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

Building Stronger Teams: What Paras Wish Teachers Knew

• Episode 220

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This week’s episode is a little different because it’s not about us as teachers. It’s about the incredible individuals who support us and our students every single day: our paraprofessionals.

Throughout July, we've been focusing into how to build strong para-teacher relationships, and in this episode, we’re hearing directly from the voices that matter most. I asked a group of current and former paraprofessionals five powerful questions about their roles, challenges, and what they need from their supervising teachers—and their answers were honest, heartfelt, and eye-opening.

✨ Inside this episode, we explore:

  • What makes a para feel valued and respected
  • The misunderstandings teachers often have about their role
  • What paras wish would change in the way they collaborate with teachers
  • Why input, clarity, and recognition matter more than you might think
  • How we can better provide the training and tools they truly need

💡 You’ll walk away with a deeper understanding of how to create a supportive, inclusive, and collaborative environment for your paras—and why doing so leads to better outcomes for your entire classroom.

🎧 Whether you’re new to working with paras or want to strengthen your existing team dynamic, this episode is a must-listen.

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Speaker 1:

Hey there and welcome back to Special Education for Beginners. For the entire month of July, we have been focused on supporting the individuals who we absolutely could not do our job without our paraprofessionals. If you've been listening, this month we have talked about everything from shifting your mindset as a leader to learning how to delegate effectively and how to navigate conflict with compassion and clarity. But today's episode is a little different because it's not about me or you. It's about them, the amazing individuals who are on the front lines with us every day, the people who support our students and our programs in more ways than they often get credit for. Today's episode is all about hearing directly from the paraprofessionals what helps them feel valued, respected and part of the team. Whether you are new to working with paras or you've been doing this for years and are looking to gain a deeper understanding of how to build a stronger, more connected team, this episode will give you powerful insight straight from the source. I want them to tell you what they need from you. 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 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 I set out to create this episode, I knew I didn't want it to just be me making assumptions about what paras need and want from their supervising teachers. Instead, I wanted their own words to guide the conversation. So I reached out to a whole bunch of former paras for my 30 years in the field some who worked on my team and some who didn't and asked them five simple but powerful questions. And the responses I got whether they were shared directly or paraphrased for privacy were honest, insightful and incredibly moving. In fact, just reading through their reflections reminded me why this work matters so much, because behind every title and task is a human being who wants to be seen, who wants to be supported and who needs to be set up for success. So for today's episode, I've organized their responses into five themes, each one based on one of the questions I asked.

Speaker 1:

So the first question was what's one thing a teacher has done that made you feel truly valued? When I asked this question, I wanted to understand what it really means to feel seen in a school setting, not just thanked at the end of the day, but genuinely valued. The responses were honest and, in some cases, deeply personal. The responses were honest and, in some cases, deeply personal. The first one stated One thing that a teacher has done to make me feel valued is to give me the weekly assignments and allow me to get them done in any order. This makes me feel like the teacher trusts me to get everything done. For example, if a student did not like math but likes reading, we would work on reading and kind of ease in the math, rather than spend three days on one math assignment when we still have three other math assignments to get done. When the teacher trusts me to get all the weekly work done, it makes me feel good. If you'll remember, in episode 218, we talked about the importance of clear, respectful delegation and how giving paras autonomy and clarity can change everything. This quote is the real life proof of that. Delegation isn't just about efficiency, it's about trust, and that trust is what makes people feel valued. Another quote for this question came from one of the handful of male parents I had throughout the years, and I just want to say that having a male role model for some of our students can be incredibly powerful. Their presence brings a different kind of energy and connection that many of our students, especially those without positive male figures at home, really needed. Here's his response to that question.

Speaker 1:

I recall one time, specifically, where we were in a meeting for our school families. At the time, I was going through a breakup with my girlfriend, who later became my ex-wife. The idea of being part of a family when the one I wanted was falling apart was very stressful. All of that stress, combined with the emotionally taxing nature of being a sped para, was getting to be too much. And you noticed the fact I looked like I wanted to die inside at the meeting you took the time to ask me what was happening in my life. That went beyond valuing me as a paraprofessional. That showed me that you valued me as a person, beyond what I could offer to you or the kids I worked with. I remember this situation like it was yesterday. I did notice something was off with him. He just wasn't acting like himself. If you remember, last week we explored what it means to support pairs who are struggling. One of the key takeaways was the importance of connection before correction, the quote about noticing a pair's emotional struggle and simply asking what was going on. That's exactly what I mean by leading with empathy. So whether it's offering flexibility with task completion, providing emotional support during tough times or inviting pairs into the bigger picture of classroom planning, these small moments of intentional leadership go a long way. They send a clear message you matter here and when pairs feel that they show up differently and it adds to the capacity of your entire team.

Speaker 1:

The next question was what do you wish teachers better understood about your role? When I asked this question, I wanted to address an elephant in the room the invisible weight that paras sometimes carry, that their work isn't always seen, that assumptions get made and the gaps in understanding that can unintentionally create tension. The answers I received were honest and eye-opening, and I think they'll resonate with many of us. The first response said I wish teachers understood that we are not mind readers. Sometimes we're expected to jump in and know exactly what to do without much explanation. It makes me nervous that I might mess up or do something wrong. I just want more direction, not because I can't do the job, but because I want to do it well.

Speaker 1:

This answer is a reminder that paras aren't just helpers, they are partners. But even the most dedicated para can't support effectively without clear guidance. This is where your communication becomes key. It's not about micromanaging. It's about setting your team up for success by giving them what they need to feel prepared and confident. Another para shared this quote.

