building a teacher-professional team
DESCRIPTION
Presentation at the 2011 NRCP Conference by Adrian L. Sorrell.TRANSCRIPT
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
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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.
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Building a Teacher-Paraprofessional Team
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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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Slide 5
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Team Development-Stages
Forming
Norming
Storming
Performing
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Slide 6
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TEAM
AdMinstrator
General Education Teacher
FaMily
DisaBled Individual
ThErapist
ParapRofessional
Special Education Teacher
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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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Slide 8
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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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Slide 11
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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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Slide 12
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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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Building a Teacher-Paraprofessional Team
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Slide 13
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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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Slide 14
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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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Slide 15
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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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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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Slide 17
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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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Slide 20
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Working Effectively with Others
Factors Influencing Communication
Perceptions
Values
Assumptions
Stereotypes
Suspicions
Communication Style
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Slide 21
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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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Slide 23
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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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Slide 27
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Teamwork: Communication Skills
Basic categories of communication skills:
Passive/Non-assertive
Aggressive
Positive/Assertive
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Building a Teacher-Paraprofessional Team
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Types of Listener and Nonlisteners
Passive Listener
Active Listener
Passive Nonlistener
Active Nonlistener
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Slide 29
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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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Building a Teacher-Paraprofessional Team
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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…
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Building a Teacher-Paraprofessional Team
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Slide 40 The Four Knows
Know yourself
Know your fellow team members
Know your students
Know your stuff
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Slide 41
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The Final Exam
What did I learn today?
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Contact
Adrian L. Sorrell, PhD210.932.7882
or
www.tamusa.tamus.edu
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