The use of paraprofessionals on the teaching team has helped teachers maximize use of their professional and technical skills, but has also made it easier for several problems to develop. Teachers cite problems in authority and role confusion, personality conflicts, misalignment of instructional priorities, and task inefficiency. These problems can be alleviated if teachers, aides, and administrators make an effort. Teachers can help by planning ahead; providing for input from the paraprofessional before, during, and after the teaching day; providing for adequate training and supervision; using the paraprofessionals' specialized abilities; knowing the paraprofessionals' job descriptions; and respecting the paraprofessionals' professionalism. In their turn, the aides can establish their authority identity for students in a way that leaves the teacher's authority intact, familiarize themselves with the curriculum and its goals, understand the school's overall goals and their own relevant resources, and clarify their own personal and professional priorities. Administrators should assign paraprofessionals to teachers with compatibility in mind; provide inservice training and orientation opportunities; and provide for supervision and evaluation of the teaching team, recognition of paraprofessional contributions, and paraprofessional participation in staff conferences. (PGD)