This document discusses the roles and responsibilities of teacher assistants (TAs) in schools. It provides information on what TAs do, how they should be supported by teachers, and guidelines for determining when TA support is needed for students. It also addresses myths around TA roles and the qualifications and training required of TAs. The conclusion emphasizes that TAs are an important part of the educational team when their roles are clearly defined and they receive appropriate guidance.
This accredited Teaching Assistant course is designed to provide learners with the skills to support the learning process and fast track their career as a teaching professional by preparing them for the role.
a slideshow on what makes an effective teacher. particularly useful to college/school teachers. helps teachers do some quick swot and helps them equip themselves with useful skills.
This Power Point presentation shares the importance of smooth transitions in the classroom. In addition, the presentation outlines effective strategies for smooth transitions. More importantly, the Power Point presentation shares the importance of promoting independence during transitions.
behavior management,in the current era, is not confined to students only but has become a necessity for every individual. teachers should also evaluate themselves whether they are able to manage their own behavior.
This accredited Teaching Assistant course is designed to provide learners with the skills to support the learning process and fast track their career as a teaching professional by preparing them for the role.
a slideshow on what makes an effective teacher. particularly useful to college/school teachers. helps teachers do some quick swot and helps them equip themselves with useful skills.
This Power Point presentation shares the importance of smooth transitions in the classroom. In addition, the presentation outlines effective strategies for smooth transitions. More importantly, the Power Point presentation shares the importance of promoting independence during transitions.
behavior management,in the current era, is not confined to students only but has become a necessity for every individual. teachers should also evaluate themselves whether they are able to manage their own behavior.
We always expect medicinal and magical effect to solve behavioral and attitudinal problems of students. Students are human being. Human beings possess millions of observable and non-observable traits. Generally, educator becomes judgmental rather than an alert and minute observer. Every single act of student will not come under misbehaviour. A wise educator perceives different human traits on different layers and find out the logical solutions of students’ misbehaviour. We need not worry to create Utopian Society. We deal with smart kids (technological smart if not academicals smart). We always need to handle these smart kids with care, love and affection. Never ever leave a space for a student to form a negative outlook for you. Always keep open interaction with students to form a positive attitude towards learning, academic, peers and school. We should always try to repeat and remind the essence of good behaviour. The desired changes in the students’ behaviour will be observed -------time----time -----time ---------will be there ----keep patience –remind----repeat--------keep doing proper effort------ --- Rajeev Ranjan
www.rajeevranjan.net
This presentation discusses the following topics:
What is Active Learning
Why is Active learning
Active learning Eco System
Passive vs Active Learning
Methods of Active Learning
Active Learning Spectrum
Blooms Taxonomy
Suggestion for Active Learning
Active Learning Strategies
Active Learning Examples
Classroom Management: Are we seeking Obedience or Responsibility? Are we gett...ETAI 2010
Ramon Lewis
Without effective behaviour management, a positive and productive classroom environment is impossible to achieve. Finding the most effective techniques for producing behaviour change and preventing the development of classroom discipline problems is a moderately stressful part of the professional lives of many teachers, and a major reason for job dissatisfaction. The need for confidence regarding the impact of particular strategies is important to teachers given that the ability to manage students effectively is a critical component of their sense of professional identity.
This presentation focuses on the results of attempts to introduce the Developmental Management approach into all schools in the Northern Metropolitan Region of Victoria, Australia, as part of the 'train the trainer', AiZ project. The rationale underlying the 15 recommendations for teacher behaviour implicit in the DMA are highlighted and examples of schools' attempts to introduce elements of the DMA into primary and secondary classrooms are discussed.
