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Effective Strategies: A Self-Study Narrative Inquiry of A Physical Education Teacher’s

Relationship with Paraprofessionals

Gretchen A. Jessel

School of Foundations, Leadership, and Administration, Kent State University

EVAL 85530: Practitioner Inquiry

Draft Proposal: Part IV

Dr. Christina Collins

April 29, 2021

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Study Context

I have been working as a physical education teacher for 25 years. As an educator, I have

held a variety of positions. Working in a variety of school settings and grade levels has provided

me with rich experiences. Leadership positions such as physical education department head,

special’s team leader, and professional development provider inside and outside the district have

offered me insight into other classrooms. In conjunction with the School of Exercise Leisure and

Sports, through Kent State University, I spent several years as a clinical faculty member to

mentor students pursuing careers in physical education.

During a transition in my career, I spent a small amount of time as a special education

teacher’s assistant, now commonly referred to as a paraprofessional, in a large school in South

Carolina. Pulling children from both rural and suburban areas, I was privileged to experience a

diverse culture of students. As a special education paraprofessional, I worked one-on-one with

students supporting their math and reading skills in their homeroom. I also traveled with the

students to other content area courses. When entering another classroom, I did not have a clear

outline of my duties. The classroom teacher did not acknowledge my presence, nor did they

specify my roles or responsibilities. Although I held a teaching license, I was unable to piece

together the expectation of my job. This experience has stayed with me.

Special education paraprofessionals help students access the curriculum, support their

daily needs, and support lead teachers (Jones, Ratcliff, Sheehan & Hunt (2012).

Paraprofessionals have always been part of my classroom. When working with

paraprofessionals, a noticeable gap in experience, expectations, confidence, and communication

emerged. Some paraprofessionals would stand off to the side with little to no interaction with

students or me. Jones et al (2012) assert that lead teachers must be prepared to provide guidance
STRATEGIES & PARAPROFESSIONALS: SELF-STUDY 3

and establish clear expectations since paraeducators have varying degrees of experience and

preparation. As a lead teacher, I experienced uncertainty and confusion in the classroom when

paraprofessionals did not have explicit guidance. I assumed they needed a break. They thought I

would tell them what to do. Piletic, Davis, & Aschemeier (2005) confirm this statement, “Some

paraeducators have expected to have the period of physical education as a break or planning

period” (Block, 2002 as cited by Piletic et al. p. 47). Some paraprofessionals expressed

confusion, not knowing or understanding what to do or how to help students with disabilities in

my classroom. Simultaneously others jumped right into the class and assisted with the lesson.

My observations of paraprofessionals reflected my own experience as a paraprofessional.

As a lead teacher, I often questioned whether it was my responsibility to provide direction

or train the paraprofessional staff on working in my classroom setting. Conflicts occurred at

times. Questions of who is in charge of delivering instruction, managing the student's behavior,

or adapting the lesson are ongoing issues. Lack of planning time and an overreliance on

communicating messages between the special education teacher also cause conflicts. I find

myself trying to allow for autonomy in the paraprofessional while providing cues for

expectations when working with students in my classroom. Working with more than one

paraprofessional in a day increases the likelihood of environmental tension.

Currently, I am a first and second-grade physical education teacher in the XXXX

community. The XXXX community is situated in an urban city located in a Midwest state with a

population of 16,338 (2019) (City-Data.com, 2021). The district serves over 2,987 students,

including 336 students on Individualized Education Programs (IEPs). There are 162.2 full-time

teaching staff and 36.6 paraprofessionals (U.S. Department of Education, 2019-2020). XXXX

Elementary School, located in the XXXX district, serves 440 students, female students 54%,
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male students 46% in grades 1-2. The student: teacher ratio of 20:1 is higher than the Ohio state

level of 18:1. Minority enrollment is 16% of the student body (majority Asian and Hispanic),

which is lower than the Ohio state average of 30% (majority Black). The diversity score of

XXXX Elementary School is 0.29. This score is less than the diversity at the state average of

0.48. The school's diversity has stayed relatively flat over five school years. Six percent of the

school population qualify for free and reduced lunch.

According to Stewart (2019), the number of special education paraprofessionals

outnumbers special education teachers, which is also true in the XXXX School District. There is

one special education teacher per 2-6 special education paraprofessionals in any given year.

