Which factors must a teacher consider when planning with a new paraeducator who has minimal experience?

When planning with a new paraeducator who has minimal experience, the amount of information and training needed is a crucial factor to consider. This is vital because a paraeducator with limited experience may require a thorough understanding of their role, responsibilities, and the specific needs of the students they will be supporting. Proper training ensures that the paraeducator can effectively assist in classroom activities, implement instructional strategies, and manage student behavior.

Providing adequate training helps build the paraeducator’s confidence and competence, enabling them to contribute positively to the learning environment. It also allows them to familiarize themselves with various instructional techniques, classroom management strategies, and specific requirements of the students, thus fostering a more collaborative and effective educational partnership.

While personal preferences, class size and composition, and the curriculum to be taught are all relevant factors in instructional planning, they do not directly address the immediate need for training and support that a new paraeducator without experience will require. Prioritizing the foundational knowledge and skills helps ensure that the paraeducator can fulfill their role effectively right from the start.