Dr. Deborah L. Wortham is the CEO of Wortham Educational Enterprises, LLC, Superintendent Emeritus, and a nationally recognized educational leader and executive coach. She has served as superintendent in multiple districts, transforming systems through strategic leadership, collaboration, and a commitment to excellence.

Dr. Wortham is the 2024 recipient of the AASA Woman in Leadership Award and is a member of Alpha Kappa Alpha Sorority, Inc., The Links, Incorporated, and The National Coalition of 100 Black Women.

Paraprofessionals are the heartbeat of the schoolhouse. They move quietly through the corridors of learning, yet their impact echoes in every classroom they touch. The atmosphere they help create determines whether students feel seen, supported, and safe to soar.

Your presence is not accidental—it is atmospheric. You carry the power to calm storms, clarify confusion, and create conditions where every learner thrives. Each day, you enter a mission field of potential, where your words, actions, and attitudes shape the emotional climate that surrounds every student.

Setting the atmosphere begins the moment you step through the schoolhouse doors. It's in the way you greet students, the patience you demonstrate during challenging moments, and the consistency you bring to every interaction. Your role transcends tasks and to-do lists—it embodies a calling to serve, support, and inspire the next generation.

Preparation precedes excellence. When paraprofessionals arrive early, review plans, and anticipate needs, they transform ordinary moments into extraordinary outcomes. The quality of your preparation directly impacts the quality of student experiences throughout the day.

To "set the atmosphere" means more than decorating a classroom; it means preparing hearts and minds. Your tone sets the temperature. Your attitude establishes alignment. When you walk into a space with intentionality, students immediately sense the difference between someone who is simply present and someone who is purposefully prepared.

The prepared paraprofessional demonstrates the philosophy of efficacy—believing that effort leads to achievement and every child can learn. This mindset transforms how you approach each interaction, viewing challenges as opportunities for growth rather than obstacles to overcome. Preparation includes reviewing lesson objectives, organizing materials, understanding individual student needs, and mentally rehearsing responses to potential challenges.

Great classrooms function as collaborative communities. Partnership means walking in unity with the teacher, understanding the instructional goals, and modeling mutual respect before students. When adults demonstrate collaboration, students learn that teamwork produces better outcomes than individual effort alone.

The paraprofessional's strength is adaptability—knowing when to lead, when to assist, and always when to encourage. Alignment creates synergy; synergy produces success. This requires open communication, shared vision, and a commitment to supporting one another even during challenging moments.

When teachers and paraprofessionals work together as one, students experience consistency, clarity, and care. They witness adults who communicate respectfully, problem-solve collaboratively, and celebrate successes together. This unified front creates a stable, predictable environment where learning can flourish without the distraction of adult discord or confusion.

Effective partnership begins with regular communication. Schedule brief check-ins to discuss lesson plans, student progress, and classroom management strategies. Ask clarifying questions to ensure you understand expectations. Offer observations and insights about student behavior and learning, as you often see patterns the classroom teacher might miss. Remember that partnership is not about hierarchy—it's about complementary strengths working toward a common goal.

Culture is what we create; climate is what others feel. The paraprofessional helps sustain both through daily words, attitudes, and actions. Every interaction either deposits warmth or withdraws it from the emotional bank account of the classroom community.

Positivity is not pretending problems don't exist—it is believing progress is still possible. A smile, a calm response, or a word of encouragement can shift the emotional climate of an entire room. When frustration rises, your peaceful presence can lower the temperature. When disappointment settles, your hopeful words can lift spirits and redirect focus toward solutions.

You are a "Bucket Filler"—pouring affirmation into students and colleagues alike. Each act of kindness sets the emotional thermostat toward warmth and growth. Consider the power of noticing: when you acknowledge a student's effort, celebrate small victories, or express genuine appreciation for a colleague's support, you create ripples of positivity that extend far beyond the moment.

Creating positive climate requires intentionality. Begin each day with a commitment to speak life rather than criticism, to seek understanding before judgment, and to respond with grace under pressure. Your emotional regulation becomes the anchor that stabilizes students during storms of frustration, confusion, or disappointment. Remember that you cannot pour from an empty cup—nurturing your own emotional health enables you to sustain positivity even during challenging seasons.