Special education paraprofessionals spend a significant amount of time with students, either

one-on-one or in small groups. They travel from room to room, class to class, and even sit with

students through lunch and attend recess. I have watched special education paraprofessionals

implement instructional programs specific to the student's (IEP) goals, and I have asked them to

"teach" their students a new skill during class. The success of students with disabilities can

depend on paraprofessionals' support, as stated by Fisher & Pleasants (2012), and to what degree

they feel comfortable giving that support. Understanding the perceptions paraprofessionals have

about their position as support staff will help me develop and improve my relationships with

them and students' learning environment. This study’s data can also support and inform the

district partnership with The Ohio Partnership for Excellence in Paraprofessional Preparation

(OPEPP).

Our district partnership with OPEPP is in the beginning stages. I heard about the OPEPP

partnership through a district-wide email. I contacted our special education coordinator and
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expressed my interest in joining the group. As a new member, I had many questions. The

following is one of many question sets to team leader Vincent Teller and his reply:

First, what does this group want or hope to accomplish? The big
picture? Is it student-centered or para-centered? Is it to help paras
become more part of the team? Is it to explicitly identify their roles
and responsibilities? Is it to increase their professional standing?

“Jessel, I have to say--I’m sure excited to add you as a part of the

team. There is a lot we want/need to accomplish. When we first got
together, performed the audit and had a group discussion--we were
scattered in terms of direction, to say the least. A Lot of the team
members had strong feelings (and still do) about the number of
changes that need to happen within the district when it comes to para
prep/coaching and training, para roles, para utilization, and job
descriptions. We have a lot of issues to tackle. Our OPEPP consultant
reviewed the audit and noted we are one of the best districts in para
utilization she has ever worked with--weird because I completely
disagree. Regardless, she helped us narrow our focus so that we can
tackle things in our control in the short term before "revamping" the
big picture concept. We came into this partnership wanting to flip this
thing over and out in terms of para prep and utilization across our
district. We have since then regulated and narrowed our vision.
It is para-centered, but as you know--always student/learner-centered.
It is all of the above.
I'll even add this--I would like to empower paras as professionals to
become the best they can be in terms of professional growth”:
V. Teller (January 31, 2021, personal communication).

The disturbances I have noticed (Mason 2002) in my classroom related to paraprofessionals also

occur throughout the district.

The purpose of this qualitative study proposal is to explore how special education

paraprofessionals in a suburban elementary school district perceive their roles and

responsibilities when working with students with disabilities. I wanted to improve my classroom

and the relationships with paraprofessionals. Everything we do in K-12 education should be

about the children. According to Pine (2009), a good action research question should benefit the

students. This sentiment is echoed in my correspondence with Mr. Teller. I want to research from
STRATEGIES & PARAPROFESSIONALS: SELF-STUDY 6

the inside. Using the discipline of noticing, I want to delve deeper into my practice. I want to

take what I ‘notice’ and turn it into a ‘disciplined and practical approach to enquiry and research’

(Mason 2002 p. 30).

The relationship and the strategies I use with paraprofessionals can influence our work

with children. Paraprofessionals are one part of a large team that works to support students with

developmental disabilities. Collaboration and defined roles and responsibilities are essential for

the student’s success, growth, and development. Cole-Lade & Bailey (2020) contend that

paraprofessionals are an integral part of the team and, therefore, must be included in decisions

related to the students they support. Including paraprofessionals on the Individual Education

Program (IEP) team is also an essential part of the collaboration process (Cole-Lade & Bailey,

2020). When all team members collaborate, it provides a sense of shared ownership in the

student’s development. Being part of the team also allows for better communication between all

parties involved related to the goals and objectives set for the student. Everyone has a clear

understanding of their role and responsibility, heard first hand, and not through third-party

retellings.

When excluded from team decisions and not adequately informed, paraprofessionals

may infer expectations, goals, and procedures, all of which may not match IEP goals and

expectations (Cole-Lade & Bailey, 2020) and create an ineffective classroom environment

(Stewart, 2019). Defined roles and responsibilities will provide paraprofessionals with clear

boundaries. Outlining their duties while simultaneously providing them with an outline of both

the general and special education teachers’ roles and responsibilities reduces confusion and

conflicts. Team collaboration will ensure a clear understanding of goals and provide more robust
STRATEGIES & PARAPROFESSIONALS: SELF-STUDY 7

learning opportunities for students, predominantly when paraprofessionals support students in an

inclusive setting.

