1. Effective practice in the use of teaching/support assistants to support pupils with SEN in mainstream schools Roles and Responsibilities for teaching and learning TAs and Teachers

2. Giangreco 2009 Should the emphasis on teacher assistant deployment be on supporting pupils’ development of the ‘soft’ skills – confidence and motivation, dispositions toward learning, and facilitating collaborating between pupils – that many now see as important work in school, but also beyond? Suter, J. C., & Giangreco, M. F. (2009). Numbers that count: Exploring special education and paraprofessional service delivery in inclusion-oriented schools. Journal of Special Education, 43(2 ),

3. Giangreco 2009 Giangreco argues that any instruction delivered by TAs should be ‘supplemental, rather than primary or exclusive’, so that they are not required to make overarching pedagogical decisions.

4. Supplementary Instruction The type of supplementary instructional activities that are appropriate for TAs to perform in literacy lessons might be: re-reading stories with pupils; reinforcing skills by leading a game or activity; listening to pupils read; practising letter names and sounds; leading phonics/sound categorisation activities; and performing alphabetising and rhyming exercises.

5. Role Clarity The DISS Project revealed difficulties in the distinction between the roles of teachers and TAs. The difference between the roles is often portrayed in terms of teachers having a direct teaching input while TAs just ‘support’ pupil learning. The case studies revealed that distinctions between ‘teaching’ and ‘support’ are hard to sustain.

6. ‘Role Creep’ The DISS Project’s case studies revealed an issue of ‘role creep’ This issue was of concern to teachers and TAs Teachers had professional and personal concerns regarding the way in which the work of TAs had carried over into the teaching and learning functions of teachers. A number of TAs were uncertain how their role was different to teachers.

7. How clear are TA and teacher roles and responsibilities? The TDA have produced resources to support schools in the effective deployment of classroom staff. These materials suggest that as a starting point schools look at Classroom Practice and, in particular, address the question: How clear are TA and teacher roles and responsibilities for teaching and learning?

8. Activity Work in pairs. On the sheet provided identify distinct roles and responsibilities for teachers and TAs. Join with another pair. Compare your lists Is there a clear distinction between the roles and responsibilities of teachers and TAs?