Inclusio, teacher aide, teacher assistants

1. Working as a Team–
Teacher aides,
teachers, students

2. Introductory Activity
• Work with a partner.
• Find out the following about your partner:
• Name
• Role/s in school
• Type of school – primary, secondary,
mainstream
• How many teaching assistants
supporting pupils with special
educational needs and disabilities
(SENDs) work at their school?
• What do TAs, who support pupils with
SENDs do in their school?

4. …a rose by any other name…
 Paraeducator
 Paraprofessional
 Teacher Assistant
 Teacher Aide
 Para
There are over 21 titles for “TAs”
What would you want your title to be?

5. What is a TA?
Teacher Assistants are to assist and
support the teacher in delivering
services to students.
The work performed by TAs will vary
depending upon teachers’
expectations, TAs’ skills and
experience, and job assignment.

6. Roles And Responsibilities Of
TAs
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TAs support the curriculum, instruction, supervision and
classroom management.
TAs have a high level of responsibility but a low level of
training and support.
TAs are often utilized in schools to aid with direct
student instruction, and serve as “learner supports”.
Work as a team
Build and maintain effective communication
Maintain student-centered supportive environments
Implement lessons initiated by the teacher or relatedservice personnel
Assess student needs and progress under teacher
direction.
Learn school policies and procedures
Deal with student behavior
Maintain ethics and professionalism

7. Major Responsibilities of
Teachers in supporting TAs
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Plan the tasks and schedules for TAs
Appropriately delegate roles and responsibilities to TAs
Monitor and manage the day-to-day performance of
TAs
Provide feedback and on-the-job training to TAs
Share relevant information about TA strengths
Introduce the TA to your classroom
Provide clear instructions and complete information
Discuss and provide curriculum and instructional support
Discuss student behavior
Promote training and professional development
Communicate with Tas, give feedback and recognition
Model and providing On-the-JobTraining
Advocating for involvement and professional
development

9. Guidelines for determining the
need for TA support?
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Determination is not based on categorical labels.
Consider TA supports individually and judiciously.
Encourage alternative solutions.
Clarify the reasons why support is being considered.
Match the identified needs with the skill.
Explore opportunities for natural supports.
Consider school and classroom characteristics.
Consider if a 1-1 TA should be a temporary measure.
Students needing assistance in self-care or
communication.
When student behavior is a disruption or safety risk.
Evaluate on-going support and the need for a TA.
Look beyond student characteristics.
Consider the inadvertent detrimental effects.

10. What are the Qualification
Requirements For TAs In NZ
Is it acceptable for students with disabilities to be
educated by TAs whereas students without disabilities
receive their instruction from certified teachers?
In too many cases, reliance on TA support results in the
least trained, least qualified individuals assuming the
primary educational responsibilities for students who
have the most complex learning challenges.
Certificate in Introduction to Teacher Aiding Level 3
- SIT
Certificate in Teacher Aiding Level 4
- Open Polytechnic
(DESE, 2003)

12. The Principal’s Role
The principal and/or other school administrators have the
primary responsibility for:
 Recruiting, interviewing, and selecting TAs.
 Evaluating TAs and their supporting teachers.
 Promoting effective teamwork in the building and within
teacher-TAl teams.
 Take a leadership role in creating a school climate in
which TAs have a professional identity.
 Provide an atmosphere of respect, recognition, and open
communication.

13. Questions for school
leaders and BOTs
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How have you considered the role and responsibilities of
TAs in your school? How have you communicated these
roles and responsibilities to the rest of the school
workforce, parents and pupils.
How have you reviewed how your TAs have reduced
teacher workloads, and supported improved educational
attainment?
How have you considered the contribution your TAs
have made to help achieve the schools’ objectives and
outcomes for pupils?
What is the quality of support, performance
management, training and development for the TAs in
your school?
How do you know if the use of TAs in your school has
had positive or negative impact on pupils in your school?
Are TAs being used effectively in your school settings?
Is there an overuse of TAs?

14. Findings
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TA support can mean that pupils have too few
opportunities to work independently.
TAs generally support the lowest attaining pupils.
When TA support is available, teachers are less likely to
plan tasks.
TAs can not substitute for focused, highly skilled
teaching.
When TA/pupil interaction increases, teacher/pupil
interaction decreases
Support is ‘alternative’ not ‘additional’ to teacher.
TAs have a positive effect on the overall amount of
individual attention and on classroom control.
TAs provide informal and personalised interactions
TAs aide engagement
TAs provide immediate support and differentiation.
High quality performance management which focused on
the impact of TA support on pupils’ learning were
effective in developing a new culture of
professionalism and accountability.

15. Myth or Truth?
TAs always understand and support the inclusive philosophy
that places them in the general classroom.
Myth
Many TAs prefer the special education classroom and find
the general classroom confusing and upsetting.
The TA doesn’t always know what to do with a student.
Truth
The assumption is often made that if a TA is placed in a
classroom with a student then they know what to do.
The TA is fully trained for their tasks.
Myth
Training happens on the job; it’s the responsibility of every
professional associated with the student and program.

16. Teachers are always trained and prepared to work with
TAs.
Myth
Teachers are not prepared to direct, evaluate or provide
feedback and training to TAs.
The TA can work with all students in the classroom.
Truth
The TA can work with all students as long as the needs of
the identified students are being met.
There are restrictions on what TAs can do.
Truth
There are actually legal and ethical limits on the
responsibilities that TAs are allowed to have.
The TA will see that all the needs of the students with
special needs are met.
Myth
The TA is a support person – needs should be met by
collaborative planning and by all adults.

17. A Quote From A Teacher
“Working with Teacher Assistants is something that I was
never trained in and was one of the most difficult tasks I
encountered when I first became a teacher. There were
no courses that provided any guidance or support regarding
Teacher Assistants.“
A Quote From A Teacher
Assistant
“Please remember, that I am only one person, and I make
mistakes too. I do try my hardest for you and the
students but if you do not tell me how to improve or what I
am doing wrong, then I am going to continue to do what I
know because I think that is what you expect of me.”

18. What makes an Effective
Teaching Assistant?
info@alan-wells.com

26. Final Words!
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I wish they could make it so I could get around the
school with no helper. It is like having your mum with
you all the time.
(Year 6 pupil)
The teacher’s talking and all the time Miss [TA] is
sitting near me telling me what she [the teacher] is
saying. It is hard for me to look at both of them. I want
to know what the teacher is saying but I’m supposed to
look at Miss [TA]. I can’t follow two of them together.
(Year 7 pupil)
My assistant always comes over and tries to help me. He
doesn’t always know what he is talking about and I would
prefer the teacher to help me but if I tell the teaching
assistant I want the teacher to help and not him, he
gets angry.
(Year 8 pupil)

27. Conclusion
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Teacher Assistants play a major role in the education of
students. They are part of a collaborative team where
their role is clearly defined and their work is
appropriately planned and supported.
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Schools cannot adequately function without Teacher
Assistants, and Teacher Assistants cannot adequately
function in schools that lack an infrastructure that
supports and respects them as viable and contributing
members of instructional teams. Teacher Assistants
need to be treated and respected as the professionals
that they are.