Collaboration is a crucial strategy to ensure team members continue in their roles and

responsibilities. Carnahan, Williamson, Clarke, and Sorensen (2009) suggest taking a systematic

approach to collaboration. Along with teamwork strategies, Carnahan et al. embed suggestions

for supervision and support. Drafting a philosophical framework and eliciting feedback from the

paraprofessional is one way teachers can save time and provide team members with a voice.

Assuming adults come into education with differing philosophies, a shared philosophy between

teachers and paraprofessionals is the first step in creating an effective, collaborative learning

environment. Philosophy frameworks should include values, measurable and observable

statements, expectations for verbal and nonverbal messages to students, and posted in the

classroom as a reference for all.

Communication is essential in the collaboration and supervision of paraprofessionals.

Muller (2002) states that paraprofessionals do not receive enough feedback from supervisors.

Most supervisors and administrators are unfamiliar with the special education paraprofessional

duties and, therefore, do not provide proper evaluations of job performance (Muller, 2002).

Carnahan et al. (2009) cite five forms of communication that build positive rapport with the team

and support the paraprofessional’s growth. Written protocols; explicit, concrete language;

examples and non-examples; modeling; and checking for understanding provide all team

members with nonemotional interactions (Carnahan et al., 2009). Successful communication

such as this continues to give the team explicit expectations of roles and responsibilities and

provides an avenue for evaluation.

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Teachers are often in a position in which they must communicate expectations to

paraprofessionals. Many teachers find it uncomfortable telling other adults what to do with little

training, causing a breakdown in the collaboration process. Teacher Leader Skills Framework

produced by the Center for Strengthening the Teaching Profession (CSTP) provides educators

with support in collaboration with adult learners. The framework offers user vignettes to reflect

upon and challenges teachers to use their leadership knowledge and skills in various situations.

The framework helps in the design of teacher professional development and as a tool to discuss

educational dilemmas that occur with shared leadership (Center for Strengthening the Teaching

Profession, 2018). The Teacher Leadership Skills Framework contributes to the ongoing

dialogue between educators (Center for Strengthening the Teaching Profession, 2018). Using the

framework in conjunction with the Teacher Leader Self-Assessment, teachers identify strengths

and needs as they navigate each assessment section. This framework can help teachers pursue

effective classroom management with the special education team, specifically the

paraprofessional.

Taking account of and examining my skills as a leader can support positive growth in the

classroom. Understanding paraprofessionals' perceptions and making meaning of their

experiences can provide me with information about myself as a teacher and possible next steps in

program development. Through their stories, I hoped to tease out perceptions of roles and

responsibilities and reflect on support strategies, including collaboration, communication, and

identifying my strengths and weaknesses in working with adults.

Theoretical Framework

Reality is perceived through our ontology (the nature of reality) and our epistemology

(the way we know the world) ( Bhattacharya 2017). How I know and perceive the world is
STRATEGIES & PARAPROFESSIONALS: SELF-STUDY 9

grounded in the interpretivist lens. Schram (2006) explains through this lens, “what people know

and believe to be true about the world is constructed - or made up- as people interact with one

another over time in specific social settings” (LeCompte & Schensul 1999 as cited in Schram

2006). With a constructivist epistemology underpinning the way I know the world, my work

with others constructs meaning of various situations and happenings. I come to know and

understand with help from those around me. Those around me are paraprofessionals.

Paraprofessionals and I construct knowledge and develop purpose in the space we share as we

co-construct the meaning of our shared realities.

Qualitative research is the study of human perceptions and understanding of experiences

(Stake 2010). Experiences are those in which we live and make meaning, or lived experiences

(Schneider 2020). I search for understanding others’ experiences (Bhattacharya 2017),

specifically paraprofessionals in my classroom. Paraprofessionals’ experiences need to be

shared, not to generalize their stories and experiences; instead, to inform others of thoughts,

feelings, and motivations experienced in the job. Giving voice to paraprofessionals will make

available their experiences to others.

This proposal will use two qualitative inquiry approaches to examine myself and

paraprofessionals’ shared experiences, self-study, and narrative inquiry. Self-study provides a

deep dive into my ontological and epistemological perceptions of how reality and knowledge are

constructed in my classroom with paraprofessionals. “Self-study gives you the opportunity to

examine your practice and whether or not there is a living contradiction, or a contradiction

between what you say you believe and what you actually do in practice” (Samaras 2011 p. 10).