Speaker 1:

It feels like people sometimes forget that we are in the trenches too. We are doing diaper changes, de-escalating behaviors, getting hit on or kicked and then asked to be back in the room with a smile on our face. I just wish that was acknowledged more often. We're doing hard work and it is emotional work. This one hit home for me. We talk a lot about how emotionally draining special education can be for teachers, but our paras are right there with us facing many of the same challenges, sometimes without the same support system. A simple check-in or thank you can go a long way in making them feel seen for the work they do every single day.

Speaker 1:

And finally, one last response to this question really captured the need for mutual respect. She said just because I don't have a teaching degree doesn't mean I don't know how to support kids. I bring a lot to the table experience, relationships and ideas. I wish my teacher would include me in conversations instead of making all the decisions without me. This input reflects what so many paras want but don't always feel they're allowed to have a seat at the table. Inclusion doesn't just apply to our students. Inviting paraprofessionals into the planning and problem-solving process builds stronger collaboration, improves outcomes for kids and reinforces that this is a team effort. The third question I asked them was if you could change one thing about how teachers and paras work together, what would it be? And when I asked this question, what they would change about the way teachers and pairs work together, their answers weren't about workload or schedules. They were about connection and clarity.

Speaker 1:

Going back to some of the same answers that we've gotten before, this question brought out honest, constructive feedback, which are the things that can truly make or break a team dynamic. The first response was I wish teachers included us more in the planning conversations. Sometimes I walk into a lesson and I don't know what's going on until we are already halfway through it. I've had amazing teachers who treat me like a teammate and others who talk down to me or ignore me. Listen when we loop our paras into the planning process, even briefly, it sends a clear message you matter and your role is important here. Another response was I wish there was more feedback about what I'm doing well and not just when something goes wrong. Sometimes I wonder if I'm doing a good job, because I never really hear anything. It makes me second guess everything I'm doing. What I love about these answers is that they are so doable. We don't need to overhaul our entire system, but instead shift how we communicate, collaborate and show appreciation. The message is clear Parents just want to be informed, they want to be respected and they want to be acknowledged, and as special educators, we have the opportunity to lead the way in making that happen.

Speaker 1:

The fourth question was what helps you feel like a respected part of the special education team? By asking this question, I wanted to get to the heart of what makes someone feel like a part of a team and not just an individual. I don't want them to just be included, but respected, equal and heard. The first response was I love when I'm asked to share information that goes into the IEP or check-ins about students, even if I don't have that much to share. Just being asked shows me that my input matters and it makes me feel like an important part of the team. Another answer on this one was I think for me, just being acknowledged goes a long way. A quick thank you or telling me that I handled something well makes me feel like what I'm doing actually matters. We are doing some hard things every day and I like when that is not taken for granted. Recognition doesn't have to be grand, it just has to be genuine. And the last question I asked was what kind of training or support would help you feel more confident in your role?

Speaker 1:

When I asked this question, my goal was to understand where our paras feel underprepared and, more importantly, how can we better set them up for success. The answers weren't about needing more meetings or rules. They were about wanting real practical tools to do their jobs well. The first response was one area where I struggle and wish I had more training on is behavior plans. Sometimes I'm expected to follow a plan, but no one ever fully explains it to me or what to do if it's not working. Also, aac devices. I had a teacher tell me to use a device with a student but never showed me how.

Speaker 1:

And another para said special education teachers use a lot of words that I don't understand. I want to do a good job, but sometimes I'm afraid to ask what something means because I don't want to look dumb. It would help so much if teachers explain things more, or even if I had a list that I could look back on later. And then the last response for this question was I'm a visual learner, so when a teacher tells me something, I don't always understand exactly what she meant. And then when I don't do it right. I feel like I've let her down. It would help me feel more confident if I could have an explanation in writing of what I needed to do.

Speaker 1:

These responses highlight something that we all need to remember Our paras want to do their jobs well. They care deeply about their work and their students, but sometimes they just need the right tools and guidance to get there. When we assume that paras just know what we mean or what to do, we unintentionally set them up to fail. We make them feel unsecure, unsure, anxious or left out. But when we take the time to break things down, to provide those visuals or those quick reference tools and then to invite questions without judgment, we are building a more empowered team. So I hope you got some takeaways from their responses.

Speaker 1:

Hearing directly from Perez in this episode has been a powerful reminder of how much their voices matter and how, unfortunately, they often go unheard. These aren't complaints. They are honest reflections from people who care deeply about the work they do and who want to do it well. And what stood out the most to me is how simple many of their requests really are Ask for my input, explain the plan, say thank you, help me learn. That's it. They're not asking for the moon. They're asking for respect, for clarity and for connection. And the truth is, when we commit to building strong, respectful relationships with our paras, everyone benefits. Our classrooms run smoother, our students thrive and we as teachers feel more supported too. So if there's one takeaway I hope you carry with you after today, it's this Leadership isn't about having all the answers.

Speaker 1:

Instead, it's about listening, learning and leading with intention. You have the ability to create a team where everyone feels valued, supported and confident in their role. So here's your task. At the beginning of this upcoming school year, I want you to intentionally set aside time to ask your paraprofessionals these five questions what's something that will make you feel valued? What do you want me to understand about your role? If you could change one thing about how we work together, what would it be? What helps you feel like a respected and equal part of the team, and what kind of training or support would help you feel more confident in your role? Give them the space to answer honestly, listen with intention and then take what you learn and use it to build the team you want.

Speaker 1:

If you want a head start on building a strong foundation with your team. Head over to wwwspedprepacademycom slash team to grab your free 10 step guide to creating a team culture. It's full of actionable, easy to implement strategies to help you build a program where every team member feels seen, valued and empowered. Again, that's wwwspedprepacademycom slash team. Next week we have a para bonus episode. There just so happens to be five Wednesdays in July, so next week I'll be back with a practical conversation about how to take everything you've learned this month and put it into action. You won't want to miss it.