Special Education for Beginners | Managing Paraprofessionals, Special Education Strategies, First Year Sped Teachers, Special Ed Overwhelm, Paperwork for Special Education Teachers

Delegating Tasks to Paraprofessionals with Clarity and Respect

• Episode 218

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Welcome back to our July podcast series all about working with paraprofessionals!

Last week in Episode 217, we talked about making the mindset shift from boss to leader. And this week, we’re building on that foundation with one of the most practical skills you can master as a special educator: delegating.

If you’ve ever thought, “It’s just easier to do it myself,” or if you’ve assigned a task and then felt frustrated when it wasn’t done right—this episode is for you.

In this episode, Jennifer shares:

  • Why delegation is a skill that builds confidence, not control
  • Her “5W + H” formula for giving clear, respectful directions
  • The glitter door debacle that taught her the power of being specific
  • Real-life examples of how vague vs. clear delegation changes everything
  • A free downloadable toolkit to help you plan and organize delegation tasks

When done right, delegating doesn’t just free up your time—it builds trust, ownership, and confidence within your classroom team. It turns your paras into true collaborators instead of passive assistants.

🎤 Don’t forget:
Jennifer will be presenting at the Autism Little Learners Virtual Summit July 14–16. Her session, The Power of Us: Strengthening Team Dynamics in Special Education, is packed with tools, templates, and strategies to help you become the confident leader your team needs.
👉 Sign up free at spedprepacademy.com/summit

Writing individual impact statements based on a student’s unique disability  and needs can be a big struggle AND a big time suck.! And in case you haven't noticed...extra time is not something you have a lot of.

My IEP Impact Statements Growing Bundle will give you  the resources you need to make writing impact statements a breeze.  





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Speaker 1:

Well, hey there, and welcome back to Special Education for Beginners. This is the second episode in our July series all about working with paraprofessionals. Last week, we talked about the mindset shift from being a boss to being a true leader. If you haven't listened to that one yet, definitely go back to episode 217 and check it out. It sets the foundation for everything we're going to build on this month. Today we are moving into a topic that causes a lot of tension in the special education classroom delegating responsibilities. If you've ever felt like you are doing everything yourself because it's just easier I'm actually raising my hand because I've been there many, many times or you've assigned a task and it didn't get done the way you hoped, this episode is for you. I'm going to walk you through what healthy delegation looks like, because when we delegate well, we're not just getting things off our plate, we are building clarity, trust and shared ownership in our classrooms. Whether you are working with one para or a whole team, this episode will give you real strategies that you can start using today. Let's get to it. Hey, special educator, are you overwhelmed by the absurd amount of paperwork on your to-do list? Do you wish you had the skills to build a rock solid team with your staff. Do you find yourself scouring the internet for how to meet the needs of each student on your caseload? Well, hey there. I'm Jennifer Hofferberg, an award-winning veteran special education teacher and current instructional coach, who has walked in your shoes through each of these challenges and, yes, I have the metaphorical blisters to prove it. I have cried your tears and felt your pain, and now I'm here to support you in the way I wish someone would have been there to support me. Listen in each week as my guests and I dish out practical wisdom to help you handle all the classroom curveballs that are thrown at you and learn how to laugh in spite of the chaos, to celebrate those small yet significant victories that only a special educator can understand. So are you ready? Wipe your tears and put on your superhero cape, because together we're going to learn how to survive and thrive in the ever crazy, completely overwhelming laugh. So you don't cry. Profession of being a special education teacher. So let's be real.

Speaker 1:

Delegating sounds simple, but in a special education setting it can be complicated. I remember sitting at my desk in those early years nervous, stressed, sweating, all because I was scared to ask my para to do something. What would she think? Would she think I was bossy or mean that I was lazy, that I didn't want to do the work myself? Would she talk about me in the lounge behind my back? And it sounds silly now, but in the moment it felt huge. And so, instead of delegating, I just did it myself. And then I did the next thing and the next, and before long I was drowning in tasks that someone could have helped me with if I'd only known how to delegate in a way that felt clear and respectful. That fear of being the boss kept me stuck. But once I learned how to delegate with purpose and clarity, everything changed, not just for me, but for my paras too, because guess what they wanted to help? They just didn't know what I needed and they didn't know how to do it.

Speaker 1:

Well, here's what I hear from other teachers all the time. I don't want to seem bossy. What if I assign something and it gets done wrong? I don't even know what I can or should delegate. The problem is when we avoid delegating or when we do it without clarity. We end up overwhelmed and our paras end up confused or underutilized. So we have to remember that delegation isn't about dumping tasks on someone else. It's about sharing responsibility with intention and respect. So when delegation is done right, it should give your paras clarity and confidence, it should free up your time to focus on instruction and planning and paperwork, and it should build mutual trust and shared ownership in the classroom. And the best part is you don't have to overcomplicate it.

Speaker 1:

The formula I use to delegate is built around the classic five W's and an H to make expectations crystal clear who, what, when, where, why and how. Who is responsible for the task? Be direct about who's doing what. What exactly do you want them to do? Be very specific and avoid assumptions when. When does it need to happen? Give a clear timeline for completion. Where should this take place? In the classroom, in the hallway, during a small group setting? Why is this task important? Help them connect the action to the bigger picture. I feel like the why is probably the biggest piece of this framework, because if they know the why, they're going to understand how important it is to you and they're going to want to help you get it done. And then, how? How should it be done? Model it, demonstrate it, show a picture or offer written steps. It might even be something that you do first, so that they can understand exactly what you want from them. When you run your delegating through this lens, you're not just assigning a task, you are empowering your paraprofessionals to succeed.

