4. HISTORICAL OVERVIEW
‘Number of TA’s more than doubled in the seven
years between 1997-2004’ (DFES,2004a)
In primary schools, the numbers have increased
dramatically since 1995 while the number of
teachers has only increased by 1% (Mar et al. 2001 cited in
Fraser, C, Meadows S (2008)
By 2000, TAs accounted for 27.2% of the primary
school workforce (Eyres et al. 2004 cited in Fraser, C, Meadows S (2008)
5. WHO AND WHAT ARE TEACHING
ASSISTANTS?
Teaching assistant is the most common name that is used
for those who work in the school environment in
classrooms throughout the UK and usually directly with
pupils of all ages and abilities.
Variety of roles inside and outside the classroom -
supporting the learning of students as a whole or
individually through helping and preparing for the
lessons before, during and afterwards and supporting
the teacher.
“TA” assumes the idea that they are an aide to a specific
teacher and not so much of a stereotypical “paint pot”
role.
Watkinson (2003)
6. CHILDREN’S PERCEPTION
Study – 3 State Primary Schools in South West
England
419 Junior 89 Infants
21 TA’s in 3 schools, all women.
Most common responses - She helps with
maths, spellings and keywords, reading and work.
She helps us learn if stuck, and if we don't
understand or we are confused. She takes small
groups out, helps groups or pupils individually.
7. QUALIFICATIONS
In 2000 a survey was undertaken to discover what
qualifications and prior experience teaching assistants
had it uncovered that...
Only 50.8% of staff had 5 0r more GCSE’s
Only 14% had 2 or more A Levels
But do certified qualifications matter? As TA’s are
not there to teach the class. But should these % be
higher?...Discuss in your groups.
Watkinson (2003)
8. PERSON OF THE TA
Sensitivity and timing Interpersonal Skills
Perseverance
Relationships with
children and adults
Professionalism Knowledge of children’s
Confidence needs
Humour, enthusiasm, int
Sharing and co-operating
with other adults
erest and love of the Job Ability to listen
Using initiative Respect for other adults
Watkinson (2003) and children
Supporting self – esteem in
pupils
Good communication
9. HISTORY- CHANGE
• Teaching assistants were once considered as “non- teaching
assistants” implying that they were “forgotten staff” who had
little relevance to a child’s education this view point has since
changed but why?
• Despite that there “were minimal opportunities for TA’s to gain
any training and few felt valued, they had a great deal of job
satisfaction” (pg 3)
• There is still a very clear distinction between teachers and TA’s
as well as that the majority of Teaching assistants are still
female but why is this? Why do men prefer to be teachers
rather than an “assistants”?
• Watkinson (2003)
10. EFFECTIVENESS
Research has been undertaken to discover what effect
teaching assistants have upon a child’s learning the
findings were...
“If properly trained and selected for particular purposes
they can help raise standards of teaching and learning
and can provide a welcome additional dimension to
school life” (pg 7)
Yet for them to be the best that they can be teachers and
managers have to understand how to use them to their
full potential.
Watkinson (2003)
11. COMPLEXITY
There is a general rule of thought that Teaching assistants
only appear to work with those children who have
Special Educational Needs but this is not an accurate
picture of what they do during a typical school day.
TA’s work with children of all abilities and backgrounds
and help with one on one tuition.
They perform a multitude of tasks and can work with
more than one teacher in one morning let alone
throughout the week.
Should Teaching Assistants be expected to have so
many roles for so little pay?
Watkinson (2003)
12. The context of the The national scene
learner and the TA
The locality
The School
The
classroom
ththee
The learner
Watkinson (2003) Pg 8
13. Research 1- The views
of teacher assistants in
English key stage 2
classes on their
role, training and job
satisfaction
Russell et el. (2005)
14. RESEARCH 1- THE VIEWS OF TEACHER ASSISTANTS IN
ENGLISH KEY STAGE 2 CLASSES ON THEIR ROLE, TRAINING
AND JOB SATISFACTION .
Reasons: To gather views on TA’s roles
Methodology:
Longitudinal study
340 TA’s completed questionnaires – on their view of their role
Findings:
TA roles have dramatically changed over time.
High expectations although lack of training
Mismatches of TA’s roles
They want to be ‘as one’
Recognised:
‘All I ask is that we are recognized for our contribution with a fair wage structure that reflects our
ever increasing contribution towards children's education.’ Yr 6 TA.
