TA Toolkit Teacher Session Session 1 – What we do – does it work ?

Session Objectives

Objectives Be clear about the purpose and expectations of the role of a TA Understand what makes a difference and what doesn’t Begin to identify ways for TA’s to be more effective and have greater impact Ensure that we know how important the role of the teacher is to success with a TA

The Role – An Overview

The Role … .. Helping with classroom resources and records It’s All About Support .. … for the TA in carrying out the responsibilities and functions of the role … by the TA for pupils, teacher and school .. Helping with classroom resources and records … helping with the care and support of pupils … providing support for learning activities … providing support for colleagues

look at the Job Descriptions for your TA’s … Now take an opportunity to look at the Job Descriptions for your TA’s …

Does this describe what you expect of your TA ? Do you expect MORE or LESS ? How do you know that your TA is having a real impact ? Could impact and effectiveness be improved ?

What the Research Shows Us…

What We Know There is very little research on Teaching Assistants The most useful was produced by the Sutton Trust in 2011 It looked at lots of evidence from around the world It identified those methods or approaches that had impact and those that didn’t

Method / Approach / Aspect The Sutton Trust The trust identified 34 aspects of school life and assessed what the cost was to provide it and what impact it had on learning …. £ Homework +1 Cost £ = Low £££££ = High Method / Approach / Aspect Impact (In Months) + = positive - = negative

The Sutton Trust +8 +6 +5 Individual Feedback Early Years Intervention The top three activities that have impact in primary schools … Individual Feedback +8 ££ Early Years Intervention +6 £££££ One to One Tuition +5 ££££

The bottom three activities that have impact in primary schools … The Sutton Trust The bottom three activities that have impact in primary schools … Setting / Streaming -1 £ Physical Environment -1 ££ Uniform £

What did it say about teaching assistants ? The Sutton Trust What did it say about teaching assistants ? Setting / Streaming +1 ££££

The Sutton Trust No Difference Between Progress In Classes With No TA What else did it say about teaching assistants ? TA Duties Differ From School To School 1 General Duties Have Limited Effect 2 No Difference Between Progress In Classes With No TA 4 Individual Support Shows Moderate Benefits 3 Some Children Can Perform Worse With TA Support 5 Often The Lower Ability That Get TA Support – This Means No Teacher Input 6 Can Impact Positively On Pupil Attitude & Teacher Morale 8 Important That TA’s Supplement Teacher Input and NOT Substitute It 7

What Does This Mean For Us ? Consider these questions …. Does the research seem to ring true in your school ? Does their view on Teaching Assistants make sense ? What evidence do you have to support or challenge this view ? Are TA’s supporting learning or managing tasks ? How we measure the impact they are having in school ?

So, What Next …

Be honest but realistic! Next Steps… Between now and the next session, please complete the Teachers Views No1 worksheet. Be honest but realistic!

Session End

TA Toolkit Teacher Session Session 2 : How Effective Are Our TA’s ?

Objectives Identify what effective good practice exists Review job expectations Identify strengths and weaknesses Agree what our non-negotiables should be

You were asked to complete this assessment between the last session and now. Consider : What are the common strands between your views ? Is the view that you really know what the TA’s feel or think ? What opportunities for improvement spring to mind immediately ?

Part B : Being Effective

Therefore, to be effective… What is ‘effective’ … Successful or achieving the results you want … (Oxford English Dictionary) Therefore, to be effective… We need to know what the outcomes and expectations are …

We have defined ‘effective’ under eight themes… Personal & ProfessionalKnowledge 1 Commitment & Motivation 2 Planning & Personal Organisation 3 Pupil Progress Focus 5 Problem Solving & Decision Making 8 Relationships With Colleagues 4 Teamworking 7 Communication 6

will be given to your TA to reflect on. Now, individually work through the four worksheets on each of the eight areas of effective practice. Identify areas where YOUR TA is more effective and areas where they are less effective. REMEMBER – these will be given to your TA to reflect on.

Now – review all the areas and summarise your views on this sheet. Again, remember that these will be given to your TA.

Session End - Thank You -

TA Toolkit Teacher Sessions Session 3 : How else could you support ? What are the non-negotiables in your school ?

Objectives Identify new ways in which TA’s could work within the school, classroom or with individual pupils Identify barriers to them becoming more effective Agree what should we expect of each other professionally

Session 3 : Part A

If the school is to be effective then it must always : Review it’s own performance Identify areas of strength to build on Identify areas of weakness to address Ensure that all it’s elements (such as staffing, resources, time) are being used to the greatest effect

In Our School … We Spend £XXXX On TA’s Each Year If Not, How Do We Know That The Investment Is Worth It ? Can We Quantify What Impact TA’s Have In This School ? In Our School … This Equates To XXX% Of Our Budget How Are They Contributing To These Areas ? Our Schools Key Areas Of Improvement This Year Are …

How Do We Know… That TA’s Are Valued ? That What TA’s Do Makes A That The Activities TA’s Provide Are Motivating ? That What TA’s Do Makes A Difference ? How Do We Know… That Children Enjoy Their Time With Their TA? That Working Differently May Not Have A Bigger Impact ? That Your Partnerships Are Effective?

We have identified five work areas that we believe TAs could Target Groups Liaison We have identified five work areas that we believe TAs could possibly develop their role in. Whole Class Role These areas are …. Managing A Group Finally …

Work your way through Section 3 of the Prompt Cards and record your thoughts on the associated worksheets …

barriers to making this Now – share your thoughts with the rest of the group. How can you be sure that this will have value and impact on standards ? What are the barriers to making this happen ?

Session 3 : Part B

differently or changing what you do completely. To move on, we also 1 2 Often the things that make a real difference aren’t major. It’s not always about doing more, but often about doing something differently or changing what you do completely. To move on, we also need to be clear about expectations – what we can expect from ourselves and what we can expect from our school (incl. teachers).

In small groups, identify what you believe should be non-negotiable in your school. Remember that this is related to three themes : The school Teachers TA’s

What will be the impact of these non- negotiables ? How will you know they are effective ? What are the potential barriers to making them work ? How will you share these and get others to ‘buy in’ to them ?

Session End - Thank You -