Professional Standards and Career Framework UNISON Professional Standards and Career Framework

Professional standards – who has them? Nurses and midwives Police Head teachers Teachers HLTAs School Catering Staff School Business Managers (these were developed over the last couple of years with UNISON’s involvement) these can be found in the library on the Skills for Schools website. Now Teaching Assistants (TAs) do too!!! https://www.unison.org.uk/content/uploads/2016/06/TA-Standards.pdf

Who produced the standards? Originally developed under the Department for Education working group. Subsequently published by: UNISON NAHT (National Association of Head Teachers) NET (National Education Trust) Maximising TAs, (Rob Webster UCL Institute of Education, Paula Bosanquet University of East London) London Leadership Strategy Maria Constantinou, schools-based practitioner Dame Kate Dethridge NLE, former chair of the DfE working group that drafted the standards.

Who are the TA standards for? All schools – primary, secondary, special schools Academies, maintained, free schools and UTCs Employees of Local authorities Employees of multi-academy trusts

The purpose of TA Standards define the TA role support TA job design set out clear expectations of effective practice for TAs support initial TA training and induction enable TAs to identify areas for their own professional development used to inform performance management processes. (Open discussions around a TAs CPD opportunities in conjunction with Career Framework)

Purpose of TA Standards provide a reference point that schools can use to support the development of their staff reinforce professionalism describe the skills, knowledge, values and attributes of those individuals encourage good practice when used effectively should help to raise educational outcomes designed to inspire confidence in teaching assistants and ensure that schools use their skills and expertise to best effect

The four themes The Professional Standards for Teaching Assistants are set out in four themes. 1. Personal and professional conduct 2. Knowledge and understanding 3. Teaching and learning 4. Working with others Within each theme there are several standards expected of teaching assistants.

Career Framework The Career Framework was developed by UNISON and National Education Trust, through a series of focus groups with teaching assistants from primary, secondary and special schools. Head Teachers unions were consulted and warmly welcomed the document. This document is intended to support the effective deployment of teaching assistants (TAs) by providing a professional framework for TA progression. Its is aimed at who manage or support the professional development of TAs in schools, and TAs themselves.

How the documents link together… The standards can be used for teaching assistants, to shape their own practice and professional development, within and beyond the school A TAs self-evaluation is key to their own professional development. These standards can be used by teaching assistants as a focus for reflection on their own practice. Teaching assistants can use the standards to have a constructive conversations with headteachers, teachers and others about areas where support is needed for their professional development. Teaching assistants should feel empowered to seek such support. School leaders are expected to provide such training and support that may be necessary for the TAs in their school as possible within the financial constraints, in which they operate. 

How the documents link together… The Career Framework will support the TA to identify which area they would like to develop. Please turn to pages 18 -20 in the Career Framework. A TA who has a Level 3 Diploma in Specialist Support for Teaching and Learning in schools may wish to further progress in developing effective intervention programmes.

Investment in CPD for TAs = Better Outcomes for Children Example The school has a high percentage of children who attend from a disadvantaged background. Therefore, there may be a significant number of pupils who attend who have a language deficit. Immediately this will heavily impact on their ability to fully access the curriculum. What CPD can the TA access to support these students?

Understanding what the need is Understanding the following areas that can be affected by having a language deficit: Receptive Language Expressive Language Processing Skills Phonological Awareness Speech Age related vocabulary Reading Comprehension and Writing

Who Can Provide CPD in this current economic climate? SLCN Liaison Teacher TA colleagues who may already be trained Local schools working in partnership and sharing good practice Educational Psychologist In the current economic climate we can be creative and cost effective in providing quality CPD for TAs.

What will this achieve… The TA is able to thrive in their role and deliver teacher directed high quality language intervention to targeted pupils which increases the following: Understanding Development of expressive language Processing skills Speaking and Listening Reading and writing Which = raises attainment Which = better outcomes Which = better life chances Which = supporting social mobility for the future of the children and young people we work with!!!