IMPACT OF SPECIAL EDUCATION TEACHER TRAINING
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The Impact of Special Education Teacher Training on Paraeducator
Supervision and Support
Student’s Name
School of Education, Liberty University
Topic Introduction
Special education teachers regularly collaborate with team members such as
psychologists, therapists, general education teachers, and parents. Additionally, they collaborate
with and guide the paraeducators assigned to them. Paraeducators, also called
paraprofessionals or teachers’ aides, play a crucial role in special education classrooms. This
relationship with paraeducators may be the most vital for supporting student learning and
positive behavior. Their presence contributes to creating an inclusive and effective learning
environment. They are regularly utilized to support students with learning disabilities in small
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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
receive little leadership training and feel unprepared to lead the paraeducators in their
classrooms (Biggs et al., 2019). To ensure that special education teachers effectively lead
paraeducators, they should receive leadership training either in their teacher preparation
programs or through professional development sessions provided by their school districts.
Background of Topic
The Individuals with Disabilities Education Improvement Act (IDEA) mandates that
special education teachers provide paraeducators training, coaching, guidance, and meaningful
supervision (Bagawan et al., 2023). The Council for Exceptional Children Special Education
Standards for Professional Practice describes essential skills and knowledge that special
education teachers need to lead paraprofessionals. These skills include providing feedback,
building collaborative relationships, assigning appropriate tasks, knowing the paraeducators'
strengths and areas for growth, providing training and coaching, and holding regular meetings
(Franz et al., 2022). Special education teachers may receive training that equips them with the
skills and knowledge necessary to supervise paraprofessionals effectively. However, the extent
of this preparation can vary based on factors such as the teacher’s education program,
professional development opportunities, and the specific school or district’s approach to
collaboration between teachers and paraeducators. Special education teacher education
programs often focus on the work teachers will do with students in the future but neglect the
skills needed to lead adults successfully (Turner & Mansouri, 2021).
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Numerous studies recognize that teacher leadership is critical for effective student
learning (Bagawan et al., 2023; Biggs, et al., 2018). Many of these studies focus on traditional
teacher leadership in general education and across the school campus. However, only some
studies focus on the need to provide leadership development for special education teachers
(Shurr et al., 2022). Of those that focus on special education teachers, many demonstrate that
teachers feel uncomfortable and unprepared to supervise paraprofessionals, stating that
teacher preparation programs provided little coursework, fieldwork, or other learning
experiences that developed valuable leadership skills (Guard et al., 2021; Mason et al., 2021;
Shurr et al., 2022). This lack of training is detrimental, as inadequately supervised or trained
paraeducators provide weak student learning experiences (Sobeck et al., 2019).
Steps That Have Been Taken to Address the Topic
Much research has been conducted on paraeducators' impact on student academic
development and the training and supervision needed to provide high-quality learning.
Paraeducators need self-efficacy, respect, and the belonging that comes from being part of a
team. They require specific training in managing student behavior and instructional strategies.
They must be observed and receive clear and timely feedback (Mason et al., 2021). According to
Gilson and Biggs (2023), special education teachers struggle to provide this needed leadership
without adequate training.
There is a clear need for training in teacher preparation programs and district-level
professional development. Special education teacher training 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. The
responsibility falls to school districts to develop training programs to equip special education
teachers to be leaders in their classrooms. Ongoing collaboration, communication, and
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professional development at the school and district levels are crucial to maintaining effective
relationships between teachers and paraprofessionals (Yates et al., 2020).
Biblical Worldview
Students with special needs require highly specialized teaching strategies, and many
supports must often be available in a general education classroom. 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 teacher must identify strengths possessed by each member of the team and assign roles that
maximize those gifts.
The relationship between the special education teacher and paraeducator is vital for
student success, but teachers must be adequately equipped to lead their support staff. District
leaders must provide training and support to those teachers so they are equipped 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)
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References
Bagawan, A., Douglas, S. N., & Gerde, H. K. (2023). Components of effective supervision and
training for paraeducators. Intervention in School and Clinic, 58(4), 264–272.
https://doi.org/10.1177/10534512221093778
Biggs, E. E., Gilson, C. B., & Carter, E. W. (2018). Developing that balance: Preparing and
supporting special education teachers to work with paraprofessionals. Teacher Education
and Special Education, 42(2), 117–131. https://doi.org/10.1177/0888406418765611
Frantz, D. S., Meadan, H., Sands, M., Bhana, N., & D’Agostino, S. (2022). Exploring the
professional development needs of early childhood paraeducators and supervising
teachers. Topics in Early Childhood Special Education, 42(1), 20–32.
https://doi.org/10.1177/0271121420921237
Guard, M., & Baker, D. (2021). Special educator at the helm: Tips for training and supervising a
team of assistants. Journal for Leadership and Instruction, 20(2), 47-50.
Gilson, C. B., & Biggs, E. E. (2023). Perspectives of special education teachers and
paraprofessionals on working together in general education settings. International
Journal of Inclusive Education, 27(1), 1-16.
https://doi.org/10.1080/13603116.2023.2216206
Turner, E. L., & Curran Mansouri, M. (2022). Tips for special education teachers to
create effective partnerships with paraprofessionals. Inclusive Practices, 1(3), 97–105.
https://doi.org/10.1177/27324745221074411
Mason, R. A., Gunersel, A. B., Irvin, D. W., Wills, H. P., Gregori, E., An, Z. G., & Ingram, P. B.
(2021). From the frontlines: Perceptions of paraprofessionals’ roles and responsibilities.
Teacher Education and Special Education, 44(2), 97–116.
https://doi.org/10.1177/0888406419896627
New International Version Bible. (2011). Zondervan. (Original work published 1978)
Shurr, J., Bouck, E. C., & McCollow, M. (2022). Examining teacher and teacher educator
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perspectives of teacher leadership in extensive support needs. Teacher Education and
Special Education, 45(2), 160–179. https://doi.org/10.1177/08884064211001455
Sobeck, E. E., Douglas, S. N., Chopra, R., & Morano, S. (2021). Paraeducator supervision in
pre-service teacher preparation programs: Results of a national survey. Psychology in the
Schools, 58(4), 669–685. https://doi.org/10.1002/pits.22383
Yates, P. A., Chopra, R. V., Sobeck, E. E., Douglas, S. N., Morano, S., Walker, V. L., & Schulze, R.
(2020). Working with paraeducators: Tools and strategies for planning, performance,
feedback, and evaluation. Intervention in School and Clinic, 56(1), 43–50.
https://doi.org/10.1177/1053451220910740
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