4 Ways to Create Powerful Paraprofessionals
- Dr. Nicole Forrest
- Feb 22
- 6 min read
Table of Contents
I do not know where we would be without our paraprofessionals. My school community is so fortunate to have an incredible group of paraprofessionals who enjoy engaging not only with the kids, but also the adults.
Over the past two years, we’ve worked hard to empower our paraprofessionals and fold them into our school community. The impact has led to greater satisfaction on their part and higher quality contributions to the larger school community.
When you have a sense of self-efficacy, you believe in your ability to change your motivation, behavior, and social environment.
Getting to this point and fostering a culture of empowerment, belonging, respect, and collaboration was not easy. We started to shift the tide by increasing our support staff's self-efficacy.
In this blog post, I’ll review the concept of self-efficacy and how to develop it. You’ll see me citing my favorite theorist, Albert Bandura – go big A! 👏 Then, I’ll provide you with four different shifts I made over the past two years to create powerful paraprofessionals who are ready to face any challenge. 🏋️
How to Increase Self-Efficacy: A Journey with Bandura
Self-efficacy is an individual’s belief in their ability to accomplish a specific task and succeed within their workplace (Bandura, 1977). When you have a sense of self-efficacy, you believe in your ability to change your motivation, behavior, and social environment. You do not adopt a victim mentality but face any challenge that arises head-on like a champ.
When you have a high sense of self-efficacy, you will set higher and more challenging goals, thereby increasing the chances that you will become better and acquire more skills (Bandura, 1977).
Now, there are some ways that Bandura (2008) argues you can develop your self-efficacy.
First is through what he calls mastery experiences. Simply put, this is when an individual sets a goal and persists through trials and tribulations to achieve that goal. With sustained effort and persistence, the individual acquires more and more “mastery experiences” and increases their belief in themselves, or their self-efficacy. They have tangible proof that they are competent.
A second way to develop self-efficacy is through observation of more knowledgeable others, or what he calls, "social modeling." So when you have a paraprofessional model an interaction with a student and succeed, the observer will connect with the acting para and be more inclined to seek out opportunities for mastery experiences (Bandura, 2008).
A third way to build self-efficacy is through “social persuasion” or being told by someone we trust that they believe in our ability to overcome challenges. An encouraging word can go a long way in motivating and inspiring others to seek out opportunities where they will learn and grow, again acquiring more mastery experiences and increasing overall self-efficacy (Bandura, 2008).
Kim & Beehr (2018) recently found that leaders who provide employees with autonomy and developmental support decrease attrition and increase job satisfaction. These employees also have stronger positive affective reactions to the organization, leading to psychological commitment (Kim & Beehr, 2018). And this is exactly what I am seeing with my support staff who enjoy the company of one another and being part of the larger school community.
4 Ways to Create Powerful Paraprofessionals
This self-efficacy stuff sounds pretty heavy and complex, right? How in the world can we do all of that with every individual? It’s all about the structures you put in place and the follow-through of the leader. If you implement these four strategies below, I promise you, you will begin to see seismic shifts within your paras.
Set ‘em up with manuals & mentoring
First impressions are key. How you begin in an organization sets the tone and can either lead to success and growth or blase complacency. Providing a manual with all the need-to-know information is a must, but more important than having that information, is implementing a mentorship structure.
Having some “master” paras who take the newbies under their wing and show them through the day-to-day operations is absolutely key to fostering a supportive and effective learning environment. These experienced paraprofessionals not only possess a wealth of knowledge and skills acquired through years of hands-on experience, but they also understand the nuances of the role that can only be learned through practice.
By guiding newcomers through their daily tasks, these mentors can provide invaluable insights into best practices, effective communication strategies, and the intricacies of working within a team. This mentorship approach creates a structured support system where new hires can feel comfortable asking questions and seeking guidance without the fear of judgment. Such relationships can significantly enhance the onboarding process, allowing new paraprofessionals to acclimate more quickly to their responsibilities and the culture.
An encouraging word can go a long way in motivating and inspiring others to seek out opportunities where they will learn and grow, again acquiring more mastery experiences and increasing overall self-efficacy (Bandura, 2008).
Fold ‘em into the community
Everyone wants to feel that they belong. It is a basic human need. So if there are perceived power structures in place, begin to chip away at those structures. Something we have done as a community is change our verbiage.
Rather than calling our paraprofessionals, “aides,” we give them the title of “teacher.” This small change of words can shift the perception that the paras do not have as much power or deserve the same respect as the classroom teachers, something we were battling with our students.
Every single meeting I’ve held with our paraprofessionals has either offered some strategy for them to try out or sought to develop their skills.
Additionally, if you have staff bulletin boards, include the paraprofessionals. Have their pictures up. Show their likes or “about me” posters. They are human, too, and deserve to be a part of the larger community. Additionally, set up common areas they hang out in, like the staff lunch room, so that they are comfortable and dazzling. Get rid of those dingy, ugly coaches and beautify the space to show how you care about their experience.
Create meaningful learning opportunities
This is a big one! I strongly recommend having monthly meetings with your paraprofessionals that are learning-centered. Every single meeting I’ve held with our paraprofessionals has either offered some strategy for them to try out or sought to develop their skills.
For example, earlier in the year, some teacher leaders modeled ways the paras can intervene and interact with students so that they support the kids’ academic and social-emotional growth. We continue to do this type of modeling whether that is in the classroom or within the meetings.
Additionally, some of the learning that I am completing with teachers which is geared toward creating a community of belonging and acceptance, I do with our paras. I explain to them this fact and they appreciate the continuity of experience.
Engaging paras with learning experiences fosters a sense of ownership and responsibility, ensuring that they are well equipped to support our mission of creating a welcoming environment for all.
Express gracious gratitude
Everyone deserves to hear a “thank you” or specific praise. The more the principal, classroom teachers, and students can express appreciation and gratitude to the paraprofessionals, the more motivated they will feel to continue to learn and grow and be the best versions of themselves.
Gratitude goes a long way, so spread love and cheer like confetti. 🎊
One Last Thought
Our paraprofessionals are an essential component of the school system. Just like a car can not function without the wheels, our school could not function without our paraprofessionals.
They are the ones who are leaning down with the kid who is struggling to write.
They are the ones who ensure the kindergarteners eat their food so they have the fuel in their bodies to end the day strong.
They are the ones who keep our kids safe at recess.
Without our paraprofessionals, the school I serve would be lost. So take the time to develop their capacity and inspire them to be the true superheroes they are. 🦸🏻♀️
References
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
Bandura, A. (2008). An agentic perspective on positive psychology. In S. J. Lopez (Ed.), Praeger perspectives. Positive psychology: Exploring the best in people (Vol. 1., pp. 167–196). Westport, CT: Praeger Publishers/Greenwood Publishing Group.
Kim, M., & Beehr, T. A. (2018). Empowering leadership: leading people to be present through affective organizational commitment?. The International Journal of Human Resource Management, 31(16), 2017–2044. https://doi.org/10.1080/09585192.2018.1424017
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