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

How to Support Struggling Paraprofessionals

• Episode 219

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This is the 3rd installment of the paraprofessional series for July.

In this episode of Special Education for Beginners, we’re tackling one of the toughest (but most necessary) parts of leading a team—what to do when a paraprofessional is disengaged, resistant, or just not meeting expectations.

If you’ve ever avoided a hard conversation, felt frustrated but unsure how to speak up, or simply wished you had the words and tools to handle tricky para situations… this episode is for you.

We’ll cover:

✅ Common signs of disengagement or burnout
✅ How to lead with both accountability and compassion
✅ A simple 3-step feedback framework: Observe, Ask, Collaborate
✅ What redirection and support can look like in real time
✅ A mini training idea you can use on the spot
✅ Why support doesn’t mean lowering expectations—it means raising your leadership

Plus, I’ll walk you through how to access a FREE bundle of tools to help make these courageous conversations easier. It includes:

  • Courageous Conversation Starters
  • Para Expectations Checklist
  • Actionable Tips for Para Effectiveness
  • A List of Practical Para Training Topics

💌 Join my email list at www.spedprepacademy.com/conversations to get access to free tools!

Remember, you don’t have to handle these challenges alone. Let’s grow into stronger, more confident leaders—together.

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:

Hey there and welcome to another episode of Special Education for Beginners. I'm your host, jennifer, and this is the third installment of our July series all about paraprofessionals. So far we have talked about the mindset shift from boss to leader in episode 217, and how to delegate with clarity and respect in episode 218. If you haven't listened to those yet, be sure and go back and check them out. Today I want to discuss a topic that can feel uncomfortable, but it is so important and something I'm sure you have either A encountered already or B will encounter at some point in your career, and that is dealing with paraprofessionals who are struggling, whether it's disengagement, resistance or just a noticeable change in attitude.

Speaker 1:

We all know what it feels like when something is just off with a team member. Maybe they're spending a little too much time on their phones, maybe they seem checked out or frustrated, maybe they are avoiding certain students or adults. It's easy to jump to conclusions, but as a leader, it's our job to pause, observe and approach with curiosity instead of confrontation. Because here's the thing behavior is communication. Have you ever heard that before? Just like we know with our students, when someone is acting out of the norm, there's usually a reason behind it. Maybe it's burnout, maybe something's happening at home, maybe they are unclear about expectations or they are feeling undervalued. Whatever the reason, leading with empathy allows us to address the real issue rather than just the symptom. That doesn't mean we ignore the behavior, but it does mean that we are going to learn how to handle it in a way that preserves dignity, opens dialogue and ultimately, helps everyone move forward together.

Speaker 1:

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 Hopperberg, 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 are 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.

Speaker 1:

So when we think of conflict, it's easy to associate it with tension, discomfort or even fear. But conflict, when approached with both accountability and compassion, is actually an opportunity. Let me say that again Accountability and compassion can absolutely coexist and when they do, your team becomes stronger, more connected and more capable. Holding someone accountable doesn't mean being harsh. It means being clear, consistent and fair. It means saying I see something is off and I care enough about you to check in. So, instead of thinking I don't wanna upset them or I don't want to get involved, try shifting your mindset to I want them to feel supported and successful, and that means having honest and courageous conversations. That's what real leadership looks like.

Speaker 1:

That kind of leadership compassionate, honest and grounded in support starts with paying attention, because you can't address what you don't notice. So what does disengagement look like? Well, let's be honest. No one is at 100% every single day, but as a leader, it is important to notice when a pattern of behavior shifts, especially if that person is usually dependable.

Speaker 1:

Some common signs of disengagement or burnout that you should look for aren't always loud or obvious. They might show up as a normally social para, becoming withdrawn or unusually quiet. It could be avoiding interactions with students or team members, increased phone use or appearing distracted during work hours, a decline in follow-through with routines or responsibilities, more frequent absences or showing up late when they are typically on time. Or a noticeable shift in attitude becoming more defensive, more resistant or just negative in behavior or just negative in attitude. These changes don't always mean someone doesn't like their job. They often mean that something has changed, and our job as leaders is to be curious and supportive while still holding on to our expectations.

Speaker 1:

And I know it's easy for you to feel frustrated when these things happen, especially when you are already stretched so thin. It just feels like another thing added to your plate. You think to yourself these are adults, why can't they just do their job? But jumping straight into correction without connection can backfire. I've had my share of conflict over the years, but I'll never forget the time I had a para who started showing up late almost every day. At first I was annoyed because her lateness threw off our entire morning routine. I was tempted to just write it off as laziness and go straight into a corrective conversation, but instead I paused and asked hey, I've noticed mornings have been a little hectic lately. You're coming in late and you seem off. Is everything okay? That one question opened the door. She shared that she was the only person caring for her elderly grandmother and she was juggling a lot at home. From there we were able to adjust the schedule slightly to make her arrival time a little later, and she was so grateful that I asked and gave her that option, because she didn't want to ask for her schedule to be changed. After that her engagement went up and she felt seen and valued in our relationship, strengthened.