Speaker 1:

Let me tell you, I learned the need for this formula through a whole lot of errors. A few years ago, we had a hallway decorating contest at school, so I handed the task off to my para who loves to be creative, and I said something like hey, can you take care of decorating our door for the contest? That was it no expectations, no timeline, no, why? No, how? The next day I walked in and my door and my floor and my cabinets were covered in glitter. Now let me tell you, saying that I'm not a fan of glitter is a huge understatement. I despise glitter. It sticks to everything, it never goes away and, I swear, it multiplies. When you try to clean it up, you find it on your face three days later and in your lunch a week after that. It's never truly gone. So when I handed off the door decorating without clear instructions and came back to what looked like a disco ball explosion yeah, that one was on me. I didn't tell her what kind of decoration I was envisioning. I didn't say how I wanted it done. I didn't explain why I wanted to keep things low mess or where materials should be stored or used. That moment taught me something very important If I want a task done in a way that reflects my expectations, I have to clearly communicate those expectations. If I had followed that simple who, what, where, when, why and how framework, I could have avoided the sparkle explosion and still made her feel trusted and empowered. Lesson learned glitter and vague directions do not mix. Now I get it.

Speaker 1:

Special education moves fast. You are juggling behaviors, schedules, data collection and last minute changes on the fly. You are not always going to have time to plan out every single 5W plus your H, but the more we practice intentional communication, the easier it gets, even in the middle of the chaos. So let me show you what this looks like in action. When you ask a para to do something, say can you work with this group? That leaves it wide open for interpretation. So a better way would be to say can you support the blue table during centers by prompting students through their visual schedule, and I'll check in with you after 10 minutes.

Speaker 1:

Another one could be just handle that meltdown Well, handling it in your way might be completely different than handling it in someone else's way. So instead say something like if Sarah starts to escalate, use the calm corner first. She really likes that teddy bear stuffed animal and it seems to calm her down. If that doesn't work, come get me and we'll follow the behavior plan together. Another one can you watch him during writing is very vague. Instead say can you sit next to Jaden during writing and quietly redirect him to his checklist? If he gets off task, he usually needs about two prompts before he re-engages.

Speaker 1:

Another one is go support Malik during inclusion. Well, I've gone into inclusion and the parrot is just sitting in the classroom not knowing exactly what to do. So instead you could say can you walk down to Mrs Grant's room with Malik at 1030 and sit close to him during science and help him fill out his adapted notes sheet if he asks for help or if he's off task, don't hover over him, just make sure that he is on task and give him those subtle reminders to get busy. Another one might be help with math. Well, help with what? During math? Well, you could say during math rotations. Can you support the red group by re-explaining the directions and checking for understanding before they move on. Make sure they do a problem or two, in that you are seeing that they understand the process before they complete the whole assignment. This kind of language doesn't take much longer, but it makes a huge difference. It builds confidence, reduces guesswork and it helps your pairs feel like they know what to do and why they're doing it. The more consistently you use this approach, the more reliable, independent and aligned your paraprofessionals will become.

Speaker 1:

Now I know for some of you, giving up control feels impossible. Maybe you've had experiences where something wasn't done the right way, or you've told yourself it's just faster to do it yourself, and in the short term that might be true, but in the long term, doing it all yourself leads straight to burnout. Delegation isn't about giving up control. It's about building capacity. Your job as the leader of the department is to create a team where everyone knows how to contribute and everyone feels confident doing so. When your paras know that you trust them, they rise to the occasion. But it starts with how you lead them. Give them directions, offer clarity, support and follow up, and over time you will build a team that can anticipate your needs, support students proactively, enlighten the load in all the best ways.

Speaker 1:

Next week, we're going to talk about what to do when things aren't going well, how to support paras who are struggling, disengaged or creating friction on your team. You will not want to miss that one. Before I forget, if you haven't already signed up for the Autism Little Learner Summit. It's happening next Monday, tuesday and Wednesday, july 14th through 16th 2025, and it is 100% free. My session the Power of Us Strengthening Team Dynamics in Special Education will give you even more tools and insight to lead your para team well.

Speaker 1:

In this session, you'll walk through the exact systems and strategies I've used and coached others to use to create strong, collaborative and consistent classroom teams. Whether you are brand new to having paras or you have been supervising for years but you still feel like you're flying solo, this presentation will give you clear steps for setting expectations and routines, tips for communicating with confidence even when it's hard, ideas for using feedback to build trust, not tension, and real life tools you can take and use the very next day. You'll leave with not just encouragement but a roadmap, because leading adults is hard, but it's also one of the most rewarding parts of this job when it's done right. So come, learn how to build a team culture where everyone feels supported, respected and aligned around what matters most your students. You can sign up at spedprepacademycom slash summit. That's wwwspedprepacademycom slash summit S-U-M-M-I-T, or check the link in the show notes. I can't wait to see you there.