Maximising the Impact ofATeaching Assistant 1500 words

Maximising the Impact ofATeaching Assistant 1500 words

Introduction

What has the research found out about Teaching Assistants

Read Maximising the Impact of Teaching Assistants chapter 1 this is the essential text for thiscourseand you can access it online on the Resource List

You might quote from the article Worlds Apart that you looked at in session 3 seminar

If you have any personal experience as a TA or of receiving support from a TA inschoolthen you could use that experience in the introduction

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Characteristics

What would be the qualities of character you would look for in appointing a Teaching Assistant and why.

(You could look at session one here professionalism for example The HLTA standards)

The Article by Brock in session 1

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Conditions of Employment

What would be helpful employment conditions to maximise the impact a teaching assistant could have and why?

You could look atpages 57-59 Maximising the Impact of Teaching Assistants on the Resource list.

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Deployment

Who should have responsibility for deciding what a Teaching Assistant should be doing what sorts of roles could theydoor should they do? What roles should they not do?

Look at the Resource List:

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Preparedness

How can Teaching Assistants be prepared for the work that they are deployed to do?

Comunicationis central

Maybe Look at Session 3 Teaching Assistants in Inclusive Classroomspage124

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Practice

What sorts of guidelines,tools andtraining might help a Teaching Assistant become a good practitioner?

You could look at The Rose Review Annex 6 in session 2.

You could look at the EEF toolkit session 3

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Conclusion

Try to answer the following questions:

Should we keep Teaching Assistants or get rid of the role altogether. If we should keep them, then what needs to be in placein order forTeaching Assistants to be helpful.

If you think we should not have the role what would you spend the savings on?

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`References (a full list set out correctly please) This is not part of the word count.

My own Notes:

Simply put, there is good evidence that pupils make progress in literacy and numeracy as a result of structured interventions delivered by TAs - but only when TAs have been properly trained to deliver those programmes (see Alborz et al., 2009: Sharples, 2016; Slavin, 2016).

The UK Deployment and Impact of Support Staff (DISSTE project, conducted between 2003 and 2009, is the largest and one of only a few studies that has measured the impact of TA support on attainment under normal classroom

It found that the more TA support pupils received, the less academic progress they made (Blatchford, Russell and Webster, 2012). the effect was most marked for pupils with the highest levels of special educational need and disability (SEND) (Webster et al., 2010).

TA support on learning in everyday mainstream classrooms is that there is not yet any robust and consistent evidence showing a positive impact on pupils' academic outcomes.

Maximising support can encourage children to be dependent on TAs

Spending time out the class will cause children to miss out on teaching

they have enough social interactions

People with gas o their side stops children from socialising

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