. These skills include building collaborative relationships, holding
regular meetings, assigning appropriate tasks, and providing training, coaching, and helpful
feedback (Borosh et al., 2023).
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Collaboration between teachers and paraprofessionals is essential for developing a
successful classroom to serve students with special needs. Strategies for collaboration include
fostering a positive classroom and team culture, practicing clear communication, and actively
listening (Mason et al., 2021). Special education teachers must prioritize meeting regularly with
their paraeducators to clarify information, reinforce training, communicate expectations, model
instructional strategies, and strategize on plans for student support (Turner & Curren Mansouri,
2022). Scheduling regular planning time builds solidarity and camaraderie, but being together is
not enough. Special education teachers must practice active listening to understand their
paraprofessionals’ needs and valuable input and must be clear as they speak to avoid
miscommunication (Barnes et al., 2021). Collaboration, cooperation, and communication are
crucial because effective teamwork creates a classroom culture where students are more likely
to learn and grow (Gist et al., 2022).
Giving paraeducators clear direction and distinct roles is crucial for effectively
functioning in a classroom or educational setting. Special education teachers can begin by
providing paraeducators with a thorough orientation and training session. This training should
include a classroom overview, school policies, and the teacher's expectations (Garwood, 2023).
The teacher should develop written guidelines or a handbook for paraeducators that outline
their roles and responsibilities and include information on classroom procedures, behavior
management, and emergency protocols (Barnes et al., 2021). Teachers must clearly define the
roles and responsibilities of the paraprofessionals, giving helpful direction and assigning
appropriate tasks to ensure they feel prepared to accomplish them and that their place in the
educational team is clear (Mason et al., 2021).
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Special education teachers should teach evidence-based strategies and model suitable
teaching methods when training their paraeducators (Bagawan et al., 2023). Through training,
paraprofessionals gain the necessary skills and knowledge to provide individualized support,
implement specialized teaching strategies, and address the unique behavioral challenges that
students with disabilities may face (Frantz et al., 2022). Coaching and feedback from special
education teachers allow paraprofessionals to continuously improve their practice, refine their
techniques, and adapt to the evolving needs of the students (Garwood, 2023). Paraeducators
need clear, specific, and actionable performance feedback on their work with students. Special
education teachers should provide constructive feedback and evaluations regularly, highlighting
areas where paraeducators excel and where improvement is needed (Mason et al., 2021). This
approach enhances the professional growth of paraeducators and ensures that students with
special needs receive the best possible educational experience.
Special Education Teacher Training
Special education teachers are usually the designated supervisors of paraeducators, but
without appropriate training, many are uncomfortable with the role and lack the leadership
skills to supervise effectively (Sobeck et al., 2021). Special educators feel inadequately prepared
for their leadership responsibilities and need more strategies for working with their
paraeducator teams (Shurr et al., 2022). Special education teachers must learn practical training
and coaching strategies to equip paraprofessionals for classroom roles. Unfortunately, many
teachers rely on real-world experience rather than formal training when leading the
paraeducators in their classrooms (Khun-Inkeeree et al., 2020).
Special education teachers need leadership training from their university programs and
school and district professional development to gain expertise in supervising paraeducators
IMPACT OF SPECIAL EDUCATION TEACHER TRAINING
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(Biggs et al., 2018). Special educators have indicated a lack of leadership coursework in their
credential programs. The skills to supervise paraeducators are rarely addressed in credential
programs or professional development (Garwood, 2023). Borosh et al. (2023) reported that less
than 24% of the participants in their study felt their credential programs prepared them to
supervise paraeducators, and more than 70% said they received two or fewer professional
development training related to leadership skills during their careers. Additionally, Gurard and
Baker (2021) teacher education faculty felt that training teachers to supervise paraeducators
was important; however, less than 30% provided any coursework on the topic, and none of the
respondents provided fieldwork related to leading teams of paraprofessionals.
Gilson and Biggs (2023) conducted multiple in-depth interviews with teams of
paraeducators and special education teachers to identify specific skills or competencies that
teachers need to supervise effectively. Participants identified ten critical competencies in the
areas of knowledge, skills, and dispositions. These competencies included things like knowing
paraeducators' roles and knowing their professional backgrounds. Furthermore, Gilson and
Briggs found that the participants felt that teachers need communication, collaboration,
coaching, organization, and conflict management skills. In the area of dispositions, the
researchers found that participants valued the traits of open-mindedness, personability, and
respect (Gilson & Briggs, 2023). Furthermore, Sobeck et al. (2021) recommended the following
competencies for all special educator training programs: knowledge of paraeducators’ roles,
task delegation, development of instructional plans, conducting team meetings, coaching and
training, monitoring work, and providing effective feedback. If teachers do not receive this
training in their credential programs, it is up to their schools and districts to provide professional
IMPACT OF SPECIAL EDUCATION TEACHER TRAINING
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development opportunities to develop the leadership skills needed to supervise
paraprofessionals properly (Yates et al.,
2020).
Learning Theory Association
Motivation theory is highly relevant when considering special education teachers as
leaders of paraeducators. Effective leadership in this context involves instructing and managing
paraeducators to motivate and empower them to perform at their best. Paraeducators play a
crucial role in supporting students with disabilities in inclusive educational settings, and their
effective supervision is essential for the success of special education programs.
