A day at school rarely unfolds exactly as planned. Schedules, lessons, and routines are in place – but within minutes plans can shift. A student may arrive overwhelmed. Another might need encouragement to step off the bus. A third could surprise everyone with an unexpected breakthrough. School staff understand this is part of the job. No one knows that better than a paraprofessional.

“It can get wild,” said Patty Rains-Hendrickson, a special education paraprofessional at Park Terrace Elementary. “But I enjoy being able to help my students. No two days are ever the same.”

Across the district, paraprofessionals (often called paras) form a vital backbone of student support. They work in classrooms, hallways, cafeterias, playgrounds and specialized learning spaces. Their specific titles vary from behavior paras, center-based paras, and functional paras, but their mission is shared: meet students where they are and help them grow.

“What sets our paraprofessionals apart isn’t just what they do, it’s how they do it,” says Kaline Sandven Marinello, Director of Special Education and Student Support Services. “They meet students exactly where they are with patience, respect and an unwavering belief in their potential. We can teach many of the technical skills of the role, but we cannot replicate the life experiences, care and compassion our paraprofessionals bring.”

Early impact on young learners

In one kindergarten classroom, it’s 9:30 a.m. and the morning meeting is starting. It’s a daily ritual designed to build community and connection among teachers and students. Kindergartners recite their class promise and values with a pinky finger in the air, a “pinky promise.” Then they move around the circle saying good morning to their neighbor, before passing around a stuffed yellow star for their turn to share what they look forward to doing over the weekend.

For some children, that circle can sometimes feel like too much. Patty stays close. She gently redirects their attention, offering encouragement and subtle prompts to help students participate alongside their classmates. If one hesitates, she creates space for them to contribute in their own way.

Earlier that morning, Patty alternated between walks to the classroom and the buses arriving outside. One student in particular is affectionately known among staff for needing a little coaxing to get off the bus. Patty and a colleague seamlessly switch roles multiple times, adjusting their approach until the student feels comfortable enough to transition into the building.

“I try to do a lot of ‘first this, then this’ for my students,” says Patty. “Just try to be flexible, pivot and start over when a certain strategy doesn't work. And what works for one student might not work for another student.”

It’s this constant recalibration that defines the work. Paras have a strong willingness to try, adjust, and try again.

“Patty is the true definition of a life-long learner,” says Kaline. “She is always seeking out ways to better support the students she serves. She has high expectations for herself and her students, believing each student can learn at high levels with the right support.”

Patty has had many experiences throughout the years that reaffirm why she chose this path in 2018. She tells a story about working with a student this year who is hard-of-hearing, and wearing hearing aids is new to him.

“He doesn’t wear them consistently, so I downloaded an American Sign Language app to help teach him new signs when possible.”

She began incorporating simple signs into their daily interactions, even though she wasn’t fluent.

“One day in music class, he was sitting next to me and pointed to the floor and showed me the ‘sit’ sign,” she recalls. “It was so great to see him make that connection. I knew he understood what I was saying.”

At Centerview Elementary, creativity takes center stage in an early childhood classroom where Sophia Tangney works with students ages 3 to 5, many of whom are on the autism spectrum. It’s her first job in schools. She brings an artistic lens to her work, transforming lessons into experiences that meet students’ diverse needs.

For one student who is visually impaired and uses a wheelchair, Sophia designed custom materials from scratch.

“I made tactile cards using textured paper and created a book of different shapes for our unit,” she said. “It’s about making sure these students get to be engaged just as much as everyone else.”

The classroom walls reflect that philosophy. Murals change with each unit: picture walls filled with underwater sea creatures and familiar storybook scenes. This effort turns an ordinary space into an immersive learning environment.

“I like art and photography, and try to bring that into whatever we’re learning,” Sophia says.

It’s a special job working with some of the youngest learners in the building. Watching their progress, and how much they can grow and absorb in just one day is extraordinary to witness firsthand. She focuses on emotional connection as much as academic development.

“I try to make every student feel understood through little moments every day,” she says. “At their age, it’s hard for them to wait or regulate their emotions. A lot of what I do is talking them through it…getting down on their level and letting them know that I understand.”

The heart of the work

At Westwood Intermediate and Middle School, the challenges are different than that of an elementary student, though the heart of the work remains the same.

Megan Murray, a special education paraprofessional, encounters an overwhelmed student who is on the verge of shutting down. She decides to try changing the learning space. Together, they step away from the noise and energy of the larger group and move into a quieter, more private area. There, Megan introduces a simple activity: word card puzzles. With just the two of them seated on the floor, they work at their own pace with less pressure.

What happens next is a transformation. In less than ten minutes, the tears turn into smiles and clapping. It is a powerful reminder that adjusting to a student’s needs can make all the difference.

“I use a combination of structure, patience, and encouragement,” she explains. “I break tasks into manageable pieces, give clear directions, and check in often. I also use positive reinforcement to recognize effort, not just results.”

There is much growth during the middle school years, both academically and socially.

Students at this age are starting to figure out who they are, and it’s rewarding to be someone who supports them through that process. I enjoy helping them feel seen and heard, and watching their confidence grow over time. Megan Murray, Paraprofessional at Westwood

A system of support

Across Spring Lake Park Schools, paraprofessionals serve in a wide range of roles designed to meet students’ diverse needs.

Special education paraprofessionals implement Individual Education Plans (IEPs), often specializing in areas such as autism spectrum disorders, developmental cognitive disabilities, emotional and behavioral disorders, and functional support. Behavior paraprofessionals help students navigate challenges and build skills in both special and general education settings.

Center-based paras work with students who have more intensive or low-incidence needs. Functional paras support students with medical or behavioral requirements.

Classroom and general support paraprofessionals assist with instruction and daily classroom operations. Others serve as media center assistants, early childhood aides, or inclusion specialists. Some supervise lunch and recess, ensuring that even unstructured parts of the day remain safe and supportive.

While there are a variety of paraprofessional roles, a common thread runs through them all: adaptability.

“Being a paraprofessional requires flexibility, empathy, and strong communication,” Megan says. “I work closely with teachers and other staff to support students’ individual needs. I try to be consistent and patient, and I focus on creating a supportive environment where students feel safe and capable.”

While lesson plans and interventions matter, Kaline believes the true impact of paraprofessionals lies in something less tangible.

“They see the best in our students,” she says. “They lift each student up with support so they can achieve at high levels.”

In a profession built on patience, adaptability, and heart, the victories might go unnoticed to an outside observer. It may be a student who struggled in the morning finds success in the afternoon. Another who needed space rejoins their peers. These small breakthroughs are bright spots along a student’s path, and paras are a steady force to witness and celebrate the incremental growth.

Spring Lake Park Schools is always looking for caring and compassionate professionals to join our team. There are a variety of paraprofessional roles at each of our schools that follow school schedules and offer competitive pay and benefits. Learn more about the open positions.