Speaker 1:

So before jumping to conclusions, slow down and observe what is really going on. Ask yourself has this been a pattern or is this a sudden change? Is this paratypically dependable and something just feels off? Have I provided the training, clarity and support they need? Have I clearly communicated expectations? Sometimes what looks like laziness is actually confusion, burnout or even personal hardships. Sometimes what looks like defiance is actually a lack of or even personal hardships. Sometimes what looks like defiance is actually a lack of clarity or a fear of failure. Sometimes what looks like disengagement is actually someone silently asking for support but not knowing how to ask.

Speaker 1:

As the leader of your department, your job isn't to assume. It is to approach with curiosity, compassion and the intention to understand before you correct. So when you are ready to address concerns, I have a simple three-step framework that balances that compassion with accountability. First is to observe. Be specific about what you're seeing, keep it factual and neutral. For example, you can say something like I noticed during centers this week that you were sitting at the back of the table without interacting with the group. Or something like Mrs Grounds has spoken to me about the fact that you seem withdrawn during inclusion time and then ask questions. Give space for their perspective and ask open-ended questions. Is everything okay? Is there something you need from me to feel more confident in that center rotation? Is there a reason for? Is there something going on with one of the students? Can you just explain a little bit more about what's happening? And then three collaborate, work together on a plan moving forward. For example, would it help if I modeled how to run that station again tomorrow. Would it help if I changed your schedule? Could we sit down as a team to discuss the expectations for inclusion, so that you know, so that you will know, how to better do your job?

Speaker 1:

This approach opens the door to growth rather than putting someone on the defensive, and something that I've found that has worked very well for my paras is to provide them with this gentle redirection and provide them with some modeling. So if you are noticing a pattern of off-task behavior like excessive phone use or passive supervision, consider using a quick mini training approach. Redirect privately and respectfully and say something like hey, I noticed phones have been a distraction for you lately. On our expectation list we all agreed to keep them tucked away unless it's an emergency. Can you explain to me? Is there something going on that you're needing to have your phone out? Or you can model what you expect. Let me show you what I do during centers. I rotate between students and use prompts to keep them engaged. Would you like to shadow me during inclusion sometime? And then I want you to reinforce progress the next time they do something. Well, acknowledge it. You were totally in the zone today with that group. The kids responded really well. Or, thank you so much for keeping your phone put away. I know that you're dealing with something in your private life and I respect that, but I appreciate you putting forth the effort to keep it out of sight from the students.

Speaker 1:

These quick, in-the-moment trainings can have a big impact when they're done with respect. So to wrap up, supporting paras who struggle doesn't mean you have to lower your expectations. It means you are raising your leadership. Every classroom will face challenges and, like I said earlier, there will absolutely be moments in your career where conflict or tension shows up. You might have tricky dynamics between pairs. There might be some bickering going on that you have to navigate. You might feel frustrated with the situation you're dealing with, but choosing to lead with empathy and intentionality is how growth happens for both your pairs and for you. The goal isn't perfection, it's progress. It's creating a team built on trust, respect and open communication. You have the power to build that team, but remember you don't have to do it alone.

Speaker 1:

I have created a free resource bundle that I truly believe every special educator should have in their toolbox, especially when it comes to navigating tough conversations and leading your para team with intention. If you are already on my email list, you will be getting access to 25 courageous conversation starters, which are simple, respectful ways to initiate difficult conversations. You'll receive a para expectations list, a clear, printable reference to help set the tone for professionalism and consistency. From day one, you will receive suggested para training topics so that you're never scrambling to figure out what to teach during PD or prep time. And then you'll get 10 actionable tips to enhance para effectiveness, which are quick wins and practical strategies your paras can implement right away to support students better. These tools are truly game changers to help you stop avoiding conflict, start leading with confidence and create a more unified, empowered classroom team.

Speaker 1:

So if you've ever thought I don't know how to handle this situation, or I wish I had something to guide me, this little bundle is for you. Like I said, if you already receive emails from me, you don't need to do anything. It will just show up in your inbox tomorrow. If you're not on my email list, but you want to access free resources plus ongoing support, tips and tools to help you lead your team, well, just head over to spedprepacademycom slash conversations and sign up Again. That's wwwspedprepacademycom slash conversations. Join me next week with a special episode where you will hear messages from the paraprofessionals themselves. You won't want to miss their insight. See you next week.