Janine Harper is part of a team supporting the students in her inclusive classroom. Ms. Harper is an experienced and accomplished teacher, who has been working in the inclusive classroom for over a decade. She’s confident in her teaching style but has always felt a bit distant from the paraprofessionals she works with, viewing them primarily as assistants.
Tina Ramirez is a newer paraeducator, enthusiastic but struggling with how to navigate her role in the classroom. They work with Arvind Patel, an interventionist, who works with multiple classrooms and paraeducators. He has limited time and resources, so he often cannot offer the in-depth support needed to create an integrated plan for all the students.
Let’s visit Ms. Harper’s classroom:
It’s the middle of the school day, and students are working in groups on a math assignment. Some are using manipulatives to count, others are solving equations independently, while a few students need accommodations. Ms. Harper is walking around the room, guiding students through their work. Tina is with a small group of students with special needs, helping them with a more simplified version of the task.
Ms. Ramirez looks up from her group of students and watches as Ms. Harper moves around the room, interacting with the other students. She notices that Ms. Harper is using a more advanced problem-solving strategy with the general education students, while the students in her group are working on something more basic. Ms. Harper comes over to Tina’s group, scanning the work briefly.
Ms. Harper: “Is everything going okay over here, Tina? Are they keeping up?”
Ms. Ramirez: (hesitantly): “Yeah, we’re managing. But I’m not sure if this is the best approach for them. I’ve been doing what we talked about last week, but I feel like the modifications are just…well, they don’t seem to be working. I don’t know if it’s really helping them grasp the concepts.”
Ms. Harper: “Well, you’re supposed to help them complete the assignments in a way that’s accessible, right? That’s what we agreed on. They just need the content broken down for them.”
Tina (quietly): “But don’t they deserve to learn the same content as everyone else, just maybe in a different way? I don’t know if breaking it down is enough.”
Ms. Harper pauses, looking at Tina but unsure how to respond. She opens her mouth, but before she can say anything, Mr. Patel enters the room, walking over to the back table where he usually works with the paraprofessionals.
Mr. Patel: “Hey, Tina. I’ve got a few minutes to check in with you. How’s it going?”
Ms. Ramirez: “It’s okay, I guess… but I’m just not sure I’m doing enough. I feel like we’re working in silos, and I’m not sure I have a clear understanding of what the kids are really supposed to be learning today. Ms. Harper is doing one thing, and I’m doing another, and I don’t know if it all connects.”
Mr. Patel (nodding): “I hear you, Tina. I’m actually swamped trying to meet with all of you and the teachers. I wish we had more time to coordinate everything. But hey, you’re doing a great job adapting the content. I’ll try to sit down with Ms. Harper later this week and see if we can get on the same page about the goals. We don’t want students to fall through the cracks.”
Ms. Ramirez: “That would help, but we still don’t have a clear plan for how to make these modifications work. I feel like I’m just making do with what’s in front of me. I can’t modify the entire lesson on my own without knowing what the overall goal is for everyone.”
Ms. Harper, who had been quietly observing the conversation, finally speaks up.
Ms. Harper: “I understand your concerns, but my job is to focus on the entire class. I can’t be everywhere at once. The modifications should be something you handle. You know the students better than anyone else in this room. You’re supposed to make those changes so they can participate in the lesson.”
Ms. Ramirez: “I do want to make those changes, but I’m not sure I know enough about the lesson to do that effectively. I’ve only got a few minutes to prep, and the students need more than just a watered-down version of what everyone else is learning. I want to engage them, not just keep them busy.”
Ms. Harper sighs and crosses her arms, a look of tension creeping onto her face.
Ms. Harper: “Look, Tina, I’m not trying to make this harder for you. I’m just saying that you need to take the content we’re teaching and figure out how to make it accessible. That’s what we’re doing here, right? I don’t have the time to go over every little detail with you.”
There’s a moment of silence as both women sit with the weight of their words. Mr. Patel, sensing the tension, steps in.
Before we hear what Mr. Patel has to say (we’ll revisit this scenario at the end of the unit), what do you think is at the root of the frustration being experienced by this team? Keep those insights in mind as we proceed through the unit.