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Teacher assistants term 4 presentation

Inclusio, teacher aide, teacher assistants

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Teacher assistants term 4 presentation

  1. 1. Working as a Team– Teacher aides, teachers, students
  2. 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?
  3. 3. …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?
  4. 4. 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.
  5. 5. Roles And Responsibilities Of TAs • • • • • • • • • • • 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
  6. 6. Major Responsibilities of Teachers in supporting TAs • • • • • • • • • • • • 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
  7. 7. Guidelines for determining the need for TA support? 1. 2. 3. 4. 5. 6. 6. 7. 8. 9. 10. 11. 12. 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.
  8. 8. 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)
  9. 9. 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.
  10. 10. Questions for school leaders and BOTs • • • • • • • 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?
  11. 11. Findings • • • • • • • • • • • 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.
  12. 12. 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.
  13. 13. 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.
  14. 14. 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.”
  15. 15. What makes an Effective Teaching Assistant?
  16. 16. Final Words! • • • 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)
  17. 17. Conclusion • 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. • 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.