We always expect medicinal and magical effect to solve behavioral and attitudinal problems of students. Students are human being. Human beings possess millions of observable and non-observable traits. Generally, educator becomes judgmental rather than an alert and minute observer. Every single act of student will not come under misbehaviour. A wise educator perceives different human traits on different layers and find out the logical solutions of students’ misbehaviour. We need not worry to create Utopian Society. We deal with smart kids (technological smart if not academicals smart). We always need to handle these smart kids with care, love and affection. Never ever leave a space for a student to form a negative outlook for you. Always keep open interaction with students to form a positive attitude towards learning, academic, peers and school. We should always try to repeat and remind the essence of good behaviour. The desired changes in the students’ behaviour will be observed -------time----time -----time ---------will be there ----keep patience –remind----repeat--------keep doing proper effort------ --- Rajeev Ranjan
www.rajeevranjan.net
This presentation discusses the following topics:
What is Active Learning
Why is Active learning
Active learning Eco System
Passive vs Active Learning
Methods of Active Learning
Active Learning Spectrum
Blooms Taxonomy
Suggestion for Active Learning
Active Learning Strategies
Active Learning Examples
Classroom Management: Are we seeking Obedience or Responsibility? Are we gett...ETAI 2010
Ramon Lewis
Without effective behaviour management, a positive and productive classroom environment is impossible to achieve. Finding the most effective techniques for producing behaviour change and preventing the development of classroom discipline problems is a moderately stressful part of the professional lives of many teachers, and a major reason for job dissatisfaction. The need for confidence regarding the impact of particular strategies is important to teachers given that the ability to manage students effectively is a critical component of their sense of professional identity.
This presentation focuses on the results of attempts to introduce the Developmental Management approach into all schools in the Northern Metropolitan Region of Victoria, Australia, as part of the 'train the trainer', AiZ project. The rationale underlying the 15 recommendations for teacher behaviour implicit in the DMA are highlighted and examples of schools' attempts to introduce elements of the DMA into primary and secondary classrooms are discussed.
M. Durco, M. Windhouwer. Semantic Mapping in CLARIN Component Metadata. In E. Garoufallou and J. Greenberg (eds.), Metadata and Semantics Research (MTSR 2013; mtsr2013.teithe.gr), CCIS Vol. 390, Springer, Thessaloniki, Greece, November 20-22, 2013.
For the Final Paper, you will demonstrate an understanding of the .docxAKHIL969626
For the Final Paper, you will demonstrate an understanding of the complex set of issues that must be considered as you embark on your professional preparation to become a classroom teacher. The best way to do this is to conduct an interview of an educator to get a realistic perspective of the teaching profession. It is hoped that after the interview, you will have a better understanding of the daily work a teacher does and how the teaching philosophies and learning theories guide the teacher in making classroom decisions. In addition, you will then have an opportunity to reflect on your own “goodness of fit” as a future educator.
Please be courteous of the teachers you are interviewing. Plan ahead and schedule your interviews early. It can be difficult to secure an interview date with the teacher. Writing or emailing a thank-you note to the teacher you interviewed is good professional practice. (I already done the interview for you)Requirements: You will interview one teacher at the elementary level (K-5) or secondary level (6-12) depending on where your own teaching interests lie. Please ask your teacher the following questions and record their responses: Mrs. Jones is a 3rd teacher at Solomon Elementary
Why did you decide to become a teacher? What was your motivation and what attributes do you think are important for a teacher to exhibit to be effective? (Attributes/Motivation) I became a teacher because I enjoy working with kids and seeing them make learning connections. In college I had developed and taught my own preK summer program. Once out of school, I worked at a child development center, teaching preK as well as working with the school age program. I found that I really enjoyed working with school age children. So I began working with Red Cross youth programs as well as Boy and Girl Scouts. I went back to school and completed a Master of Arts in Teaching program. I think a teacher needs to be someone who wants to help children become successful citizens. They need to be able to communicate to both children and adults. A teacher also needs to be someone willing to collaborate with others sharing ideas to help all students succeed. They need to be willing to learn and grow.
· What is your philosophy of education? What is the role of the teacher and the students? (Teaching Philosophy) I believe that every child can learn and should be given the opportunity. The teacher should present the concepts and instruction in a way students can understand. The material should be challenging and should get students excited. I believe that students should be given the opportunity to learn in a variety of ways. Students need to come to school ready to learn. It is very frustrating to work with students who refuse to try.
· What are your learning goals for your students? How do you effectively meet their needs? (Learning Theory) My learning goals for my students are ideally to meet academic success and be proficient in ...
