Aligning leadership qualities of special education teachers with teacher/paraeducator collaboration

Most special education teachers work with a number of paraeducators in the classroom. Working with multiple paraeducators requires being an effective leader. If teachers are not trained to appropriately supervise paraeducators, then there is likely to be a disconnect between what should be going on in the classroom and what is actually taking place in the classroom. Teachers who are not adequately prepared to supervise paraeducators may not be able to model the best example for paraeducators or make the best use of paraeducators time.