In other words, do I believe I have shared agency with paraprofessionals in the physical

education classroom?
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Narrative inquiry focuses on the story told by individuals or groups, and it is the story

that becomes the data to analyze (Bhattacharya 2017 & Stake 2010). In the belief that reality is

constructed through shared experiences and these constructs are valid (Schram 2006), a narrative

inquiry will capture paraprofessionals’ lived experiences in their own words and stories.

Narrative inquiry allows “multiple realities” of an event to emerge in allowing all participants to

voice their interpretation as they experienced it (Stake 2010). This qualitative approach will let

me dig deeper into the participants’ perceptions and provide a verbal illustration of their lived

experiences (Stake 2010). This inquiry approach also provides me with knowledge of

paraprofessional’s perspectives on our shared experiences in the classroom. Using their story, I

can investigate changes in paraprofessionals' roles and responsibilities over time and how they

perceive themselves in these changing roles. The narrative inquiry will allow the

paraprofessionals' voices to be heard and allow their perceptions to emerge.

A practitioner inquiry approach, specifically self-study, is the best method to use

concerning my research questions. Self-study is a method of practitioner inquiry in which

-“teacher educators undertake a formal study of their practices with the dual purpose of

‘optimiz[ing] practice … [and] contribut[ing] to a grounded and public knowledge base of

teacher education” (Peercy & Sharkey 2018 p. 106). Self-study can also draw upon other

frameworks and methods such as case study, narrative, action research. Self-study and narrative

inquiry paired with disciplined noticing allow the researcher to record accounts of happenings in

the classroom. Being sensitive to the school’s situations and reflecting on them are strategies

used in self-study and disciplined noticing.

I intend to use self-study and narrative inquiry to enhance my practice with

paraprofessionals. Self-study will provide insight into special education paraprofessionals’ roles
STRATEGIES & PARAPROFESSIONALS: SELF-STUDY 11

and responsibilities from their perspectives and possibly transform the learning environment.

Mason (2002) describes the importance of impartiality when observing or analyzing a

situation:“In order to recognize and identify phenomena worth analysis, we need to learn to give

an account of an incident or situation, whether external or internal, as impartial as possible, that

is, without explanation, justification, or the use of emotive terms” (39). I need to distinguish

between ‘an account of or an accounting for’ differences in paraprofessional.

Giving an account of an event, using brief but vivid descriptions of what I see and notice,

allows others to recognize the same phenomenon without ‘elaboration, justification, or

explanation’ (Mason 2002 p. 52). Giving an account of a situation demands objectivity and the

removal of emotional terms (Mason 2002). In contrast to providing accounts of phenomena,

accounting for phenomena in the classroom involves offering an interpretation, judgment,

explanation, emotion in hopes to convince others to agree with what you are seeing (Mason

2002). Framing accounts or observations provides me a form of checks and balances against

personal bias. “To this end, it is useful to make a distinction between accounting of an incident,

and accounting for that incident (Mason 2002 p. 40). In conjunction with accounting for

circumstances in my classroom, I must employ a critical friend to keep me grounded and

challenge my assumptions. Self-study situates me on the inside of the research, allowing me to

examine my practices, beliefs, attitudes, and values and relate them to paraprofessionals.

Research Question

As a teacher-researcher, practitioner inquiry is the best approach to answering my

concerns about my practice. Questions I seek to answer through self-study and narrative inquiry

are: 1)What strategies effectively work with paraprofessionals? 2)How do paraprofessionals’

perceptions of job influence my ability to utilize their talents in the gymnasium? 3)What happens
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to paraprofessionals’ perceptions of my classroom when I share lesson goals? 4)How can I help

facilitate paraprofessionals’ physical literacy to positively influence my 1st and 2nd-grade

physical education students’ growth and development? 5)What happens to students’ performance

when I provide paraprofessionals with information about personal and social responsibility

standards for physical education?

I believe that self-study combined with narrative inquiry would help me understand

myself as a leader for change. Self-study would help me learn about myself as a teacher leader.

Self-study also provides me with a methodology in investigating effective strategies when

working with paraprofessionals. The narrative inquiry will give paraprofessionals a voice as they

story their lived experiences working with special education students.

Research Participants

Although I am proposing a self-study on my interactions with special education

paraprofessionals, I am still bound to a cooperative and collaborative process. Samaras (2011)

explains teacher research begins with yourself; however, to make changes, you need others’

support to challenge and critique you. A critical friendship is suggested as a form of checks and

balances. “Critical friends are trusted colleagues who seek support and validation of their

research to gain new perspectives in understanding and reframing of their interpretations

(Samaras 2011 p. 5).