Webinar: Assessing to Inform Teaching and Learning: A Guide for LeadersDreamBox Learning
School and district-wide use of classroom-based formative assessment is an essential part of informing teacher planning and instruction, as well as meaningful student achievement. In this webinar, Francis (Skip) Fennell, L. Stanley Bowlsbey Professor of Education and Graduate and Professional Studies Emeritus, McDaniel College, shares a framework for school and district-based leaders to develop elements of leadership while establishing a grade-level or school-based learning community focusing on everyday use of formative assessment.
Topics include:
• Assessment literacy and the use of particular tools to guide and monitor the use of the formative assessment techniques presented
• How ongoing, everyday use of the “Formative 5” intersects with summative assessment data and frame assessment decisions
• A leadership framework to guide successful implementation of the “Formative 5,” including coaching, navigating relationships, learning communities and adult learners
All school and district-based leaders, and K-12 educators are invited to watch this recorded webinar.
The school you researched during this course is being taken over the by the state for poor performance. Based on your educational philosophy, your classroom management plan, lesson plan, and the learning activities and assessment you developed in this course, the new principal has asked you to interview for the lead teacher position. This position would allow you to teach the grade of your choosing and give you the authority to enact significant changes across the school. You are one of only 20 candidates asked to apply for this prestigious position. You have been asked to submit a multimedia interview presentation instead of interviewing in person. The principal has requested that you include the following in your presentation:
The school you researched during this course is being taken over the by the state for poor performance. Based on your educational philosophy, your classroom management plan, lesson plan, and the learning activities and assessment you developed in this course, the new principal has asked you to interview for the lead teacher position. This position would allow you to teach the grade of your choosing and give you the authority to enact significant changes across the school. You are one of only 20 candidates asked to apply for this prestigious position. You have been asked to submit a multimedia interview presentation instead of interviewing in person. The principal has requested that you include the following in your presentation:
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Ayesha Mehar create these slides to train teachers about theirselves and their kinds and habits also. They can develop theirselves with the help of this kind of training session.
Advisers responsibility on handling cases in guidance & counselingJayson Hernandez
As what the saying goes "Every teacher is a guidance teacher," this presentation hopes to enlighten class advisers on how to handle cases in their respective advisory class.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
Teacher assistants term 4 presentation
1. Working as a Team–
Teacher aides,
teachers, students
2. Introductory Activity
• Work with a partner.
• Find out the following about your partner:
• Name
• Role/s in school
• Type of school – primary, secondary,
mainstream
• How many teaching assistants
supporting pupils with special
educational needs and disabilities
(SENDs) work at their school?
• What do TAs, who support pupils with
SENDs do in their school?
3.
4. …a rose by any other name…
Paraeducator
Paraprofessional
Teacher Assistant
Teacher Aide
Para
There are over 21 titles for “TAs”
What would you want your title to be?
5. What is a TA?
Teacher Assistants are to assist and
support the teacher in delivering
services to students.
The work performed by TAs will vary
depending upon teachers’
expectations, TAs’ skills and
experience, and job assignment.
6. Roles And Responsibilities Of
TAs
•
•
•
•
•
•
•
•
•
•
•
TAs support the curriculum, instruction, supervision and
classroom management.
TAs have a high level of responsibility but a low level of
training and support.
TAs are often utilized in schools to aid with direct
student instruction, and serve as “learner supports”.
Work as a team
Build and maintain effective communication
Maintain student-centered supportive environments
Implement lessons initiated by the teacher or relatedservice personnel
Assess student needs and progress under teacher
direction.
Learn school policies and procedures
Deal with student behavior
Maintain ethics and professionalism
7. Major Responsibilities of
Teachers in supporting TAs
•
•
•
•
•
•
•
•
•
•
•
•
Plan the tasks and schedules for TAs
Appropriately delegate roles and responsibilities to TAs
Monitor and manage the day-to-day performance of
TAs
Provide feedback and on-the-job training to TAs
Share relevant information about TA strengths
Introduce the TA to your classroom
Provide clear instructions and complete information
Discuss and provide curriculum and instructional support
Discuss student behavior
Promote training and professional development
Communicate with Tas, give feedback and recognition
Model and providing On-the-JobTraining
Advocating for involvement and professional
development
8.
