Paraprofessionals: How to Hide in Plain Sight
Transcript [pdf]
SHOW NOTES
Key Takeaways
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- Support should feel invisible, not intrusive. Paraprofessionals are most effective when their presence doesn’t overshadow peer relationships or independence.
- “Support is a verb.” It’s not a place or a person but the intentional actions that help students access learning and belonging.
- Camouflaging support matters. Drawing on Jamie Burke’s analogy, paraprofessionals can act like “tigers in plain sight”— there when needed, but stepping back to let friendships and independence flourish.
- Do less to do more. Sometimes the best strategy is to step aside and allow peers or natural supports to take the lead.
- Support should feel invisible, not intrusive. Paraprofessionals are most effective when their presence doesn’t overshadow peer relationships or independence.
Episode Download/Handout
The free companion guide— Support is a Verb: What It Really Means and How to Do It— is packed with 29 pages of strategies you can use today. Inside you’ll find:
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- 20 ways to provide invisible or silent support (like highlighting directions, prepping materials in advance, or using peer partners).
- Academic supports on the fly for when lessons feel overwhelming.
- Visual and communication supports that make the unpredictable predictable.
- 110 ways paraprofessionals can support students before, during, and after lessons.
- 20 ways to provide invisible or silent support (like highlighting directions, prepping materials in advance, or using peer partners).
👉 Download the full resource at inclusiveschooling.com/download55.
Highlights from the Handout
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- Julie’s Favorite: Highlight the directions— use the same color consistently so students know exactly where to look without adult prompting.
- Kristie’s Favorite: Do nothing. Sometimes stepping back allows authentic social connections and independence to emerge.
- Julie’s Favorite: Highlight the directions— use the same color consistently so students know exactly where to look without adult prompting.
Practical Tips
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- Use “stop-by” support: Check in with a student only after you’ve checked in with several others first, so your support feels natural rather than singled out.
- Plan for transitions silently: Use backchannel signals—like a timer, sticky note, or text—to cue students without drawing attention.
- After-class connections: Set up quick “debrief stations” or send friendly notes home to extend learning without hovering during class.
- Use “stop-by” support: Check in with a student only after you’ve checked in with several others first, so your support feels natural rather than singled out.
Related Podcast Episodes
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- Fading Paraprofessional Support: Strategies for Success in Inclusive Classrooms [Episode 36]: In this episode, Julie and Kristie dig into one of the trickiest parts of paraprofessional roles— how to fade support so students can thrive with independence and interdependence. They share practical strategies, from collecting “success minutes” to using the Prompting Ladder as a step-by-step guide. You’ll hear how peers, environments, and subtle shifts in proximity can unlock student agency. This conversation is packed with real-world tips to reduce the “Velcro effect” while building confidence and belonging.
- Support is a Verb- Not a Human [Episode 49]: Julie and Kristie challenge one of the biggest misconceptions in inclusive education: that “support” means more adults. Instead, they reframe support as a verb— intentional actions before, during, and after instruction that truly help students learn, engage, and belong. With insights from their own research and a powerful handout of 130 action verbs, they highlight how support can be quiet, creative, and deeply effective. This episode will shift the way you think about paraprofessionals, co-teaching, and what it really means to be inclusive.
