Supporting the Paraprofessional: Modeling Servant Leadership

In schools everywhere, there are superheroes quietly shaping student success: our paraprofessionals. They are the steady presence in the classroom who know when to step in, when to listen, and when to cheer a child on. Their work is vital, yet often underrecognized. As teachers and administrators, we have an opportunity, and a responsibility, to model the kind of servant leadership that uplifts and sustains these extraordinary professionals.

This article explores how educators and leaders can intentionally support paraprofessionals by embracing servant leadership principles: leading with empathy, humility, collaboration, and service. When we lead through service, we not only strengthen our school culture but also ensure that paraprofessionals, our classroom superheroes, thrive.

Recognizing the Heart of the Work

Paraprofessionals are often the first to greet students, the ones who notice subtle changes in a child’s mood, and the bridge that helps teachers meet the diverse needs of every learner. In The Successful Paraprofessional: How to Make a Difference Supporting Students and Teachers, author and Concordia University, Irvine Adjunct Professor Kristen J. Nelson describes them as “the heart of the classroom,” skilled in balancing compassion with professionalism and able to adapt to a variety of roles, from instructional support and behavioral intervention to communication facilitation and social-emotional coaching.

But the reality is that paraprofessionals sometimes feel unseen. They are often assigned to the most challenging students, yet their voices in team meetings can be overlooked. Servant leadership provides a framework for changing that dynamic, one that shifts the focus from hierarchy to partnership.

Paraprofessionals are often the first to greet students in the morning, the ones who sense a shift in a child’s mood, the ones who quietly help students access the curriculum, support social-emotional needs, and bridge communication. In The Successful Paraprofessional, I describe them as “the heart of the classroom,” skilled in balancing compassion and professionalism, and able to adapt to many roles—instructional support, behavioural intervention, communication facilitator, social-emotional coach.

Yet, the reality is that paraprofessionals can sometimes feel invisible. They may be assigned to the most challenging students, yet team meetings might overlook their insights. Their professional identity might not feel fully acknowledged. Servant leadership offers a framework for changing this dynamic, one in which hierarchy gives way to partnership, and service to others becomes the guiding ethos.

Servant Leadership in Action

Servant leadership centers on one simple question: Do those served grow as people? In education, this principle translates to creating environments where every team member, teacher, paraprofessional, or administrator feels valued, supported, and empowered to grow. As John Maxwell says, “The best leaders are those most interested in the success of others.” Supporting our paraprofessionals is a wonderful way to model servant leadership on a daily basis.

In schools, modeling servant leadership for paraprofessionals might look like this:

• Listening first. Take time to genuinely listen to paraprofessionals’ insights. They often notice patterns others miss. For example, a paraprofessional might quietly share that a student becomes anxious before lunch because of the noise in the cafeteria. A leader who listens can adjust schedules or create quieter eating options—small changes that make big differences.
• Empowering through trust. Delegating meaningful responsibilities communicates trust and respect. When a paraprofessional is asked to lead a morning circle or facilitate a social skills group, it signals confidence in their abilities. As one paraprofessional once shared after being given this opportunity, “It was the first time I felt like part of the teaching team.”
• Acknowledging impact. Recognition matters. Celebrate their contributions in staff meetings, newsletters, or even quick hallway moments. For instance, a principal might share, “I noticed how you helped de-escalate that conflict during recess. That calm presence makes such a difference.” A few words of affirmation can reinforce belonging and pride in their work.
• Supporting professional growth. Advocate for paraprofessionals to attend workshops or professional learning communities alongside teachers. When a paraprofessional attends training on trauma-informed practices and returns to share ideas at a staff meeting, it elevates their role and enriches the entire team’s capacity.
• Practicing humility. True servant leadership is grounded in humility—being willing to serve alongside others. A principal who helps set up a classroom before school or a teacher who covers recess duty so a paraprofessional can attend a meeting sends a clear message: We are all in this together.
• Creating belonging. Simple actions like inviting paraprofessionals to planning meetings, including them in team celebrations, or seeking their input on student plans can help build a culture of respect. These gestures transform “support staff” into valued colleagues.

Everyday Examples of Servant Leadership

Servant leadership is not a grand gesture; it’s often found in small, consistent acts.

• When a teacher stays after class to ask a paraprofessional, “What strategies worked best with Jordan today?” they model collaboration over hierarchy.
• When an administrator includes paraprofessionals in professional development days rather than assigning separate duties, they communicate that learning is for everyone.
• When a paraprofessional’s success story with a struggling student is shared at a staff meeting, the leader amplifies their impact publicly, reinforcing dignity and appreciation.

As educator Ken Blanchard once said, “Servant leadership is all about making the goals clear and then rolling your sleeves up and doing whatever it takes to help people win.” That spirit of service, of doing what it takes to help others thrive, creates ripple effects that reach far beyond the classroom.

