Q: I would like to coach support staff (paraprofessionals, teaching assistants, etc.) and create full-time teaching avenues for them. My current school already has an instructional coach for teachers. I coordinate teaching assistants half-time and have a full teaching load. Leadership does not value my role and what I try to do for teaching assistants. Going somewhere else is scary, and the independent school network here is tiny, where everyone knows everyone. I want to develop more opportunities, but it’s pretty limiting here. Change can take forever. My wish is for my school to seek out the experts in the room, recognize different leadership styles (I’m a mix but lean towards quiet leadership), and realize we don’t have to keep doing things the same way.
-Signed, support staff advocate
A: Thank you for your passion and commitment to coaching paraprofessionals and teaching assistants. These individuals’ roles are vital yet often underappreciated and, worse yet, underutilized. Your desire to create avenues for them to thrive and develop professionally speaks volumes about your commitment to your colleagues and the students they serve.
It’s clear from your message that you’re facing several challenges, particularly regarding the value your head of school places on your role and the potential for growth in your current environment. Let’s unpack your concerns and explore strategies to help you navigate this situation.
Advocate for your role
A first step you can take is to advocate for the importance of your role in supporting teaching assistants and paraprofessionals. Start by documenting your coordination’s positive impacts on student outcomes and overall school culture. Collect data, testimonials, and examples of successful initiatives you’ve implemented. Present this information constructively to your head of school, emphasizing how enhancing the support staff’s professional development can benefit the entire school community. It also could be helpful to have the staff advocate on your behalf.
Consider proposing a formal role that encompasses coaching support staff as a primary responsibility rather than a secondary one. This could involve developing a structured program for professional development, mentorship, or peer coaching among the support staff. By framing it as a benefit to the school, you may find more receptivity from your leadership team. In my book Making an Impact Outside of the Classroom, one of the first activities I suggest get clarity by writing your ideal job description and try to get the job you want inside of your current school.
Building a support network
The feeling of isolation can be daunting, especially in a small independent school network. However, try to consider it an opportunity to build a supportive community. Reach out to other educators, both within and outside your immediate network, who share your vision for support staff’s professional learning. Engage in conversations, share resources, and collaborate on initiatives. It can be helpful to make these connections on social media, which is how I was able to feel supported even when I wasn’t acknowledged in my own setting. This community helped me take risks and get clarity and validation for the ideas I was testing out. It took significantly longer to develop this community in my school environment.
Consider organizing informal gatherings or workshops on relevant topics to support staff development. This creates a space for sharing ideas, and it positions you as a leader in this area, which may help shift perceptions about your role and its importance.
Embracing different leadership styles
You mentioned that your leadership style leans towards quiet leadership. This style can be incredibly effective, especially in educational settings where collaboration and empathy are crucial. Embrace your unique approach and leverage it to foster relationships with your colleagues. I have found that most people appreciate this quiet approach as it embraces other voices and helps to empower others in making change.
Consider implementing one-on-one check-ins with support staff to understand their needs, aspirations, and challenges. By actively listening and providing personalized guidance, you can empower them to take ownership of their professional growth. This approach builds trust and nurtures a culture of continuous improvement.
Additionally, it’s important to recognize that leadership comes in many forms. Seek other leaders within your school who may share your vision for change. Collaborate with them to create a unified front advocating for the recognition and development of support staff. Together, you can amplify your voices and drive the conversation forward.
Navigating change
Change can be slow in educational institutions, particularly when established practices are deeply ingrained. However, you can initiate small, incremental changes demonstrating the value of investing in support staff. Start by implementing pilot programs or workshops that require minimal resources but yield significant impacts. For example, a series of professional learning opportunities focused on specific skills that showcase the benefits of investing in support staff.
As you pursue these initiatives, be patient and persistent. Change often requires time and the building of trust. Celebrate small victories and share successes with your leadership team. You will gradually shift their perspective on the importance of your role and the development of support staff.
Considering opportunities elsewhere
While apprehension about leaving your current position is understandable, it’s also important to consider your professional growth and fulfillment. If your efforts are consistently undervalued and your vision for supporting staff cannot be realized in your current school, exploring other opportunities may be worth your while.
Before making any decisions, thoroughly research other schools in your area. Look for institutions that prioritize your passion areas for all staff members and have a culture of valuing diverse leadership styles. Networking with educators in these schools may provide insights into their environments and whether they align with your goals. When I was ready to move on from my school after a nine-year tenure, I had thought about leaving many times but decided against it for many reasons. However, when I felt stagnant, I wrote a job description for what I wanted to do. When my principal turned me down, I knew it was time to go. It probably sounds a little hokey, but when I put it into the universe that I was ready for a different job at a different school, the opportunity I wanted showed up: a teacher center coordinator that both allowed me to teach a couple of classes while also being an instructional coach and center coordinator. It was my dream job and although leaving the community I loved was hard, my career wouldn’t have moved forward if I didn’t take the risk.
Your passion for coaching support staff is valuable to the educational community. By advocating for your role, building a support network, embracing your leadership style, navigating change thoughtfully, and considering new opportunities, you can positively impact the professional development of paraprofessionals and teaching assistants. Remember, change is possible, and your vision for a more inclusive and supportive educational environment can become a reality. Keep pushing for what you believe in, and don’t be afraid to seek the support and resources you need.
Have a question that you’d like Career Confidential to answer? Email ssackstein@educatorsrising.org. All names and schools will remain confidential. No identifying information will be included in the published questions and answers.
ABOUT THE AUTHOR
Starr Sackstein
Starr Sackstein is the Massachusetts state coordinator for PDK’s Educators Rising program, COO of Mastery Portfolio, an education consultant, instructional coach, and author. She was a high school English and journalism teacher and school district curriculum leader. She is the author of more than 15 educational books, including Hacking Assessment (Times 10, 2015), Making an Impact Outside of the Classroom (Routledge, 2024), and Actionable Assessment (Routledge, 2026).
Visit their website at: https://www.mssackstein.com/