9. Guidelines for determining the
need for TA support?
1.
2.
3.
4.
5.
6.
6.
7.
8.
9.
10.
11.
12.
Determination is not based on categorical labels.
Consider TA supports individually and judiciously.
Encourage alternative solutions.
Clarify the reasons why support is being considered.
Match the identified needs with the skill.
Explore opportunities for natural supports.
Consider school and classroom characteristics.
Consider if a 1-1 TA should be a temporary measure.
Students needing assistance in self-care or
communication.
When student behavior is a disruption or safety risk.
Evaluate on-going support and the need for a TA.
Look beyond student characteristics.
Consider the inadvertent detrimental effects.
10. What are the Qualification
Requirements For TAs In NZ
Is it acceptable for students with disabilities to be
educated by TAs whereas students without disabilities
receive their instruction from certified teachers?
In too many cases, reliance on TA support results in the
least trained, least qualified individuals assuming the
primary educational responsibilities for students who
have the most complex learning challenges.
Certificate in Introduction to Teacher Aiding Level 3
- SIT
Certificate in Teacher Aiding Level 4
- Open Polytechnic
(DESE, 2003)
11.
12. The Principal’s Role
The principal and/or other school administrators have the
primary responsibility for:
Recruiting, interviewing, and selecting TAs.
Evaluating TAs and their supporting teachers.
Promoting effective teamwork in the building and within
teacher-TAl teams.
Take a leadership role in creating a school climate in
which TAs have a professional identity.
Provide an atmosphere of respect, recognition, and open
communication.
13. Questions for school
leaders and BOTs
•
•
•
•
•
•
•
How have you considered the role and responsibilities of
TAs in your school? How have you communicated these
roles and responsibilities to the rest of the school
workforce, parents and pupils.
How have you reviewed how your TAs have reduced
teacher workloads, and supported improved educational
attainment?
How have you considered the contribution your TAs
have made to help achieve the schools’ objectives and
outcomes for pupils?
What is the quality of support, performance
management, training and development for the TAs in
your school?
How do you know if the use of TAs in your school has
had positive or negative impact on pupils in your school?
Are TAs being used effectively in your school settings?
Is there an overuse of TAs?
14. Findings
•
•
•
•
•
•
•
•
•
•
•
TA support can mean that pupils have too few
opportunities to work independently.
TAs generally support the lowest attaining pupils.
When TA support is available, teachers are less likely to
plan tasks.
TAs can not substitute for focused, highly skilled
teaching.
When TA/pupil interaction increases, teacher/pupil
interaction decreases
Support is ‘alternative’ not ‘additional’ to teacher.
TAs have a positive effect on the overall amount of
individual attention and on classroom control.
TAs provide informal and personalised interactions
TAs aide engagement
TAs provide immediate support and differentiation.
High quality performance management which focused on
the impact of TA support on pupils’ learning were
effective in developing a new culture of
professionalism and accountability.
15. Myth or Truth?
TAs always understand and support the inclusive philosophy
that places them in the general classroom.
Myth
Many TAs prefer the special education classroom and find
the general classroom confusing and upsetting.
The TA doesn’t always know what to do with a student.
Truth
The assumption is often made that if a TA is placed in a
classroom with a student then they know what to do.
The TA is fully trained for their tasks.
Myth
Training happens on the job; it’s the responsibility of every
professional associated with the student and program.
16. Teachers are always trained and prepared to work with
TAs.
Myth
Teachers are not prepared to direct, evaluate or provide
feedback and training to TAs.
The TA can work with all students in the classroom.
Truth
The TA can work with all students as long as the needs of
the identified students are being met.
There are restrictions on what TAs can do.
Truth
There are actually legal and ethical limits on the
responsibilities that TAs are allowed to have.
The TA will see that all the needs of the students with
special needs are met.
