We Are All Teachers Here: Pairing Paraeducators and Teachers in Professional Learning Communities

• Main Author: Thompson, Jeannette Holly
• Format: Dissertation
• Language: English
• Published: ProQuest Dissertations & Theses 01.01.2019
• Subjects: Academic Achievement; Adult Basic Education; Adult Learning; Adult Students; Andragogy; Constructivism (Learning); Data Analysis; Education; Educational Environment; Educational Finance; Educational sociology; Educational Strategies; Elementary education; Elementary School Teachers; Individualized Instruction; Language Arts; Learning Theories; Literature Reviews; Research Methodology; Teacher education; Teaching Methods; Urban Schools
• ISBN: 9798678131546

Most literature addressing professional learning communities has focused on teacher-only professional development. Paraeducators, who typically work with the students most in need of support, are often the staff members in schools with the lowest levels of education and training. The role of paraeducator has changed along with the educational environment with paraeducators increasingly taking lead instructional roles in classrooms. The purpose of this qualitative case study was to examine the perceived influence that professional learning communities have on teachers and paraeducators regarding classroom implementation of new subject knowledge learned through professional learning communities and classroom collaboration between teachers and paraeducators. This study included the personal reflections of participants on knowledge gained about a professional learning community’s chosen language arts strategies. Four main questions drove the research: what are individuals’ perceptions of participating in a professional learning community, what is the teacher’s subject knowledge, what is the paraeducator subject knowledge, and what is the impact of a professional learning community participation on educators’ interactions with colleagues. Findings reflect the dire need for teachers and paraeducators to collaborate and learn together. Participation in a professional learning community cements subject knowledge for most teacher participants. Paraeducator gain knowledge about the purpose of reading strategies and how to apply these strategies successfully in classrooms with students.