Description
This book is based on the research done by the author while working as a Senior Adviser in an LEA The demand for courses for assistants, and advice for headteachers and senior management led to an in depth study of what TAs actually do in the classroom to support the teaching and learning. This book shares the rich picture of their work, but also gives many pointers for those who manage schools into how to make the best use of their assistants. The book recounts the process of the research with the problems encountered by being part of the educational hierarchy. Following an exploration of what was known about TAs in the UK and a survey of schools in the LEA area, case studies were undertaken in two schools with differing philosophies of deployment of TAs. The observations of TAs at work gave details of the ways in which they supported learners, the teachers, the school and increasingly, the curriculum. The research also showed how their effectiveness depended on the people they were, their professional development opportunities and support of their schools. Interviews and other data provided information about what underpinned their work, the ways in which the schools managed them in the changing educational scene, and their dependence in the wider LEA and national context. While the TAs observed were clearly professionals in their own right, showing many of the characteristics of good teachers, they could only achieve their potential with appropriate management and a supportive climate in their schools. Given the growth in numbers and increasing national profile of this group of school staff, this book gives helpful advice for any member of senior management looking for ways to enhance the teaching and learning in their schools. It also suggests the implications for policy makers and provides a wealth of information for those responsible for the training of TAs.