Overcoming Common Barriers

Even with the best of intentions, schools may face barriers in adopting servant leadership approaches with paraprofessionals. Some common barriers and possible strategies include:

• Barrier: Unclear role definitions and a large power distance between the teacher and the paraprofessional.
  Strategy: Co-create clear role descriptions with paraprofessionals and invite them into decision-making. Research shows that low power‐distance cultures foster trust and engagement.
• Barrier: Paraprofessionals not invited to professional learning or team planning.
  Strategy: Ensure paraprofessionals are included in PLCs and trainings—offering them the same growth opportunities as teachers. This aligns with servant-leadership’s focus on follower growth.
• Barrier: Hierarchical culture with the teacher as “boss” and paraprofessional as “assistant.”
  Strategy: Shift language and practice to “co-educator,” “teaching team member.” Ask for paraprofessional input in planning and debriefing. Research indicates that collaboration and reduced hierarchy correlate with improved working relationships.
• Barrier: Lack of time or resources to build these practices.
  Strategy: Start small and commit to one action per month (e.g., one acknowledgement, one planning invitation, one training slot). Over time, these small steps build culture.

The Ripple Effect

When paraprofessionals feel supported through servant leadership, the benefits multiply.

• Students thrive because the adults around them are cohesive and positive.
• Teachers thrive because they feel supported by capable, confident teammates.
• Leaders thrive because they cultivate a culture grounded in service and respect.

A school rooted in servant leadership is one where everyone’s gifts are recognized, where empathy is modeled, and where collaboration replaces hierarchy. By modeling servant leadership, we honor our paraprofessionals—the quiet superheroes who stand shoulder to shoulder with us in shaping the next generation. When we lead by serving, we remind every member of our school family that their role matters and their impact is immeasurable.

Celebrating the Everyday Heroes

Paraprofessionals are often the glue of the school day. They…

• Help students who struggle to stay focused or regulated.
• Provide extra support to English learners, students with accommodations, or those needing social-emotional check-ins.
• Monitor transitions, reinforce routines, build relationships, and keep the day moving.

As administrators and teachers, we owe them more than praise, we owe them partnership, trust, growth, and recognition. Servant leadership reminds us that serving others is not a weakness instead, it is the highest form of leadership. As educator Ken Blanchard once said, “Servant leadership is all about making the goals clear and then rolling your sleeves up and doing whatever it takes to help people win.” By modeling that spirit, we honor our paraprofessionals as the quiet superheroes who walk beside us in the trenches every day.

Conclusion

When we embrace servant leadership in our schools, we not only shape a better culture, we shape better experiences for every learner. Our paraprofessionals deserve more than a role, they deserve a seat at the table, a voice in the conversation, opportunities to grow, and appreciation for the irreplaceable work they do

Let’s lead with empathy. Let’s listen. Let’s serve. Let’s celebrate those who serve our students every day. When we do this intentionally, through trust, collaboration, recognition, growth and we build stronger teams, better classrooms, and brighter futures together.

Thank you to the paraprofessionals. And thank you to the leaders and teachers who choose to serve them, so they may best serve our students.

10 Servant-Leadership Suggestions for Teachers and Administrators: Practical ways to support and uplift paraprofessionals every day

1. Start with gratitude.
   Begin each day by thanking a paraprofessional for a specific action you noticed—“I appreciate how you helped Marcus transition quietly after recess.”
2. Ask, then listen.
   In meetings, ask paraprofessionals for their perspective first. They often hold vital insights about student needs and classroom dynamics.
3. Share the floor.
   During staff meetings or PLCs, rotate facilitation so paraprofessionals can share strategies or student success stories
4. Be visible in service.
   Model humility. Help set up a classroom activity, supervise a recess, or organize materials together. Service seen is service multiplied.
5. Empower leadership.
   Invite paraprofessionals to lead small groups, SEL check-ins, or behavior-support sessions. Empowerment fuels confidence and professional identity.
6. Invest in growth.
   Ensure paraprofessionals are included in professional learning opportunities and given time to attend them without losing pay or planning time.
7. Give meaningful feedback.
   Offer specific, strengths-based feedback that recognizes both skill and impact: “Your calm tone helped the student re-engage faster—thank you.”
8. Celebrate publicly.
   Highlight paraprofessionals in newsletters, social media posts, or morning announcements. A small public acknowledgment builds belonging.
9. Clarify purpose together.
   Review goals and expectations collaboratively: “What support do you need to feel successful with this student?” Shared purpose creates alignment.
10. Protect their dignity.
    Never discuss frustrations about paraprofessionals in front of others. Servant leaders model respect in every interaction.

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Kristen Nelson has served as principal of several dual immersion elementary schools and as the Executive Director of State and Federal Programs for the Capistrano Unified School District in California. She is also a Concordia University Irvine Adjunct Professor and a respected instructor and speaker in the field of educational leadership. As an educational consultant, Kristen supports education administration programs across California, frequently serving as a guest lecturer and contributing to program design and development.

Kristen is the author of several books, including Starting Strong: Surviving and Thriving as a New Teacher, Teaching in the Cyberage: Linking the Internet and Brain Theory, and Developing Students’ Multiple Intelligences. She also coauthored The Successful Substitute: How to Prepare, Grow, and Flourish as a Guest Teacher with Kim Bailey. Her most recent publication is The Successful Paraprofessional: How to Make a Difference in the Lives of Students and Teachers.

Kristen earned her Bachelor of Science in Child Psychology from the University of California, Santa Barbara, where she competed as an NCAA Division I Women’s Basketball player. She also holds a Master’s Degree in Education from California State University, Fullerton, and was recently named Elementary Principal of the Year in the Capistrano Unified School District.

To learn more about Kristen Nelson’s work, visit her on LinkedIn.
For professional development bookings, contact pd@SolutionTree.com.