Motivation theory suggests that both intrinsic and extrinsic factors drive individuals
(Schunk, 2020). Special education teachers can apply this concept by understanding what
motivates paraeducators personally. Intrinsic motivators, such as a sense of purpose, a desire to
make a difference, or a passion for working with students with disabilities, can be harnessed to
improve their performance (Gun et al., 2019). Special education teachers can use this
knowledge to create a more engaging and meaningful work environment. They can tailor their
leadership approach to align with the motivations of their paraeducators, fostering a more
engaged and motivated team.
Extrinsic motivators, such as evaluations, promotional opportunities, or recognition, can
also influence paraeducator performance. Special education teachers can use motivation theory
to design reward systems and recognition programs that encourage paraprofessionals to excel in
their roles (Zembat et al., 2020). For example, acknowledging their contributions publicly can
boost their motivation to grow as educators and learn new strategies for student support
(Schunk,
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2018).
Motivation theory emphasizes the importance of autonomy and empowerment in
motivating individuals. Special education teachers can provide paraeducators with
opportunities to make decisions and have input in the classroom. When paraeducators feel
ownership and control over their work, they are more likely to be motivated and engaged (Gun
et al., 2019).
Regular feedback and open communication are essential for motivation. Special
education teachers should provide strategic training, observations, and constructive feedback to
paraprofessionals, recognizing their accomplishments and addressing areas for improvement.
This ongoing dialogue helps paraeducators stay motivated by showing that their contributions
are valued and that they are supported in their professional development (Heystek & Emekako,
2020).
Gaps in Research
There are several gaps in the current research on special education teacher training and
its impact on paraeducator supervision. First, there is a lack of research comparing different
models of supervision for paraeducators in special education. Researchers could investigate the
effectiveness of various supervision approaches, such as co-teaching, collaborative planning, or
one-on-one supervision (Bronstein et al., 2022). Second, there is some evidence that the
professional relationship between special education teachers and paraeducators can affect
student success, but that relationship has yet to receive much attention. Further research can
delve into specific factors that influence the quality of these relationships and how they impact
students with special needs (Yates et al., 2020).
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Lastly, while research highlights the need for more comprehensive training and
professional development opportunities for special education teachers and describes some of
the critical topics that training should include, there needs to be more research on how to
implement that training at the district and school site level. Studies could focus on effective
training models and their impact on the quality of paraeducator support (Sobeck et al., 2021).
To address these three gaps, researchers can conduct studies that employ various research
methods, including surveys, interviews, observations, and case studies, to gain a more
comprehensive understanding of the complexities of paraeducator supervision and its impact
on student success.
Biblical Worldview
Students with special needs may require highly specialized teaching strategies and
support that must be available in their classrooms. Because no one person can provide for those
needs, it takes a team of adults working together for the good of their students. The apostle
Paul wrote in Romans, “We have different gifts, according to the grace given to each of us” (New
International Version Bible, 1978/2011, Romans 12:6). As the leader in the classroom, the
special education teacher must identify strengths possessed by each member of the team and
assign roles that maximize those gifts.
Motivation theory highlights the importance of recognition and appreciation for
employees. Special education teachers can acknowledge paraeducators' hard work and
dedication through verbal praise, written notes, or small tokens of appreciation. Feeling valued
and appreciated can significantly boost motivation because everyone wants their work to be
noticed. As Jesus said in Matthew 7:12, “In everything, do to others what you would have them
do to you, for this sums up the Law and the Prophets” (New International Version Bible,
IMPACT OF SPECIAL EDUCATION TEACHER TRAINING
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1978/2011). Special education teachers ought to provide the same level of support, training,
and encouragement for their paraprofessionals that they would like to receive from their
leaders.
The relationship between the special education teacher and paraeducator seems vital
for student success, but teachers need strategic training to prepare them to lead their support
staff. District leaders must provide training and support to those teachers to equip them to lead
their paraprofessionals with grace and humility, like the apostle Peter’s call to pastors when he
wrote: Be shepherds of God’s flock that is under your care, watching over them—not because
you must, but because you are willing, as God wants you to be; not pursuing dishonest gain, but
eager to serve; not lording it over those entrusted to you, but being examples to the flock. (New
International Version Bible, 1978/2011, Romans 12:4-6)
Conclusion
Paraeducators play an invaluable role in special education classrooms, providing
essential support and assistance to students with diverse learning needs. Their presence is vital
for fostering an inclusive learning environment, as they offer one-on-one attention, small group
instruction, and personalized assistance that may be challenging for teachers to provide alone
(Sobeck et al., 2021). However, the effectiveness of paraeducators depends on the quality and
relevance of their training. They need specialized training in instructional strategies and
behavior management, as well as observations and clear and timely feedback to help them
improve (Gun et al., 2019). Without proper training, paraeducators may struggle to effectively
assist students with disabilities, providing inconsistent support that negatively affects the
overall quality of the school's special education services (Mason et al., 2021).
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Special education teachers are typically assigned to provide this much-needed training
and supervision, but many need training themselves in order to be influential leaders (Gilson &
Biggs, 2023). Teacher credentialing programs can provide a foundation for supervising, but the
specific level of preparation a special education teacher receives may vary depending on the
educational institution, training program, and regional standards. Thus, the primary
responsibility falls to school districts to develop training programs to equip special education
teachers to be classroom leaders. Ongoing collaboration, regular communication, and targeted
professional development at the school and district levels are crucial to developing leadership
skills for special educators and equipping them to maintain effective supervisory relationships
with their
paraprofessionals (Yates et al., 2020).
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