By Anne Watkinson
This is a realistic advisor to the function, administration, and deployment of training assistants. It bargains entire and trained aid, underpinned by means of illustrative case experiences all through. info and functional information is given on:
- the function and skills of educating assistants
- how to audit the present educating assistant provision within the school
- the educating assistant's position in making plans, supply and feedback
- how to nominate, induct, mentor and appraise instructing assistants
- the powerful administration of training assistants by way of academics and executives, and the necessity for an entire university approach
- opportunities for continuous expert improvement for instructing assistants.
This e-book is predicated on broad statement of training assistants operating in colleges, and may have useful value and implications for headteachers, senior administration employees, academics, LEA advisors, running shoes and consultants.
Read or Download Managing Teaching Assistants: A Guide for Headteachers, Managers and Teachers PDF
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Extra info for Managing Teaching Assistants: A Guide for Headteachers, Managers and Teachers
Do all the teachers know what the TAs do in other classrooms than their own? Do the TAs meet together? With each other? With teachers with special responsibilities in whose area they might be working? With senior staﬀ? Do your TAs have a job description? Have you a shared ethos? Are all staﬀ consulted when formulating the school’s development plan? Are all views valued even if the decisions are opposing? Do all staﬀ know all the relevant policies? Is there a staﬀ handbook for all staﬀ? Does your staﬀ development strategy include support staﬀ?
HMCI 1996 p. 51) After the general election of 1997, a Green Paper (DfEE 1998a) proposed that teachers should have some support in order to cope with the increasing demands on their expertise, and to provide additional entry routes to a profession with a recruitment crisis. This resulted in a ﬁvefold set of initiatives underwritten by £330 million over 1999–2002 and promised funding continued until 2004. Overall £750 million is to be spent on TAs between 1999 and 2004. It has meant: • • • • • money through the Standards Fund for recruitment the Standards Fund allocations to include an element for induction training, materials for which were written centrally and delivered by LEAs the publication of guidance for management of TAs a career progression ladder to be underpinned by NOS pathways to teaching to be eased by increased emphasis on workplacebased routes.
The teaching assistant, to the children, appears to have more time because they’re working with a smaller group, therefore for them. 20 What TAs can do And then later, when discussing the possible dependency that such a relationship might engender, she added, I think that’s where you manage as a class teacher and beyond that as well. Having said that, I think the teaching assistants are taking that on more as they are becoming more skilled and learn more about the process. The role of a teaching assistant has changed a lot too, over the years from being a helper to being involved in the children’s education.