building a teacher-professional team

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Building a Teacher-Paraprofessional Team Developed and Provided by TAMUSA Page 1 May 11 Slide 1 Building a Teacher - Paraprofessional Team Adrian L. Sorrell, PhD 29 th National Conference for Paraprofessionals ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ Slide 2 Developed and Provided byTAMUSA 2 Ground Norms Value your knowledge and experience Respect each other Be punctual Silence electronic devices Take care of yourself Enjoy yourself 5/10/2011 ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ Slide 3 Developed and Provided byTAMUSA 3 Description Explore practical strategies for improving communication, problem solving, and team performance. Topics to be addressed include, team personalities, the team building process, and effective communication. 5/10/2011 ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________

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Presentation at the 2011 NRCP Conference by Adrian L. Sorrell.

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Page 1: Building a Teacher-Professional Team

Building a Teacher-Paraprofessional Team

Developed and Provided by TAMUSA Page 1 May 11

Slide 1 Building a Teacher -

Paraprofessional Team

Adrian L. Sorrell, PhD

29th National Conference for Paraprofessionals

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Slide 2

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Ground Norms

Value your knowledge and experience

Respect each other

Be punctual

Silence electronic devices

Take care of yourself

Enjoy yourself

5/10/2011

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Slide 3

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Description

Explore practical strategies for improving communication, problem solving, and team performance. Topics to be addressed include, team personalities, the team building process, and effective communication.

5/10/2011

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Page 2: Building a Teacher-Professional Team

Building a Teacher-Paraprofessional Team

Developed and Provided by TAMUSA Page 2 May 11

Slide 4

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Disclaimer

Your local district or charter’s policies regarding paraprofessional job descriptions, duties, and responsibilities provide the final word!

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Team Development-Stages

Forming

Norming

Storming

Performing

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TEAM

AdMinstrator

General Education Teacher

FaMily

DisaBled Individual

ThErapist

ParapRofessional

Special Education Teacher

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Page 3: Building a Teacher-Professional Team

Building a Teacher-Paraprofessional Team

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The Team Building Process

What is the purpose of the team?

Develop a plan that best meets the needs of individuals with disabilities with whom the team is working

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Teamwork

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Team Functions

1. Task Functions

2. Maintenance Functions

3. Anti-group Functions

Ness, J., & Krawetz, N. (1999). The paraprofessional: An introduction. Minnesota University

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Building a Teacher-Paraprofessional Team

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Task Functions

Initiating

Regulating

Information seeking

Information giving

Opinion giving

Elaborating

Coordinating

Orienting

EvaluatingNess, J., & Krawetz, N. (1999). The paraprofessional: An introduction. Minnesota University

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Maintenance Functions

Supporting

Harmonizing

Gatekeeping

Encouraging

Compromising

Ness, J., & Krawetz, N. (1999). The paraprofessional: An introduction. Minnesota University

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Anti-Group Functions

Blocking

Self-Confessing

Recognition-Seeking

Dominating

Being Cynical

Special Interest Pleading

Aggressing

Ness, J., & Krawetz, N. (1999). The paraprofessional: An introduction. Minnesota University

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Page 5: Building a Teacher-Professional Team

Building a Teacher-Paraprofessional Team

Developed and Provided by TAMUSA Page 5 May 11

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Elements of Effective Teams

Positive Interdependence

Individual Accountability

Face-to-Face Interaction

Collaborative Skills

Group Processing

Ness, J., & Krawetz, N. (1999). The paraprofessional: An introduction. Minnesota University

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Characteristics of Effective Teams

An understanding of purpose

An understanding of roles

An ability to discuss effectively

A willingness to support team members

An understanding of how the team works

An ability to work through problems

An ability to use conflicts positively

An ability to work with other groups

A sense of interdependenceNess, J., & Krawetz, N. (1999). The paraprofessional: An introduction. Minnesota University

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What Paraprofessionals Need to Know to be Effective Team Members

Job Role

Responsibilities

Goals

Time

Communication

Ness, J., & Krawetz, N. (1999). The paraprofessional: An introduction. Minnesota University

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Page 6: Building a Teacher-Professional Team

Building a Teacher-Paraprofessional Team

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What Paraprofessionals Need to Know to be Effective Team Members

Teacher Role Paraprofessional Role

Areas of Communication

Instruction

Curriculum and Lesson Plan Development

Classroom Management

Accommodations and Modifications

Assessment

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Effective Communication

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Working Effectively with Others

Communication Skills Are social skills that allow us to get along

with others

Can be learned, but some are more difficult than others

Involve being aware of the other

person’s perspective

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Building a Teacher-Paraprofessional Team

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Working Effectively with Others

Communication Skills (continued)

Communicating in a Professional Manner

We must be professional and follow legal and ethical guidelines as we communicate with others in the educational setting. We can show this by:

Maintaining confidentiality

Respecting diversity and individual rights

Being positive and open-minded

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Working Effectively with Others

Factors Influencing Communication

Perceptions

Values

Assumptions

Stereotypes

Suspicions

Communication Style

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Working Effectively with Others

Factors Influencing Communication(continued)

In sending and receiving messages, there are

four possibilities: Speaker: says what he meansA student says, “This assignment looks really hard and I don’t think

I can do it.”

