How/ how much do “partner teachers” enhance the classroom?

[Anonymous]

Comparing different NW DCPS schools and, besides size and feeder pattern, the prevalence of partner teachers seems to be a main distinguisher. How much does this matter to an average K-5 kid’s experience? Does it allow the child more opportunities for differentiation? Another chance to “click” with a teacher? Smaller group field trips? Can a class with just one teacher be just as enriching if it’s a strong teacher?

[Anonymous]

Paraprofessionals are essential but it depends on your school. Mine does not hire babysitters but assistant educators.
They run small groups, take data, and give teachers another perspective in the classroom.

The issue is when you are paid minimum wage or just a bit above and are not paid full time, you get a poor pool of candidates. Sure you can get a retired teacher, or a grad student but sometimes you get people who view it as simply a way to pay bills for now, not a career.

And of course a classroom can be great with a 1 strong teacher but why would you not want your child to benefit from more support?
I think every elementary classroom should have a paraprofessional.

[Anonymous]

Anonymous wrote:Comparing different NW DCPS schools and, besides size and feeder pattern, the prevalence of partner teachers seems to be a main distinguisher. How much does this matter to an average K-5 kid’s experience? Does it allow the child more opportunities for differentiation? Another chance to “click” with a teacher? Smaller group field trips? Can a class with just one teacher be just as enriching if it’s a strong teacher?

I have taught grades 2-5 and feel like I’m pretty good (and DCPS ratings agree). I say all this to say I don’t feel like I even come close to the K-1 classes that have a partner teacher. From my experience, every one of these partners has been so incredible and even though they don’t help me, I am in awe of the amount of value they add

[Anonymous]

Is it pretty standard for DCPS K-1 to have partner teachers but only a very few schools have them beyond those grades? thx!

[Anonymous]

crucial. DCPS criminally understaffs special ed. A para in the classroom (even if not assigned to a student) can help the teacher manage it all.

[Anonymous]

Are you talking about a para or an actual teacher? There are many classrooms in DCPS where the gen.ed teacher coteaches with an ESL or Sped teacher. It's great to have another trained teacher in the room.

[Anonymous]

I liken it to parenting. Ideally, two people sharing the load can have a greater impact than one person working alone and trying to spread attention to multiple children. That all depends on your partner. If you have someone who doesn't do anything or isn't aligned with your style, then it can just make things harder.

[Anonymous]

I agree with pp ^ a great partner teacher can be a huge addition. At the school I work at, the partner teachers above K pull small groups for math, reading, and phonics instruction. Many of them are doing their student teaching.

[Anonymous]

I'm a partner teacher in K and I'm not sure how the teacher could keep the 20-24 kids in line alone. I'm absolutely exhausted after school. I keep the children's attention on classroom or specials teacher as much as possible while direct instruction is taking place. There's a lot of redirecting going on and looking for lost materials. I help with testing and right now work with the children who need most help. There is a big difference in one-on-one vs all classroom instructions.
I fill the water bottles, help at lunch/recess, look for lost personal stuff, take kids to specials, bathroom and different places in aftercare. I stay outside with them during recess to give teacher a break and/or time to get ready for next class. I also put on a lot of bandages, give out my sweater, break up fights, and try to solve disagreements. I get more food from cafeteria if the child is still hungry or doesn't eat food from home. It's a lot of work to have them eat outside far from classroom and cafeteria.
All this would be easier if 5 -year olds would still be in daycare and simply play. In US, they are expected to sit and listen to the teacher for hours. The hardest class is the 1.5 hour non-stop reading and writing.
The partner teacher is also important when there is a sub that doesn't know the children, the routines or their care givers who are there to pick up them up. I follow our schedule as closely as possible and let the sub do ELA and math. They are not really there to do anything else since I handle recess, lunch and snack without a teacher.
I'd say that there might be less need for a partner teacher (aid in DCPS) starting 3rd grade, but it all depends on the class make up.