My teaching position and membership on the OPEPP team situates me on this study’s

inside versus researching the topic as an outsider looking in. I am in a position to study my

practice and how I relate to others. As an insider, I can interact and build relationships with

participants. In this position, I am subject to biases. I must continuously reflect and ground

myself in an ontology and recognize my belief system affects how I relate to others. To do this, I
STRATEGIES & PARAPROFESSIONALS: SELF-STUDY 13

must rely on a critical friend to challenge and provide alternative perspectives (Peercy & Sharkey

2018). Mason (2002) suggests discussing accounts noticed in professional practice with

colleagues, “By recounting incidents to each other, without judgment or justification, but almost

clinically, you recognize different ways of responding that other people do naturally or have

worked at developing” (pg. 70). I can do this through critical professional friendships.

At this time, my self-study team includes Vincent Teller, lead investigator of our OPEPP

team, and Jackie Arnold, a first-grade teacher in my building. I asked Vincent for his support due

to his leadership skills, knowledge set, and special education experience. Through this study,

Vincent will glean new knowledge about paraprofessionals and use it as a model in other district

areas. Because Jennifer is a first-grade teacher in my building, we can discuss phenomena

specific to our school. Together we have access to the same students, teachers, and

paraprofessionals. As a classroom teacher, Jackie has experienced paraprofessionals in her

classroom and hopes to gain new knowledge in this area.

Besides critical friends, participants for this study will be paraprofessionals currently

working in the XXXX school. . Studying paraprofessionals with whom I work allows me to

collect data in real-time and allows for follow-up discussions. It allows me to generate follow-up

questions and provides paraprofessionals easy access to check my understanding of situations.

I recognize the potential for ethical issues to arise due to the relationship between myself

and the paraprofessionals. They may see me as a supervisor, an evaluator, or a reporter tasked

with reporting on their performance skills. Before obtaining consent from potential participants, I

would like to invite the paraprofessionals to discuss my study’s purpose and introduce them to

my critical friends. Each potential participant will be presented with an informal verbal

invitation. After meeting the team and learning about my project, I will follow up with individual
STRATEGIES & PARAPROFESSIONALS: SELF-STUDY 14

formal invitations, restate the study’s goals, and the team’s purpose. Paraprofessionals are often

reassigned throughout the district and may be assigned to our classrooms. It is vital for each

member of this study to build trust amongst ourselves. Through an open, honest, communicative

environment, each of us can grow our knowledge and improve students’ learning. We can create

a new understanding of what it means to be a special education paraprofessional. For this study, I

seek 2-5 participants who are willing to story and share their paraprofessional experiences.

Bhattacharya (2017) suggests at least 5 participants for 6-8 months long when designing a

narrative inquiry study. As a novice researcher, I hesitate to go above 5 participants.

Data Collection

In this study, data collected will include journals, observations, interviews and artifacts.

In thinking about journals, Mason (2002) suggests keeping accounts of incidents. He describes

this process as systematic reflections: “Collecting brief-but-vivid accounts-of salient incidents,

working on them, so others recognize something from their own experiences; developing

sensitivities by seeking threads among those accounts, and preparing oneself to notice more

detail in the future” (p. 87). Maintaining a field journal will allow me to write down accounts

throughout the day or during the week. Mason (2002) suggests that while keeping accounts of

incidents, one should also look to literature for confirmation or contradiction. With a focus on

my interactions with paraprofessionals, a field journal will provide me a space to write about my

observations related to this proposal. It will allow me to keep track of incidents and build a

foundation of happeninging in the classroom. Over time, as I and others reflect on these accounts

or incidents, threads of similarities may emerge (Mason 2002), later turning into themes. Other

areas I can note in the journal are interactions occurring during OPEPP meetings. Several

paraprofessionals are on the OPEPP team, and documenting their contributions (and other team
STRATEGIES & PARAPROFESSIONALS: SELF-STUDY 15

members) may become important information later in the study. As a member of the OPEPP

team, I may find I am using tools and strategies learned in meetings. Keeping accounts of

OPEPP issues may provide windows into other areas of my journal, forming links to my thinking

and understanding. I can share journal space with my critical friends to prompt further thinking

or to question assumptions. Using prompts provided by my critical friends, I can reflect on my

practice and the strategies implemented with paraprofessionals. The prompts also act as a

catalyst for discussions with my critical friend (Richards & Ressler 2017). My field journal may

be a shared online document such as Google Docs or Microsoft Word. A shared field journal will

allow for easy access by all. Again, to be successful in this area, a bond and a commitment to

trust must be established. Building trust may be considered an ethical issue and will be explored

there.