Myth
The TA is a support person – needs should be met by
collaborative planning and by all adults.
17. A Quote From A Teacher
“Working with Teacher Assistants is something that I was
never trained in and was one of the most difficult tasks I
encountered when I first became a teacher. There were
no courses that provided any guidance or support regarding
Teacher Assistants.“
A Quote From A Teacher
Assistant
“Please remember, that I am only one person, and I make
mistakes too. I do try my hardest for you and the
students but if you do not tell me how to improve or what I
am doing wrong, then I am going to continue to do what I
know because I think that is what you expect of me.”
18. What makes an Effective
Teaching Assistant?
info@alan-wells.com
19.
20.
21.
22.
23.
24.
25.
26. Final Words!
•
•
•
I wish they could make it so I could get around the
school with no helper. It is like having your mum with
you all the time.
(Year 6 pupil)
The teacher’s talking and all the time Miss [TA] is
sitting near me telling me what she [the teacher] is
saying. It is hard for me to look at both of them. I want
to know what the teacher is saying but I’m supposed to
look at Miss [TA]. I can’t follow two of them together.
(Year 7 pupil)
My assistant always comes over and tries to help me. He
doesn’t always know what he is talking about and I would
prefer the teacher to help me but if I tell the teaching
assistant I want the teacher to help and not him, he
gets angry.
(Year 8 pupil)
27. Conclusion
•
Teacher Assistants play a major role in the education of
students. They are part of a collaborative team where
their role is clearly defined and their work is
appropriately planned and supported.
•
Schools cannot adequately function without Teacher
Assistants, and Teacher Assistants cannot adequately
function in schools that lack an infrastructure that
supports and respects them as viable and contributing
members of instructional teams. Teacher Assistants
need to be treated and respected as the professionals
that they are.
Editor's Notes
*The various titles attached to paraprofessionals, reflect the variety of roles and responsibilities assigned to this subgroup of the special education team.
(California Education Code, 2008; French, 2003; Moody, 1967; Pickett, 2002; Pickettt, Gerlach, Morgan, Likins & Wallace, 2007; Shadgett, 1967; Young, 2006).
*Today’s paraprofessionals may be found in a pre-kindergarten class for children with special needs, out in the community serving as job coaches for students with developmental disabilities, in a resource room for adolescents with learning disabilities, in a substantially separate classroom, or in a heterogeneous classroom (French, 1998).
*Despite these varied settings and responsibilities, paraprofessionals’ skills are often not effectively or efficiently developed or supported by school systems.
(D’Aquanni, 1997; Fletcher-Campbell, 1992; Pickett, 1999).
Determination is not based on categorical labels.
Consider TA supports individually and judiciously.
Encourage alternative solutions.
Clarify the reasons why TA supports are being considered; the impact of the decision
Match the identified needs with the skill of the person to provide the supports.
Explore opportunities for natural supports.
Consider school and classroom characteristics.
Consider if a one-on-one TA should be a temporary measure.
Students needing assistance in self-care or communication.
Student behavior poses a disruption in the classroom or a direct safety risk to him/herself or others.
Student needs intensive on-going support in vital areas to benefit from instruction.
Look beyond student characteristics byEvaluation procedures to assess the continued need for TA support
Consider the inadvertent detrimental effects such as student dependence, interference with peer interaction, limited involvement of the general ed. teacher with the student, isolation of the student.
Increase In number of paras over the last few yrs
move from pull-out to inclusion
Infinitec - Para Training
Practical Strategies
Modeling - verbal, visual & hands on
Practicing - I do, you do , we do
Increase In number of paras over the last few yrs
move from pull-out to inclusion
Infinitec - Para Training
Practical Strategies
Modeling - verbal, visual & hands on
Practicing - I do, you do , we do
The answer is, of course, BOTH.
However, where should the focus of the Headteacher be?
Danger of de-professionalisation of Education.
Not allowed to defame, especially DfES. [SIT DOWN].
Accountants. Geoff.
Cost of everything, value of nothing.
Health Service.
Headteacher as THE HEAD TEACHER.
Don’t have to have been the best teacher. Wenger.