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Working With Teaching Assistants - Session Sixteen

Special Educational Needs and/or disabilities: a training resource for secondary undergraduate Initial Teacher Training courses

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Working With Teaching Assistants - Session Sixteen

  1. 1. Learning environment and partnerships Special educational needs and/or disabilities Training toolkit Working with teaching assistants Session 16
  2. 2. Learning outcomes <ul><li>You will: </li></ul><ul><li>understand the key features of working with teaching assistants and other adults in lessons </li></ul><ul><li>be aware of research evidence about the impact of additional support </li></ul><ul><li>understand the importance of promoting students’ independence </li></ul><ul><li>understand the range of roles teaching assistants can take </li></ul><ul><li>be aware of the issues around managing teaching assistants </li></ul>
  3. 3. Learning outcome <ul><li>You will understand the key features of working effectively with teaching assistants in lessons </li></ul>Activity 1
  4. 4. Ground rules <ul><li>Be clear about: </li></ul><ul><li>permission for students leaving the room </li></ul><ul><li>marking work </li></ul><ul><li>role in behaviour management </li></ul><ul><li>use of rewards and sanctions </li></ul><ul><li>role during whole-class teaching </li></ul><ul><li>keeping records about students’ learning </li></ul><ul><li>role if the supported student is absent </li></ul>
  5. 5. Learning outcome <ul><li>You will be familiar with research evidence on the impact of support from teaching assistants </li></ul>Activity 2
  6. 6. Teaching assistants’ support can be ineffective <ul><li>Unless deployed effectively, a teaching assistant: </li></ul><ul><li>can have limited impact on students’ attainment </li></ul><ul><li>may focus more on students completing work than on their learning </li></ul><ul><li>can increase students’ dependence </li></ul><ul><li>can reduce peer contact </li></ul>
  7. 7. Effective support from teaching assistants <ul><li>Teaching assistants’ support can be very effective when: </li></ul><ul><li>prescribed intervention programmes are delivered by trained teaching assistants </li></ul><ul><li>the teacher retains responsibility for students’ learning </li></ul><ul><li>the teacher works closely with the teaching assistant </li></ul>
  8. 8. Learning outcome <ul><li>You will consider ways of deploying teaching assistants to promote students’ independence </li></ul>Activity 3
  9. 9. Reducing dependence <ul><li>Differentiate the learning objectives, if appropriate </li></ul><ul><li>Brief the teaching assistant on what students are to learn, as well as the task they have to complete </li></ul><ul><li>Modify/adjust aspects of the lesson to promote independence rather than using support from the teaching assistant </li></ul>
  10. 10. Reducing dependence (continued…) <ul><li>Find opportunities for students to work with different teaching assistants </li></ul><ul><li>Ask the teaching assistant to model a task, answer students’ questions, then move away to allow them to work independently </li></ul><ul><li>Model ways of encouraging students to be more independent </li></ul>
  11. 11. Learning outcome <ul><li>You will develop your skills in working in partnership with teaching assistants to promote students’ learning </li></ul>Activity 4
  12. 12. Learning outcomes <ul><li>You will: </li></ul><ul><li>know the range of roles that teaching assistants can take in lessons and throughout the school </li></ul><ul><li>be able to draw on this knowledge when planning your teaching </li></ul>Activity 5
  13. 13. Learning outcomes <ul><li>You will be: </li></ul><ul><li>familiar with waves of intervention for students who need additional support </li></ul><ul><li>aware of some of the intervention programmes you may encounter </li></ul>Activity 6
  14. 14. Range of support roles <ul><li>Teaching assistants’ roles working with students with </li></ul><ul><li>SEN and/or disabilities may include: </li></ul><ul><li>support in lessons </li></ul><ul><li>support with mobility, specialist programmes, independence skills and equipment </li></ul><ul><li>delivering structured and time-limited ‘intervention’ programmes for students who need to catch up </li></ul><ul><li>delivering intervention programmes to help students progress faster </li></ul>
  15. 15. ‘ Waves’ of intervention Waves of intervention model Wave 3 Additional highly personalised interventions Wave 2 Additional interventions to enable students to work at age-related expectations or above Wave 1 Inclusive quality first teaching for all
  16. 16. ‘ Waves’ model – behaviour Additional highly personalised interventions Small-group intervention for children who need additional help in developing skills and their families Quality first teaching of social, emotional and behavioural skills to all children; effective whole-school or setting policies and frameworks for promoting emotional health and well-being
  17. 17. Effective interventions <ul><li>Not used as a substitute for quality first teaching (wave 1) </li></ul><ul><li>Targeted at the right students through careful assessment and monitoring of progress </li></ul><ul><li>Delivered by trained teaching assistants, who receive ongoing support </li></ul><ul><li>Time-limited with clear entry and exit criteria </li></ul>
  18. 18. Effective interventions (continued…) <ul><li>Evaluated for impact </li></ul><ul><li>Involve regular discussion between the teacher and teaching assistant </li></ul><ul><li>Monitored by the teacher </li></ul><ul><li>Linked, wherever possible, to the work of the rest of the class </li></ul>
  19. 19. Learning outcome <ul><li>You will know how to manage the work of </li></ul><ul><li>teaching assistants </li></ul>Activity 7
  20. 20. Key management issues <ul><li>What is the best use of the teacher’s and the teaching assistant’s time? </li></ul><ul><li>What role should each take? </li></ul><ul><li>How and when will we plan together? </li></ul><ul><li>How and when will I monitor the teaching assistant’s work? </li></ul><ul><li>How and when will we review our work? </li></ul>
  21. 21. Key management issues (continued…) <ul><li>How will we evaluate the impact of the support? </li></ul><ul><li>Who will communicate with parents/carers? </li></ul><ul><li>What professional development or support might the teaching assistant need? </li></ul>
  22. 22. Learning outcomes <ul><li>You will: </li></ul><ul><li>reflect on the key learning points from the session </li></ul><ul><li>identify key points of action for yourself </li></ul>Activity 8
  23. 23. Key learning points <ul><li>Make sure the teaching assistant promotes students’ independence </li></ul><ul><li>Plan and review together </li></ul><ul><li>Agree roles, responsibilities and boundaries </li></ul><ul><li>Implement the ‘waves of intervention’ model </li></ul>