When paraprofessionals choose
Paraprofessionals across the city have embraced the opportunity to participate at long last in the Teacher’s Choice program.
After years of advocacy by the union, paraprofessionals were included in the program beginning in the 2023–24 school year. This school year, they received $60 to make out-of-pocket purchases for supplemental supplies and materials.
“As a paraprofessional, I know my students,” said Hollie Tubbs, a special education paraprofessional at Brooklyn’s P141 at PS 380. “I see how they interact with the teacher and the rest of the class, and I know what items will enhance their learning. Being able to pick the things we know we’ll need in the classroom is a blessing.”
Sharon Spinner, a paraprofessional at the Queens Transition Center East Elmhurst Campus, said one-on-one paraprofessionals have particular insight into what their students need.
“We spend our whole day with the student,” she said. “We know what triggers them, what soothes them and what can help in a learning activity.”
The inclusion also sends a strong message about the importance of paraprofessionals.
“Allowing paraprofessionals to participate in Teacher’s Choice makes us feel supported and included,” said Edith Lopez, a paraprofessional at PS 68 in the Bronx. “It equips us financially to contribute to the success of our children. It promotes equity and acknowledges our role in teaching and learning.”
See how these paraprofessionals and others used their Teacher’s Choice allotment this school year.
In the District 75 program where I work, most of my kids are nonverbal. They enjoy using the karaoke microphone set to make sounds. It’s helped them learn to vocalize by themselves instead of using a speech machine, which we want to encourage. The kids have done so well! They give letter sounds and say “yes” or “no.” This group of students is full of outgoing personalities. They love performing: singing, dancing and using that microphone. They’re a great bunch of kids. They keep me smiling. — Hannah Brown
I work in a 6:1:1 classroom — six students, one teacher and one paraprofessional — for students with disabilities. One of my students loves to hold things. We had a tennis ball that she would hold. The teacher and I had a conversation, and we thought stress balls might be a nice idea for her and other students since the colors and texture are more interesting. The kids sometimes try to run out of the room. The stress balls I bought with some of my Teacher’s Choice allotment minimize this behavior by helping students focus. — Hannah Brown
This year, I work with District 75 students who are 13 and 14. I bought socks and towels to teach my students how to fold clothes and organize and color match — simple life skills. The socks are for pairing and folding, and the towels are for folding. I love our kids, and I know what they need. From September until now, I can see the difference in the kids. — Cara Matthews
We always had to borrow balls from the gym for the students’ play time. Now we have these brightly colored balls that are for our 3-K students only. We play over, under, roll, kick and catch. The students enjoy playing with the balls. I work in a classroom with a good teacher; we’re a good team. Not having the right equipment was causing issues with the playtime, and I was always worried about losing the gym’s balls, so the teacher agreed that this purchase would solve the problem. — Leigh Anderson
I talked with my teachers in my 1st-grade ICT class about how best I could use my Teacher’s Choice money. Our current privacy shields are older and have holes in them, so the teachers suggested I buy new ones. We often give kids assessments and they sit at communal tables, so they benefit from the privacy folders. The noise-canceling earmuffs are for kids who want to do work and don’t want distraction. — Cara Matthews
I am a one-on-one classroom paraprofessional. I help my student calm down and refocus. With my Teacher’s Choice money, I bought him a train sticker book and a sand timer to watch when he gets upset. He loves these materials, which we use during his five or 10 minute breaks. He uses fidgets I also bought to help him stay still in class. I knew what my student needed, and the items I bought helped him. — Leigh Anderson
I’m a one-on-one paraprofessional, but I work with all the children in the class. For my student, I chose a variety of sensory activities that will help her with her IEP goals. Because she loves Bluey, I chose a Bluey water activity book, which helps her learn her colors without the mess, which she dislikes. We practice letter sounds with the dinosaur puzzles: “T-t-t-t-Rex!” The puzzles also help children develop crucial cognitive skills like problem-solving, spatial awareness, hand-eye coordination, fine motor skills, logical thinking, visual perception and concentration. With the animals, we practice counting to 10 and above. — Leigh Anderson