Speaker: says something other than what he meansA students says, “This is a dumb assignment and I’m not

going to do it.”

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Building a Teacher-Paraprofessional Team

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Working Effectively with Others

Factors Influencing Communication(continued)

Listener: may not accurately hear what is said

The teacher may feel that this student is lazy and just

does not want to make the effort to complete the

assignment.

Listener: hears accurately what is said

The teacher understands that that the student needs

extra help with the assignment.

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Nonverbal Communication

Manner of Dress

Physique

Posture

Body Tension

Facial Expressions

Degree of Eye Contact

Hand and Body Movements

Tone of Voice

Continuities in Speech

Spatial Distance

Touch

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Sources of Oral Communication Failure

Preoccupation

Personal Agenda/Interests

Second-Guessing the Speaker

Evaluating and Judging

Situational Factors

Distrust

Language Barriers

Connotation

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Building a Teacher-Paraprofessional Team

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Ensuring Effective Oral Communication

Organize

Listen

Use Feedback

Avoid Evaluating

Pay Attention to “Noise”

Be Flexible

Avoid Jargon

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Ensuring Effective Written Communication

Organize

Be Brief

Avoid Jargon, Abbreviations

Choose Words Carefully

Write Clearly

Sign Your Name

Ask for Response

Indicate Flexibility

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Teamwork: Communication Skills

Basic categories of communication skills:

Passive/Non-assertive

Aggressive

Positive/Assertive

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Types of Listener and Nonlisteners

Passive Listener

Active Listener

Passive Nonlistener

Active Nonlistener

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Assertive Communication

Know What You Need

Express Yourself Clearly

Choose Best Time

Check for Clarification

Act Empowered

Act Responsibly and Follow Through

Act in a Direct Manner

Express Yourself Honestly and Respectfully

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Teamwork: Communication Skills

Sending clear messages:

“I” messages—have three parts

the feeling

the situation

the reason

Use active listening techniques

keep an open mind

concentrate

become involved5/10/2011

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Building a Teacher-Paraprofessional Team

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Active Listening

Helps students deal with and "defuse" strong feelings

Helps students understand their own emotions

Facilitates problem solving

Keeps the responsibility with the student

Makes students more willing to listen to others

Promotes a closer, more meaningful relationship between paraprofessional and student

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Strategies for Effective Communication Between Teachers and Paraprofessionals

Be receptive to each other’s ideas and concerns Ask for clarification of information, ideas and

instructions, and ask for assistance when needed

Respect individuality and differences in backgrounds, values, and experiences

Develop a shared vocabulary and systems of non-verbal cues

Work together to create a climate of cooperation, trust, and loyalty

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Teacher Characteristics and Preferences Paraprofessionals Need to Know

Instructional Techniques and Methods

Supervisory Style

Discipline/Behavior Management Strategies

How to Use Teaching Materials

Classroom Organization and Rules

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Communication with Families

Ground Rules

Written Contact

Confidentiality

Responsibility

Neutrality

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Working Effectively with Others

Problem Solving Skills

Communication is a necessary tool for understanding and resolving conflict

Miscommunication is sometimes the cause of the conflict

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Working Effectively with Others

Problem-Solving Skills (continued)

Sources of Conflict

Failure to deliver on a promise

Lack of quality or competence

Different perceptions, values, styles

Standing on principle

Competing for scarce resources

Expressing inner conflict outwardlyAdapted from Dispute Resolution Skills Training, PDE, 2003

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Building a Teacher-Paraprofessional Team

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Teamwork: Problem-Solving Skills

Conflicts are a normal aspect of work life

Due to other pressures, education teams may disregard problems with co-workers

Must have effective ways of dealing with different perspectives and personalities when involved with a conflicting situation

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Teamwork: Problem-Solving Skills

Five-Step Problem-Solving Process

1. Identify and describe the problem

2. Define and determine the cause of the problem

3. Decide on a goal and identify alternative solutions

4. Select a course of action

5. Implement and evaluate the solution

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Slide 39 Consider…

39Developed and Provided byTAMUSA5/10/2011

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Slide 40 The Four Knows

Know yourself

Know your fellow team members

Know your students

Know your stuff

40Developed and Provided byTAMUSA5/10/2011

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The Final Exam

What did I learn today?

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Contact

Adrian L. Sorrell, PhD210.932.7882

or

[email protected]

www.tamusa.tamus.edu

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