Managing And Leading Teaching Assistants

Teaching Assistants or Learning Support Assistants – They complement the role of the Class Teacher and support learning for all pupils

Although the class teacher is primarily responsible to plan, deliver and review all learning activities for the class, a teaching assistant can work alongside the teacher and make contributions that can improve the teachers plan, alter the delivery to make it more effective for pupil attainment and extend the teachers initial review. “Planning, teaching and evaluation follow a cycle which gives structure to the learning process” (Baker, B., Burnham, L., 2010) and is vital in my role as a teaching assistant. I aim to describe how I aide the teacher to plan and deliver lessons and how I give feedback to the teacher about individual pupils, in order for the teacher make improvements in her planning and to be able to target individual

“The term ‘teaching assistant’ (TA) is the government’s preferred generic term of reference for all of those in paid employment in support of teachers in primary, special and

The importance of the role of teaching assistant should not be underestimated as they provide essential support to both teachers and pupils alike. As the demands put upon teachers are increased seemingly year by year, the learning support practitioner is there to contribute to all aspects of the planning, delivery and review of learning giving a broader support structure for the teachers and a more complete learning experience for the

In mainstream primary schools the key responsibilities of SENCO has evolved as they now need to include overseeing the day to day operation of the schools policy, coordinating provision for children with special educational needs, liaising with and advising fellow teachers, managing learning support assistants, overseeing the records of all children with SEN, liaising with parents, contributing to the in-service training of staff, liaising with external agencies including LEA’s support and educational psychology services, health and social services and voluntary bodies (Cheminais 2005).

Having a Special Educations Needs Co-ordinator in a school is a legal requirement along with a Head Teacher and a Deputy Head. Another statutory role in a primary school is a Foundation Stage Manager. The SENCO is responsible for monitoring and managing the provision for pupils with special educational needs. Their duties will include liaising with other professionals and parents with regard to pupils with special educational needs, providing support and advice, ensuring that all relevant background information about individual children with special educational needs is collected, updated and recorded, ensuring Individual Education Plans are in place. An Individual Education Plan has targets and planned

Kamen, Teena, `Teaching Assistants Handbook Level 3` (2011) Burnham, Louise, `Brilliant Teaching Assistant` (2011) www.bbc.co.uk/schools/parents/types-of-school www.cafcass.gov.uk

Teaching assistants have been a big part in programmes that have been introduced for children who are not meeting expectations. They may take small groups of children who need extra support out of a classroom to focus on subjects such as Literacy or numeracy. ‘TA support can facilitate pupil engagement in learning and social activities, with the class teacher and their peers.’ (Alborz et al., 2009 p1)

The teaching assistant must support the culture of the school and must work collaboratively with the classroom teachers in their responsibility for the development and education of children. The teaching assistant should use their knowledge and skills and must be involved in the planning cycle.

I am writing to apply for the position of Teaching Assistant with HUFLIT, which listed on university’s website. I want to challenge myself in the dynamic working environment of university. With my Bachelor’s degree in education and about 1 year of teaching internship, I am looking forward to working and being an integral part of the university.

Assessment – Problems arising from the assessment are usually to do with time constraints. To properly assess how successful a lesson has been, a teaching assistant needs time to talk to children and ask what they have learnt and to fill in any assessment sheets given by the teacher. The best way to minimise these problems is to have simple, concise sheet devised by the teacher with sections for the teaching assistant to gill in which are relevant to what the teacher wishes to know about.

to treat every pupil equally and there gender,relilgion,cluture,racial origin, or if they have a disability

this guide is designed to help in that. It will provide you policy information and help you to

The research aim: to apply this methods on the teacher assistants of Canadian international collage, ahram Canadian university , modern and science academy .

When two or more people work together to achieve a common goal they form a collaborative team. With collaborative teaming student with a disability can be included in a general education environment. Collaborative teaming glue inclusive schools together by serving all students despite their abilities. In collaborative teaming special educational programs are planned and implemented to support individual students (King-Sear et al., 2015). Mrs. Smith and her paraeducator will fill many functions of an inclusive program such as facilitating social interaction among the students. As a team the two teachers will assist each other in the reduction of barriers in practicing inclusive programs, encourage each other, building a strong peer support as well as designing a well-coordinated plan to ease student translation between classes, grade school, college and job and in embedding related services in the school day.