Stake (2010) suggests keeping more than one journal. Keeping two journals will provide

a space for reflection, action, and wondering. A second journal will allow for questions, personal

musings (Stake 2010), and ideas. My second journal is for me, but later, some of my journal

entries may be developed into my proposal.

Gathering artifacts or documents is part of my data collection process. Artifacts provide a

deeper understanding of what is being studied and offer contextual clarity (Bhattacharya 2017).

A collection of artifacts can be used to cross-reference accounts described in the journals and

provide evidence (or not) of assumptions. Pictures, participants’ journals, lesson plans, cataloged

events, meeting minutes, and policies are several artifacts I can use to help piece together greater

awareness of what is occurring around me in the context of my study (Bhattacharya 2017).

Furthermore, Bahattacharya (2017) suggests making a list of all the documents needed

and note why each is of interest, discussing the list with each participant in the study,
STRATEGIES & PARAPROFESSIONALS: SELF-STUDY 16

investigating potential other forms of documentation, and finally obtaining their consent.

Considering the personal nature of journaling and the potential of providing sensitive IEP

information, I find these suggestions to be grounded in the ethical responsibilities of the

researcher.

Using journals to record accounts of incidents, observations, and artifacts lend itself to

track my research journey. During data collection, decisions are made and shape the direction of

the study (Hatch 2002). Recording impressions, reactions, questions, and interpretations can act

as data itself, providing the audience with a trail of why you made choices, eventually

developing into trustworthiness.

Capturing the voices of paraprofessionals through interviews is part of this proposal.

Recording participants' voices about their career and personnel experience will provide rich and

vivid data. As participants tell their stories, I plan to use unstructured interviewing to keep the

dialogue more conversational and free-flowing. I refer to Stake ( 2010) ’s Chapter 7 "It may

make us more confident that we have the meaning right, or it may make us more confident that

we need to examine differences to see important multiple meanings” (p. 124). Using

unstructured interviews will allow me to delve into areas I may be unsure of at the moment. It

will also enable the individual voices of paraprofessionals to shine. I feel the paraprofessionals I

currently work with will be more comfortable and less hesitant with the unstructured interview

method.

The paraprofessionals in my building are assigned to intervention specialists and the

children on the specialist’s caseload. Each interventionist uses different methodologies with

students and has a different approach for the paraprofessionals. One interventionist dictates every

expectation for every situation. Other interventionists allow paraprofessionals to use professional
STRATEGIES & PARAPROFESSIONALS: SELF-STUDY 17

judgment. I am not endorsing or negating either approach as right or wrong. Instead, I am

addressing the situation as being potentially stressful on the paraprofessional. I intend to alleviate

as much stress as possible and provide each participant a space to speak freely of their

experiences.

I also want to provide participants with an opportunity to add to their narrative through

journaling. Participant journals are another method for collecting data on paraprofessionals’

perceptions in the field of education. I would like to provide each participant with a notebook to

write down experiences, feelings, perceptions, thoughts that may not have emerged during the

recorded interview or to expand upon a story already told. My goal is to collect stories rich in

description and with symbolic examples of their perceptions.

Data collection will take time. I want to give participants time to think about their

careers before jumping into an interview. This narrative inquiry is situated in symbolic

interactionism. The participants can make meaning out of the symbols of their lived experiences,

such as dialogues between colleagues and interactions with policies. Providing them with a list

of possibilities may help as they recall and think through their memories. I want to encourage

participants to reference such symbols through their journals and interviews. I understand I am

asking for a lot. However, I refer to Stake's description of storytelling and data collection as

follows, "Still, usually, more will be asked for than was volunteered, and less will be reported

than was told" (p. 174). Depending on the number of participants and time constraints,

interviews may range from one-hour interviews to four twenty-minute interviews paired with

their journals. I hope to have data collected in a semester or 18 weeks. I anticipate following up

with participants through email, phone conversation, or even during the day, informally at school

and noting this in a field notebook.

STRATEGIES & PARAPROFESSIONALS: SELF-STUDY 18

My data collection methods in self-study and narrative inquiry allow for full reflection.

