Paraprofessional vs teacher roles: who decides and who carries it out
By the IEP Atlas editorial teamLast updated
Short answer
The difference between paraprofessional and teacher roles is who decides. The teacher plans instruction, designs supports and data, reads the data and decides what changes. The para carries out those plans and reports what happened. Ask one question: is this a decision about what or how to teach, or whether it is working? If yes, it belongs to the teacher.
Paras and teachers often do the same things in the same room. Both teach, both prompt, both write things down. The difference is not the activity. It is who made the decision behind it.
Federal rules treat the two roles differently. Special education teachers must meet state certification or licensing requirements. Paras may assist in providing special education and related services when they are appropriately trained and supervised under state rules.[1] The words "assist" and "supervised" set the shape of the para role.
For the full list of para duties, see paraprofessional roles and responsibilities. This page compares the two roles side by side.
The deciding question
Ask: is this a decision about what to teach, how to teach it, or whether it is working?
- If yes, it belongs to the teacher (or the IEP team).
- If it is carrying out a decision that was already made, it can be the para's.
- If you are not sure, the para asks the teacher before acting.
Side-by-side comparison
| Area | Para | Teacher |
|---|---|---|
| Definition | Supports students under a teacher's or provider's direction | Plans, delivers and evaluates instruction; responsible for the student's program |
| Basis in law | May assist with services when trained and supervised under state rules[1] | Meets state certification or licensing for special education[1] |
| Planning instruction | Does not plan; may give input on what they see | Plans lessons, chooses materials and methods |
| Delivering instruction | Delivers lessons the teacher planned | Delivers instruction, including new skills |
| IEP development | Not a required team member; may share observations | Required team member; drafts goals with the team[2] |
| Accommodations | Gives them as directed | Decides how each one is given in each setting |
| Data | Records on the teacher's sheet | Designs the sheet, reads the data, writes progress reports[3] |
| Behavior plan | Follows the steps as written | Writes or co-writes the plan with the team; changes it |
| Talking with parents | General notes as district policy allows | Shares progress, data and concerns |
| Who decides changes | Reports patterns and asks | Decides, or brings it to the IEP team |
| Where it is written | Job description, para schedule, step cards | IEP, lesson plans, progress reports |
Examples by situation
| Situation | Para does | Teacher does |
|---|---|---|
| Student is stuck on a math problem | Gives the prompt in the plan, then records it | Decides which prompts are in the plan |
| Student finishes work early | Gives the extension task the teacher left | Plans the extension task |
| A new behavior appears | Writes down what happened, in facts | Looks at the pattern and decides whether to update the plan |
| Data look flat for 3 weeks | Tells the teacher | Changes the instruction or calls a team meeting |
| A test is coming | Reads it aloud if that is the accommodation | Decides the test format and accommodations |
| Parent asks about progress | Shares a friendly note; refers questions | Answers with data |
Three classroom scenarios
Scenario 1: "Can you grade these spelling tests?"
A general education teacher asks the para to grade the whole class's spelling tests during writing block, while the student the para supports writes alone.
Answer: The para checks with the special education teacher first. Grading class tests is not part of carrying out the student's IEP, and it takes support away during the block where the student's writing accommodations apply. The special education teacher clarifies the para's role with the general education teacher. A written co-teaching agreement or para schedule prevents the question from coming up again.
Scenario 2: "She doesn't need the gesture anymore"
A para notices that a student has answered on her own for 8 of 10 trials three days in a row. The para wants to stop giving the gesture prompt altogether.
Answer: The para shares the data with the teacher instead of changing the plan. Fading prompts is the right direction, but deciding when and how is a decision about how to teach. The teacher looks at the sheets, agrees, and updates the plan the next day. The para's observation made the change happen; the teacher made the decision. More on this in prompt hierarchy for paraprofessionals and fading paraprofessional support.
Scenario 3: "Will he still have you next year?"
At pickup, a parent asks the para whether her son will keep a para next year.
Answer: The para says, "That's something the IEP team decides together. His teacher can tell you more." Services are decided by the IEP team, which includes the parent.[2] A para who guesses can create expectations that the team never agreed to. Questions about the student's records and progress go to the teacher, and student information is shared only as FERPA and district policy allow.[4]
When both roles overlap
Some tasks really are shared. Both adults give praise, both follow class rules, both watch for safety, and both can redirect a student who is off task. In those moments, the para follows the same words and steps the teacher uses. Consistency between the two adults matters more than who acts first.
A para who knows the role well can push back politely when asked to step outside it: "I'd like to check with the special education teacher first so I'm following the plan." Teachers should welcome that sentence. Paras who want to write data well can start with how paras collect accurate IEP data, using the opportunity and trial data sheet the teacher sets up.
Where the roles are written
- The para's job description lists duties and what belongs to teachers. See the para job description template.
- The para schedule says which teacher directs each block.
- The IEP lists services and supports, not who carries out each step day to day.
- Step cards and plans from the teacher describe exactly what the para does.
Frequently asked questions
Can a paraprofessional teach a new skill?
A para can deliver a lesson on a new skill when the teacher planned it and trained the para on it. Many teams prefer the teacher to introduce new skills and the para to run practice, because early errors are easier to catch.
Can a para make changes to a student's accommodations?
No. Accommodations are set by the IEP team and the teacher decides how they are given. If an accommodation is not working, the para records what happened and tells the teacher.
Who is responsible if the para does something wrong?
The para is responsible for following the plan and their job description. The supervising teacher is responsible for the plan, training and supervision. Most problems are fixed through feedback and retraining, not blame.
Use it in IEP Atlas
- Paraprofessional in the IEP glossary
- Prompt hierarchy in the IEP glossary
- Opportunity trial data sheet
- IEP team in the IEP glossary
Related guides
- Paraprofessional roles and responsibilities
- Paraprofessional confidentiality: what you can and cannot share
- Paraprofessional schedule template with a completed example
- Paraprofessional observation form: a printable checklist
- Special education paraprofessional job description template
Sources
- 34 CFR §300.156: Personnel qualifications, U.S. Department of Education (IDEA website)
- 34 CFR §300.321: IEP Team, U.S. Department of Education (IDEA website)
- 34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School
- FERPA, Protecting Student Privacy, U.S. Department of Education
Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.