Professional Expert Spotlight: Meet Kathy Hern

"Be a paraprofessional; It’s rewarding!"

BY DR. LYN JONES

Kathy Hern, 53, is a special education paraprofessional and mother of three sons, ages 24, 23 and 18. Her oldest is a plumber, her middle son is a welder, and her youngest—who just graduated high school—will leave in August to attend Indiana University, officially making her an empty nester.

Hern’s fourth family member is Finn, her 4-year-old Australian shepherd. She loves the beach, lake, boating and all things summer—and thinks winter is always a bad idea.

Before staying home to raise her boys, Hern taught kindergarten, first and third grades in Warren Township. After moving to Fishers, she taught fourth grade in the Hamilton Southeastern (HSE) School District.

She returned to the education workforce five years ago, once her sons became more independent. Since then, she has worked at HSE High School in the Functional Independence and Transitional Skills (FIATS) program.

The FIATS classroom serves students who are nonverbal or have severely limited communication abilities and need support developing communication and self-help skills. The program emphasizes independent communication, academic instruction and therapy focused on functional life skills.

Hern describes her role as a paraprofessional as “very rewarding.” She works directly with FIATS students in both classroom and community settings to support socialization and daily growth.

“The young adults in my care in the FIATS program have helped me learn and grow as an individual,” she said. “They got me through a very difficult time in my own life—during a divorce, the stress of COVID, my oldest leaving for college, starting a new job and moving into a new home.”

“My degree and experience as an elementary educator— and my mom instincts—have helped me tremendously in this role,” she said. “But I never expected the depth of joy and peace that working with these amazing individuals would bring to my life and my boys’ lives.”

In the high school FIATS classroom, typical peer tutors engage with the students daily. Hern said, “It’s an amazing experience watching the typical peers establish relationships with our kids.”

She also loves running into current and former students and their families while out in the Fishers community. “It brings such excitement for everyone,” she said. “It’s a reunion of joy.”

“I had a student I ran into while he was out to eat with his family,” she said. “I rushed up and hugged him, and his smile lit up the room. For the rest of both of our dinners, he kept peeking around to see what I was doing and smiling—and I did the same. He was nonverbal, but that smile was worth a thousand words.”

In his 1980s memoir The Power of the Powerless: A Brother’s Legacy of Love, Christopher de Vinck wrote about growing up with his brother Oliver, who was born blind, severely disabled and required total care. Despite doctors urging institutionalization, their parents brought Oliver home. Christopher called him his greatest teacher: “I learned the greatest lesson that life can teach—and that is how to love and be loved.”

That’s what Kathy Hern brings to the classroom—love.

As a former university educator of future teachers, and someone who taught for 33 years, I’ve said this many times to anyone who will listen: You have to love your students first. If you love them—if you believe in them—what you teach will transcend. Students will love and learn in return.

My son, Will Jones, has been in Kathy’s classroom for the past three years. I’ve witnessed her bring love, empathy, compassion, kindness, motivation and hope into his life.

Many people look at students in medically complex classrooms and assume they can’t do anything. But Kathy assumes competence. Even if a student is nonverbal, she makes sure they have a voice—and that they’re heard.

Because of Kathy’s love and hard work, my son has grown. Despite Will’s physical and intellectual limitations, he has learned to be more independent and better able to communicate. He now attends the Janus Developmental Services day program, and his ability to ride the bus, practice self-soothing strategies and interact with staff is thanks in large part to the care and preparation Kathy provided.

Kathy acknowledges that it’s increasingly difficult to find paraprofessionals and special education teachers. “It’s a hard field because of the complex needs and supports students require,” she said. “But it’s very rewarding!”

At the time of this writing, HSE Schools has 22 open paraprofessional positions, many of them in special education classrooms.

She encourages others to consider becoming paraprofessionals in medically complex classrooms. “This role brings me so much joy,” she said. “But some days, I come home mentally and physically exhausted.”

She urges paraprofessionals to prioritize self-care and remember: “This is not a job you do alone. It requires strong partnerships with parents, educators and staff. But if everyone is focused on taking care of the student, the work is truly rewarding.”