Collaboration Between Classroom Teacher and an Assisting Paraeducator

Paraeducator Case Scenario
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Paraeducator Case Scenario
Over the years, education has manifested as an important determinant of success. As such, governments, non-governmental organizations, and education stakeholders have invested heavily in the education sector as they strive to avail quality education to deserving students and improve their constituents’ education standards. As expected, classroom teachers have always played instrumental roles in facilitating education acquisition. For instance, classroom teachers are tasked with planning and preparing relevant teaching programs that seek to achieve desired student outcomes. Additionally, classroom teachers are responsible for reflecting and enquiring about past education outcomes as they strive to improve students’ knowledge and skill and effectively engage them in a responsive learning environment. However, with the ever-increasing need for addressing the education needs presented by special students, education stakeholders have found it fit to complement classroom teachers with Paraeducators. Often, these Paraeducators are tasked with ensuring that students learn the curriculum, facilitating social interactions between learners, and teaching appropriate behavior and effective communication skills. Considering that Paraeducators’ and classroom teachers’ roles often overlap, conflicts and disagreements are bound to occur, as demonstrated in the case study where Ms. Nesser, the classroom teacher, feels disrespected by Ms. Paraeducators. However, there are many ways through which Ms. Nesser can address the situation with Ms. Taylor, foster collaboration, and create a safe, inclusive, and positive learning environment for all students, as illustrated below. 
Ms. Nesser’s plan to address the situation with Ms. Taylor should begin with a deliberate attempt to foster collaboration. Considering that the two education service providers are tasked with caring for the same group of students, they need to develop sufficient collaboration and work to complement each other’s efforts to achieve geed education outcomes. Fortunately, Ms. Nesser can enhance collaboration with her counterpart in several different ways. First, as the person responsible for offering primary education services to her students, Ms. Nesser can improve collaboration with Ms. Taylor by taking sufficient time to inform her about her mission and ambitions. To achieve this fate, she can communicate her expectations for collaboration and her vision concerning workplace interpersonal engagement (Busari et al., 2017). As expected, communicating her mission and vision could prove critical in helping Ms. Taylor understand her expectations and consequently work toward meeting such expectations. Secondly, Ms. Nesser can enhance collaboration with Ms. Taylor by highlighting her strength. Ideally, this strategy could prove critical in assisting them in dividing roles according to their abilities, thus reducing their chances of engaging in unnecessary conflicts. Thirdly, Ms. Nesser can promote collaboration with her counterpart by engaging in honest and open conversations. As expected, such co...