The Alberta Teachers’ Association

The integration into regular classes of an increasing number of students with special needs, behaviour disorders and learning disabilities of all sorts has not only expanded the duties of teachers but increased the amount of information that they need to carry out those duties effectively. Teachers have welcomed the assistance provided by other professionals, paraprofessionals, untrained personnel and volunteers.

The skills and expertise that educational assistants bring to their jobs often enable students who would not otherwise be able to attend school to do so and even to participate in inclusive classrooms. By helping teachers implement activities and make effective decisions, assistants can greatly enrich the educational experience of students. Some educational assistants have health-related skills, some have language skills and still others—notably lab assistants—have specialized knowledge in the areas of science and technology.

Although the skills and knowledge that educational assistants have are of invaluable assistance to teachers, the presence of assistants in the classroom has, at the same time, raised questions about their role and its relation to that of teachers. Increasingly, teachers are turning to the Association for guidance in matters relating to the role of educational assistants in the classroom.

This publication is intended to answer some of the questions that arise from time to time in schools about the nature of teaching, the value of teacher qualifications and the respective roles of professional and paraprofessional staff in making decisions.

Members who find themselves in situations that involve practices contrary to those recommended in this publication should not rush to file grievances and complaints. Instead, they should first raise the matter, in a non-confrontational manner, with the appropriate school personnel to discuss the possibility of having the practice changed. After all, practices often develop over time and with the best of intentions. For example, some schools, as a gesture of respect for the hard work that educational assistants do, have allowed them to participate fully in staff meetings, a practice that fails to take into account that educational assistants have different responsibilities from teachers and, as a result, are accountable in a different way. Only if discussion fails to resolve the issue should members consider stronger approaches.

This publication is not intended to be a how-to manual, nor does it attempt to address all the issues that may arise in the interaction between teachers and educational assistants. Teachers who have questions about this publication or who need advice about specific situations should contact Member Services at Barnett House at 1-800-232-7208 (toll free in Alberta) or 447-9400. A presentation of this material with time for questions is also available.