Mason (2002) describes various types of reflection, reflection-on-action, reflection-in-action, and

reflection-through-action. Practitioner inquiry is a cycle of noticing, questioning, researching,

acting, reflecting, and repeating. Both forms of inquiry allow for this cycle to occur.

Data Analysis

In this proposal, I consider both an inductive and interpretive analysis model to capture

paraprofessionals’ perspectives as a novice in qualitative research. Inductive analysis requires

the researcher to analyze data in search of patterns. The patterns formulate meaning that turns

into general statements about what is being investigated (Hatch 2002). When conducting

inductive analysis, reading the data first and getting a solid sense of the data is suggested by

Hatch (2002). “Each reading will bring new insight (and often new concerns)” (Hatch 2002 p.

162). Hatch(2002) outlines steps in the inductive analysis, including reading the data repeatedly,

coding, recording relationships found, searching for examples that fit and do not fit. After

inductive analysis, meaning must be applied to the data. This is where the interpretive analysis

model will be used. Hatch (2002) describes interpretive analysis as “making sense of social

situations by generating explanations for what’s going on within them” (p. 180). In this study,

the social situations paraprofessionals find themselves in when working with students and staff

during the school day. Again, a step-by-step process is provided by Hatch (2002), including

reviewing interpretations with participants. This is an important step and linked to member

checks to build trustworthiness in the study.

The data I will have available to me from this study will include interviews, journals,

transcripts, observations, field notes, all of which Saldaña (2015) considers information that can

be coded. Saldaña (2015) describes coding as a researcher-generated construct and an

STRATEGIES & PARAPROFESSIONALS: SELF-STUDY 19

interpretive act. Coding will be used for the analysis and synthesis of data (Stake 2010). Thus far,

I intend to use what Saldaña (2015) describes as eclectic coding -first impression phrases (p. 5)

and descriptive coding -to summarize the primary topic (p. 4). Both types of coding appear to

pair well with Hatch’s (2002) interpretive analysis.

Hatch (2002) provides interpretive analysis steps such as reading the data for a sense of

the whole, reviewing field notes and journals, study memes, rereading and coding, and checking

interpretations with participants (p. 181). Hatch asserts that data analysis is a systematic search

for meaning, and following the interpretive analysis steps will allow sense to come forward for

both myself and paraprofessionals.

Through the study of dissertations and other scholarly articles, my understanding of

coding is a systematic process in collaboration with other researchers. I also understand a variety

of coding methods exist to code journals and interview transcripts. Coding in collaboration with

others promotes trustworthiness as themes emerge and codebooks are created and examined. I do

need to study coding to gain a better understanding. Tidwell D.L., Jónsdóttir S.R. (2020) asserts

the use of narrative provides context and explains the understanding of change (p.384). Stake, R.

E. (2010) further states, researchers can make much more out of their interpretations and

experiences. The analysis would be different if others were involved (p. 151). Tidwell D.L.,

Jónsdóttir S.R. (2020) continues to describe the collaborative process of coding, “They

separately developed codes for the data and then worked as each other’s critical friend to

establish consensus on a set of codes and themes” (p. 387). With the help of my critical friend

team, I intend to establish consensus to inform the final narrative.

Trustworthiness
STRATEGIES & PARAPROFESSIONALS: SELF-STUDY 20

I have worked with paraprofessionals for 25 years and have cultivated an understanding

of their classroom role. I am part of the world in which the participants live. I interact with

them, and they with me. I make interpretations from personal experience with those I will be

studying (Stake, 2010). But I am seeking to understand better paraprofessionals’ perceptions in

the field of special education from their perspectives. I am also seeking to understand myself

better as I interact with paraprofessionals. I want to discover themes and issues important to the

study through the perceptions of paraprofessionals. I want to make sense of their interactions,

and I want to understand paraprofessionals through their lived experiences. My goal is to

interpret and make meaning of the stories shared and told. To begin the process of understanding,

I need to start with myself.

The core of self-study is to seek improvements in one’s self and thus improve your

practice. Investing in yourself can cause bias when observing data (Richards & Ressler 2017).

My critical friend helps to combat research bias and build trustworthiness in this proposal.

