Utah Special Education Paraeducator Handbook - Granite School ...

D. Participate in instructional team meetings
If invited, it is appropriate for you to attend IEP,
instructional team, or departmental meetings. If you are
invited, you should attend and contribute, as appropriate.
This is considered “work time” and you should be
compensated.
As paraeducators, we are often
unaware of all of the factors that go
into a decision. It is not our place to
question it.
During these meetings, you may be asked to offer feedback or information related to the student’s
performance. You may be given a new work assignment. Keep in mind, as a student progresses, your
duties may be adjusted.
These meetings may be informal. For example, if you are a classroom paraeducator you may meet with
the classroom teacher to plan learning activities. Other times, you may be asked to meet formally in a
department or staff meeting. These meetings have different purposes such as training, coordination, or
discussing student needs.
You may be asked to submit a written report on a student’s progress. Work with your supervisor to find
out which information is needed.
E. Select and use appropriate channels for resolving concerns or conflicts
When we talk about using "appropriate
channels" we mean "which process
should you follow" to resolve concerns
or conflicts. It is also called the “chain
of command.”
Example of a chain of command for a
paraeducator in Special Education
As much as we would like to avoid
problems, they occur. Different
problems or concerns require different
approaches. It is best to figure out how
to handle problems BEFORE they
happen.
Principal
Your supervising
teacher(s)
Special Education
Department
Learn your "chain of command." In
other words, when you need
information, directions, or help in
solving a problem, who should you go
You - the
paraeducator
to first? If that doesn't work, who is the next person you should approach?
= direct supervision
= general supervision
Utah Paraeducator Handbook Page 48