Teacher-Paraeducator Teams: Strategies and Systems to Improve Student Outcomes Through the Art of Collaboration

Paraeducators have increasingly become an integral part of educational teams in the delivery of instruction to students with disabilities. The appropriate use of paraeducators in special education is essential to ensure students who need these supports can achieve in the Least Restrictive Environment (LRE). The interplay among appropriate paraeducator roles, the co-delegation of tasks to paraeducators by general and special education teachers, the teacher's ownership of and preparation for their supervisory role, and effective systems to support teamwork is a dynamic that continues to need clarification in the field. To support states and local education agencies, this article provides a conceptualization and supporting resources outlining a systematic approach to building collaborative Teacher-Paraeducator Teams (TPTs) that will ensure the safety, effectiveness, and cohesiveness of our students' learning environment.