Maximazing Effectiveness

Models of TA deployment and Preparation

Maximizing Effectiveness

• Deployment
• Practice
• Preparedness

TAs' Time in Class. Roles played. Percentage of time

TA interactions with students with learning and behavior needs

Teacher interactions with students withe learning and behavior needs

Practice: Key Findings

• Students have longer, more interactive interactions with TAs
• Teachers spent more time explaining concepts
• TAs explanations sometimes inaccurate or confusing
• Teachers provide more feedback
• TAs more likely to prompt students and give answers
• Teachers linked new learning to previous knowledge, prompting thinking and engagement
• TAs more concerned with task completion
• Teachers used 'open up' talk
• TAs used 'close down' talk

Preparedness, Findings

• 75% teachers, no training to work/manage TAs
• 75% teachers, no allocated time for planning/feedback time with TA
• TAs underprepared, "tuned in" to teacher talk for content instruction
• TAs and teachers have different levels of subject and instructional knowledge

Conclusions from the Research

• Students with specific support and behavior needs received more support from TAs than teachers
• TAs support is alternative to teacher support, not additional
• Students with specific support needs separated from the classroom, teacher, and peers
• Training for teachers is a key factor
• TAs having the main responsibility for teaching students with specific learning needs

Investing in Students' Premium

Should TAs be as effective as teachers without the same professional development?

Prepare students to become as independent as possible.

Effective Questioning Techniques

Self-Help Chart for Students

• Read, re-read the question
• Ask a neighbor to read the question
• Use resources in the room (charts/dictionaries)
• Ask a neighbor for help but NOT the answer
• If I need to ask an adult for help, I'll be clear about the bit I am stuck with

When students don't know what to do, ask:

• How can you find out about ....?
• What do you know already that could help you?
• What happened when you got stuck before? What did you try?
• Who else could help you?
• What could you teach me about ....?

TA Preparedness

• Pre lesson preparation, TAs informed about lessons
• Clearly set out concepts, facts, information to be taught
• Communicate skills to be learned, applied, practiced, extended
• Clear outcomes in terms of product and learning
• Clear guidance on what TAs feedback should be

Thank you!

• Professional satisfaction for teachers and TAs. Teachers spending more time with students with specific learning and behavior needs.
• TAs better use of their time during a lesson
• TAs' improved questioning skills
• Quality and clarity of lesson plans
• Value, appreciate TAs
• Commitment from leadership team

Building a Working Relationship

Teacher and Teacher Assistant, Work Relationship

Thank you!

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