We are often asked if and how we involve support staff, paraprofessionals or educational assistants (EAs) in collaborative team meetings? It’s a topic that continually surfaces in schools so we’d like to explore the reasons why their involvement is valuable and how to make it work in practice.
One of the frequent questions we encounter when setting up the structure of collaborative team meetings is who should be included. Typically, classroom teachers and administrators are core participants, as these meetings focus on refining classroom practices and addressing student needs. Depending on the school, other specialized roles—like learning support teachers, counselors, or family school liaisons—may also be part of these discussions.
Each layer of team involves different people throughout the building based on the purpose of the particular meeting. To learn more about the layers of teams, please read Scaffolding our Collaborative Response: Purposeful Layering of Team Meetings
But what about Educational Assistants? Depending on your region, you may refer to them as paraprofessionals, support staff, or student assistants. EAs play a crucial role in supporting students with intensive needs. So, why is it essential to include them in these meetings? There are two key reasons: accessing their expertise and providing them with growth opportunities.
Accessing Educational Assistant Expertise
Educational Assistants often have years of experience across multiple classrooms, giving them a unique perspective on instructional strategies. Even within a five-year period, an EA might work in various classrooms with multiple teachers, observing and assisting in different teaching methods and learning strategies for supporting individual students. This exposure equips them with a rich toolbox of strategies for differentiated instruction.
We have attended many collaborative team meetings where EAs contribute valuable insights based on their experiences. They share ideas they have implemented in previous roles, including professional training sessions they have attended. Their depth of knowledge sometimes surpasses that of the teachers, simply because of the specialized training and breadth of experiences they have received for working with high-needs students.
Moreover, many EAs regularly interact with other specialists, such as speech-language pathologists, occupational therapists, and physiotherapists. This allows them to bring in strategies that might initially be targeted for a specific student but can benefit many more in the classroom. When we tap into the unique skills of EAs, we strengthen the whole team.
Empowering Educational Assistants Through Collaborative Team Meetings
Including educational assistants in team meetings isn’t just about leveraging their expertise—it’s about empowering them. Being part of these discussions makes them feel valued and integral to the decision-making process. One EA shared how much it meant to be seen as a contributor, not just a support staff member. The experience allowed them to grow as a learner alongside the rest of the team, making them feel more connected and engaged in the school community.
When EAs are given the opportunity to share their observations and ideas, they often introduce creative solutions. For example, in one meeting, an EA suggested that they could work with a group of students on reading practice before the school day officially started. This simple idea provided additional support to students who needed it and made a significant impact on their learning and behavior.
Strategies for Involving EAs in Meetings
While the benefits are clear, bringing EAs into these meetings can be challenging due to scheduling and contractual constraints. Here are some practical strategies to overcome these hurdles:
- Schedule Flexibly: If meetings happen outside regular school hours, consider banking time for EAs. For instance, if they attend a 45-minute meeting after school once a month, they might get to leave early or come in later on another day.
- Adjust the Meeting Composition: The group of people involved in collaborative team meetings doesn’t always need to mirror those involved in grade-level planning. Bringing in EAs during times when they are more available, rather than tying them to specific student cohorts, can increase flexibility.
- Provide Coverage: If an EA’s presence is critical for a particular student, arrange for temporary coverage so that they can attend part of the meeting. Some schools have successfully implemented this approach, allowing EAs to participate in key discussions and then return to their support role.
- Find Opportunities for Partial Involvement: Even if EAs can’t be present for the entire meeting, consider inviting them for specific segments, like celebrations or initial discussions. This allows them to contribute without compromising their responsibilities with students.
- Utilize Time During Student Transitions: For example, if students are attending a physical education class where an EA's support isn’t needed, that could be an ideal time for them to join a collaborative team meeting.
Building a Culture of Collaboration
Creating a collaborative culture means involving all! Each team member, from administrators to educational assistants, plays a critical role in student success. Don’t wait until you have a perfect plan to start including EAs in these discussions—take a "ready, fire, aim" approach. Get started, and then adjust as needed to ensure all voices are heard.
Involving EAs is a two-way street. They bring invaluable experience to the table, but they also benefit from the professional growth that comes with being part of these conversations. If your school values a culture of collaboration, EAs are essential team members who should not be overlooked.
Please reach out to share your insights, challenges, and triumphs along with your questions, resources or suggestions related to this concept. Connect with us at or .
Examining Collaborative Team Meetings - Maximum Staff Participation
