By Anne Watkinson
This is a pragmatic consultant to the function, administration, and deployment of training assistants. It deals accomplished and educated aid, underpinned by way of illustrative case stories all through. details and sensible tips is given on:
- the position and expertise of training assistants
- how to audit the prevailing educating assistant provision within the school
- the instructing assistant's function 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 a complete institution approach
- opportunities for continuous expert improvement for instructing assistants.
This ebook relies on wide commentary of training assistants operating in colleges, and may have functional importance and implications for headteachers, senior administration employees, lecturers, LEA advisors, running shoes and consultants.
Read Online or Download Managing Teaching Assistants: A Guide for Headteachers, Managers and Teachers PDF
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Additional resources for Managing Teaching Assistants: A Guide for Headteachers, Managers and Teachers
1 Outward-going TA personalities Comments made in TA course evaluations reﬂected the enthusiasm that the TAs develop. ‘I hadn’t been told working with children is addictive . . seeing the children develop and ﬂourish . . you can see the excitement in them when they achieve . . it is something great to witness’. ‘It is the best of both worlds: work with children without ultimate responsibility’. ‘Most of the preparation work I had to do for this child was done outside school in my spare time.
Audits Simple audits Audit materials can be found in various locations. The Funding Agency for Schools (FAS 1999) produced a booklet on making eﬀective use of support staﬀ which also contained some simple audit materials as well as strategies for planning change, maintaining good communications and managing support staﬀ from recruitment, training and development to evaluation. One page merely provided a register of the kind of information outlined above. It had names, salaries, number of weeks worked per term, number of hours worked per week, location and job responsibility or task.
Their comments conﬁrm their understanding. 28 What TAs can do Case study evidence In literacy, letter formation, sequencing, the language itself were all mentioned and in mathematics, patterns and number bonds. TAs said things like: ‘He can read quite well, he’s past that stage and he’s into written instructions’. ‘I know what he needs to work on. ’ ‘Knowing what we are doing and where it aﬀects her group’ was the important thing to the teachers; ‘she’ll ﬁne tune it’, one said. The teacher summed up her interview by saying: ‘I tease her sometimes, I say “I’m not coming in tomorrow – you can do it” and she would.
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