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“Paraprofessionals play a critical role in a school – they have the ability to impact students’ lives every day and they are essential to the successful operation of the school. They are a key ingredient to the teaching and learning that occurs each and every day.”


You may be the first face a student or parent sees – always be courteous, welcoming, and professional – even when it’s hard to do so


Attendance & Timeliness

Attendance: When an aide is absent, it impacts other aides, teachers, and most importantly – students. Consistent attendance is essential to being effective in your role.Timeliness: Arriving to work on time and adhering to the schedule for the day are crucial. Teacher and student schedules work minute-to-minute and so do the schedules for aides.


Keep It Simple:Firm, Fair, & Friendly

 Firm: We are assertive in holding students to high expectations, without being aggressive. Fair: We are consistent in the way we reinforce expectations for students, without showing favoritism. Friendly: We treat students with friendly respect, without being their “friend”.


Working with Students

 Get to know students by name & learning needs Take cues from the classroom teacher about how to best meet students’ needs Communicate with the teacher about how to be impactful when the student you are assigned to does not need your direct attention Let the teacher be the primary communicator with parents about student progress/issues


Scenario #1:

Turn & Talk

You are a 1:1 teacher aide in a classroom assigned to a specific student. You see two students across the room who are engaged in a disagreement, but the teacher does not notice. What are the various ways you could react?


Hallway Supervision: Escorting a Class

 Start by leading from the front of the line. Assign 2 students as line leaders. Don’t use the same students all the time. Tell the line leaders to go ahead to a specific spot and stop. As the children begin to walk let them pass you until you are at the end of the line. Ask the line leaders to move ahead to the next stop point. Continue to circulate to areas where you are needed in the line. Review rules with students as needed

Remember: Firm, Fair, Friendly


Hallway Supervision

 At the secondary level, students should have a pass when travelling in the halls during class periods. You can/should ask students to show you their pass. Give students firm but friendly reminders to get to class on time and let the assistant principals know if students are without a pass more than once. Avoid being drawn into an argument. Keep it professional. Expect students to show respect and be sure to show them respect.

Remember: Firm, Fair, Friendly


Scenario #2:

Turn & Talk

You are escorting a class to another part of a school. While in the hallway, you encounter an unfamiliar adult who does not have a visitors pass. What should you do?


Visitors to the School

 All visitors should sign in at the designated location and wear a visitors pass. If you encounter an unfamiliar adult, greet them and ask if they have signed in at the front door/main office. Escort the person to the front door/main office to sign in, or ask another school employee to do so – Do not let a visitor without a visitors pass wander in the school. Do not open doors to visitors – ask them instead to go to the designated entrance for visitors.


Cafeteria Supervision

 There should be one aide on each shift who picks up a walkie-talkie at the beginning of the shift and keeps it on in order to have communication with the office. Position yourself so that each of you is in a different section of the cafeteria. This will allow all student activity to be supervised.  Actively circulate and get to know students’ names. Students are less likely to be disrespectful if you know and address them by name.


Cafeteria Supervision

 Safety First: If you see it – correct it.  Aides are not to have lunch when supervision is required.  Before the students leave the cafeteria they should have cleared their tables and chairs. Dismissal should be by class and/or table. Aides should accompany the children to their next activity/location when a teacher is not available to do so. Communicate with each other. Talk about adjustments that need to be made to provide better supervision.

Remember: Firm, Fair, Friendly


Scenario #3:

Turn & Talk

A student in the cafeteria tells you that another student pushed him while he was in line. You didn’t see this occur. What should you do?


Playground/Recess Supervision

 There should be one aide on each shift who picks up a walkie-talkie at the beginning of the shift and keeps it on in order to have communication with the office.  Station yourself where you can see the children. That means you will need to have yourselves situated at different areas of the playground or field. Do not “bunch up” as this allows only one field of vision.  Avoid distractions that interfere with active supervision. Extended conversation among monitors affects the safety and supervision of the children.


Playground/Recess Supervision

 When aides are absent we need to adjust coverage to ensure that playgrounds and recess areas are adequately supervised.  Communicate with each other. Talk about adjustments that need to be made to provide better supervision. Safety first – if you see something unsafe or potentially unsafe intervene.

Remember: Firm, Fair, Friendly


Playground/Recess Injuries

 When minor injuries occur (scraped knees, bloody noses, etc.) have another student accompany the injured student to the nurse’s office.  With potentially more serious injuries (head injuries, inability to walk or significant limp, possible dislocations/fractures, serious cuts) ask the student to remain stationary and call for the nurse, or send a specific student (by name) to go and get the nurse.  Be sure that the main office is notified (as soon as possible) of any injuries that occur.


Scenario #4:

Turn & Talk

A student at recess frequently organizes games for other students and these games sometimes involve excluding certain students or pitting students against each other. At times these games become unsafe or result in hurt feelings. What could you do?


Unacceptable Play

 Name calling Improper/unsafe use of equipment Excluding children from games Games that are aggressive or have the potential to be unsafe Behavior that makes a classmate feel uncomfortable Uncontrolled physical contact (tagging vs. tackling) Venturing out of designated recess areas

You have the authority to stop any activity that poses a risk to student safety


When Conflicts Do Occur

 Recognize the signs when a fight is about to occur: - verbal argument or name calling - pushing/shoving - face-to-face posturing If it is safe for you, separate the students & engage the help of other adults. If it appears unsafe, loudly tell the students that they must stop and that the principal is on the way.  Call the office for the principal. Clearly explain what is happening. The supervisor needs to know what problem is to be addressed.


“An Ounce of Prevention…”

 Be Vigilantat all times by anticipating problems or unsafe situations…from shoe laces to strangers. Be Proactiveby reviewing and reinforcing expectations with students. Be Safe at all times – know when to intervene and when to ask for help.



 Information about students or incidents that occur within the school must be kept confidential. We have an obligation to the students to be sure that information gained about students or incidents that occur do not become a subject for casual conversation either inside or outside of school. This is challenging if you know parents outside of school, who may ask you questions or seek information that is confidential. This requirement is important as a violation can result in disciplinary action. The district is its employees can be held legally responsible for violations of confidentiality.


Catch Students Being Good

  •  Acknowledge and compliment positive behaviors Show appreciation when students are being cooperative Start from positive instead of negative
  • assumptions about students