1. Professional Standards and Career Framework
UNISON
Professional Standards and Career Framework

2. 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!!!

3. 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.

4. 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

5. 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)

6. 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

7. 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.

8. 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.

9. 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. 

10. 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 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.

11. 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?

12. 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

13. 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.

14. 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!!!