Russell et el. (2005)
15. Critical analysis
One study
Only years 3, 4 and 5 covered
Published in 2005 – outdated
Demanding questions
Provoked subjective responses
Positives
Questionnaires carried out over a few years
Questions were changed and adapted
Highlights issues that need to resolved
Allows TA’s the chance to voice opinions.
Russell et ell (2005)
16. Research 2- The
role of the teaching
assistant.
Mcvittie (2005)
17. RESEARCH 2- THE ROLE OF THE TEACHING ASSISTANT:
Reasons : the issue addressed relates to whether teaching assistants are being used
effectively to support children with special educational in mainstream primary schools.
Methodology
Small scale comparative case study
28 primary schools and six SENCOS in Lancashire were contacted using postal
questionnaires‘ .
All schools were asked whether they would take part in further research,4 schools
agreed, one dropped out, one replied to late. So only two schools used (known as school 1
and school 2 ). These schools took part in interviews.
Findings :
Ta’s viewed their role as supporting the pupil, teacher and curriculum and school.
Ta’s were seen to be being deployed effectively to support children with SEN in mainstream
schools in chosen areas- though some evidence shows government policy may be reducing
this.
How the TA views their role and the exact expectations of them are sometimes confused.
That there are differences between how schools deploy TA’s.
Mcvittie (2005)
18. Critical analysis
One study
All of the data taken from Lancashire
2005 – Changes have occurred since then in education system
Some sampling bias as the contributions made were from those who most
likely considered themselves to exhibit good practice in research area of
study.
The study at times is vague in explanations
Positives
Discovers that issues need to be addressed surrounding the distribution of
TA’s and the effectiveness of their role,
Could be a basis for further research
Questionnaires and interviews used, different methods means more validity.
Raises questions of improvement
Mcvittie (2005)
19. COMPARISON OF TWO RESEARCH JOURNALS
Similarities:
Both showed ‘mismatch’ views.
Training opportunities have improved.
Changes and improvements have occurred since
research was carried out.
Both state that changes need to be made – roles
Both research projects carried out interviews and
questionnaires – more validity
Differences:
2nd research project also involved SENCO’s.
Mcvittie (2005) Russell et ell (2005)
21. ACTIVITY RELEVANCE
We chose this particular activity as we wanted to emphasise how important it
can be to have an assistant, some children are able to take initiative when it
comes to activities where as some need more help and guidance.
However there are some problems which can arise where a pupil can become
reliant on a teaching assistant. This is known as dependency. We wanted to
ask you the following in regards to the activity:
How did those who did not receive any help feel ?
Did those who had support and were able to ask questions, feel
more supported in their learning ?
If we repeated the activity, and did not help those who had help
previously, do you think there would be any consequence?
22. CONCLUSION
Despite both pieces of research being against teaching assistants we
believe that both have relevance because generally Teaching
Assistants are only seen as a positive addition to the classroom but
this might not always be the case as we have highlighted.
The research has brought forward some interesting questions and
made us question our own perceptions of TA’s and what we believed
their role to be.
There will always be conflicting opinions on Teaching Assistants but
what we can be certain of is that there appears to be no sign of
teaching assistants being removed from schools and that they are
very much set to stay as a helping pair of hands for not only the
teacher but the children too.
So next time you are in the classroom look at the TA as not only
another adult in the classroom but as someone who has much
responsibility and has a very complex role that should not be under
estimated.
23. We leave it up to you...
How Effective are Teaching
Assistants you decide!
24. REFERENCES
DFES (2004a) Statistics of education, schools in England. London, DFES
Fraser, C, Meadows S (2008) ‘Children’s views of Teaching Assistants in
primary schools’ Education 3–13 Vol. 36, No. 4 Routledge
Watkinson, A (2003) Managing teaching assistants – a guide for Head
teachers, managers and teachers, London: Routledge Falmer
Essential Job Information (undated) [Online] Available from:
http://www.teaching-assistants.co.uk/jon-information-for-teaching-
assistants.htm [accessed 14/03/11]
Russell et ell (2005) The views of teaching assistants in English key stage 2
classes on their role, training and job satisfaction. London: Routledge.
Mcvittie, E (2005) The role of the teaching assistant. London: Routledge
