Your Paraprofessionals Deserve More: Why Professional Development Must Include Every Adult Who Supports Students

Summary for Educators

Based on Rae Hughart
The Teacher's Desk (Substack), June 2026 — "Your Paraprofessionals Deserve PD Too"

🔵 THE BIG IDEA (120–150 words)

Paraprofessionals often spend more direct instructional time with students than many certified staff members, particularly with students who have disabilities, are multilingual learners, or require additional support. Yet in many schools, paraprofessionals receive limited professional development, minimal coaching, and few opportunities to grow their instructional skills.

Rae Hughart argues that this disconnect creates an equity issue for both staff and students. Schools invest heavily in teacher learning while overlooking the adults who frequently provide individualized support, facilitate small-group instruction, monitor behavior, and help students access the curriculum. When paraprofessionals lack training, everyone feels the impact. When they are included in meaningful professional learning, however, student outcomes improve, staff morale increases, and instructional consistency grows.

The message for school leaders is simple: if paraprofessionals play a critical role in student success, they deserve the same commitment to professional growth that schools provide teachers.

🔵 KEY TAKEAWAYS FOR EDUCATORS

• Include paraprofessionals in schoolwide professional learning whenever possible.

• Provide practical training focused on instructional strategies, behavior support, and student engagement.

• Create opportunities for teachers and paraprofessionals to plan and reflect together.

• Clarify roles and expectations to strengthen classroom collaboration.

• Offer coaching and feedback rather than assuming skills develop through experience alone.

• Recognize and celebrate paraprofessional contributions as essential to student success.

◻️ WHY IT MATTERS 

Schools are increasingly focused on inclusive practices, intervention systems, and personalized learning. None of these initiatives succeeds without skilled paraprofessionals. As student needs become more complex, support staff are being asked to take on increasingly sophisticated responsibilities. Investing in their professional growth helps ensure consistent instructional practices, stronger student support systems, and greater staff retention. In an era of staffing shortages, developing paraprofessionals is not simply a professional courtesy—it is a strategic leadership decision that strengthens the entire educational ecosystem.

🟢 LEADERSHIP ACTION STEPS

✔ Audit current professional development offerings to determine how often paraprofessionals are included.

✔ Allocate dedicated training time specifically designed for support staff responsibilities.

✔ Establish collaborative planning structures between teachers and paraprofessionals.

✔ Provide ongoing coaching, mentoring, and instructional feedback.

✔ Recognize paraprofessionals publicly as vital members of the instructional team.

🟡 LEADER REFLECTION

If paraprofessionals are among the adults who spend the most time supporting our most vulnerable students, are we investing in their development at the same level as their responsibility?

Original Article

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Prepared with the assistance of AI software

OpenAI. (2026). ChatGPT (5.2) [Large language model]. https://chat.openai.com