He/she provokes in-depth discussions, questions assumptions, and prompts me into further

reflection.) “Critical friends serve as validators who provide feedback while you are shaping

your research… they provide feedback on the quality and legitimacy of your claims” (Samaras

2011 p. 14). Also, a critical friend(s) will ground me in my ontological understanding and

uncovers how my experiences and perceptions may be interfering with the development of new

knowledge. When considering effective strategies used with paraprofessionals or delving into

perceptions, it is essential to collaborate with others to gain new insights. A critical friend will

provide me with an alternative approach to ‘seeing’ data (Samaras & Sell 2013).

The multiple collections of data through interviews, artifacts, journals also build

trustworthiness in this study. Triangulation occurred by collecting data from various sources and
STRATEGIES & PARAPROFESSIONALS: SELF-STUDY 21

“looking, again and again, several times” (Stake 2010 p. 123). Stake (2010) defines member

check as the presentation of recorded data or a draft copy of observations, interviews, or other

documents to the participant providing the information and asking for corrections or comments.

Using member checks to ask the paraprofessionals if what I quoted is indeed what he/she said

(Stake 2010) for triangulation promotes trustworthiness. Allowing paraprofessionals to review

their stories will provide the opportunity to clarify and expand upon themes. “It may make us

more confident we have the meaning right, or it may make us more confident that we need to

examine differences to see important multiple meanings” (Stake 2010 p. 124).

Ethics

During this study, it is my goal to do good and avoid harm (Orb, Eisenhauer, & Wynaden,

2001). Reflecting and examining my own beliefs and values in a notebook will help my

interpretations of this study. I have taken the first steps in the pursuit of the goal not to harm. To

begin, I attended an online training course, the Collaborative Institutional Training Initiative

(CITI), through Kent State University. The training reviewed multiple behavioral and social

research areas, including risk, ethics, conflicts of interest, informed consent, and

privacy/confidentiality.

Secondly, I will present my research purpose and goals to potential participants and

provide them with a consent form. I am aware that although there is a low risk of harm to

participants, questioning participants can bring forth a host of emotions and memories and could

cause distress. With the consent form, I will also make it clear that participants can leave the

interview and study at any time without penalty. For those participants that are continuing in the

study, members check will be offered. Allowing participants to review my interpretation of the

data is an integral part of the study. The "thing" I am trying to understand is the perceptions of
STRATEGIES & PARAPROFESSIONALS: SELF-STUDY 22

special education paraprofessionals. Through member checks, I can ensure I am capturing the

perceptions correctly.

I am a member of the team Ohio Partnership for Excellence in Paraprofessional

Preparation (OPEPP). As a team member, I am privileged to information and personal thoughts,

feelings, and perceptions of those in the group. The OPEPP group created team ‘norms’ to

ensure all voices are heard and respected. Norms are agreements shared by all team members

about how the group will work together. As a team, we promote open and honest dialogue, with

no team member asserting the power of position over others. The following are OPEPP norms

established on 4/9/2021

● Team members should never leave a meeting without “speaking up” or feeling as if they
did not have an adequate amount of input. Members should be able to share thoughts
without feeling judged. Promote positive intentions of all things shared.

● We are all here for positive outcomes; for learners, staff, and our school community.

● Members will approach and look at everything as “equals” regarding input, roles, and
responsibilities.

● Members will take an inquiry stance on shared perspectives (respectful of everyone’s

opinions).

● Reflect on every meeting using the Plus/Delta System (Plus-highlights, Delta-things to

work on or call out) while implementing norm checks through the session to hold team
members collaboratively accountable.

To honor the group ‘norms,’ my intentions need to be transparent. I have disclosed to the

OPEPP team my research topic and have made myself available to answer questions. I have also

asked permission to record our meetings electronically and in field journals for potential use

later. As I collect artifacts from meetings (meeting notes, surveys, agendas), team members have

the option to ‘check’ for accuracy.

STRATEGIES & PARAPROFESSIONALS: SELF-STUDY 23

Power dynamics may surface between certified staff members and paraprofessionals

throughout this study who are not part of the OPEPP team. Co-construction of professional

norms between myself and paraprofessionals in the classroom will be essential to this study.

Boudett & Lockwood (2019) explain that to improve the education of all students, we need to

“deliberately engage the voices of all educators.” Using norms will help establish how we treat

each other, handle challenging content, and outline what to do when we disagree. Standards will

help prevent previous inequitable patterns in school culture, precisely positions of power

(Boudett & Lockwood, 2019). Finally, all participants' names will be removed from the study

and the school district's location. Pseudonyms will replace all names and places.
STRATEGIES & PARAPROFESSIONALS: SELF-STUDY 24

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