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Evaluating 3 models for working with Teaching Assistants

Evaluating 3 models for working with Teaching Assistants. Gary Thomas Hilary Cremin. Essex / Brookes TA research . Set up and managed by Karen Vincett Commissioned by Essex SENAPS, and funded by Standards Fund Part of a research-orientated response to educational issues

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Evaluating 3 models for working with Teaching Assistants

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  1. Westminster Institute of Education Evaluating 3 models for working with Teaching Assistants Gary Thomas Hilary Cremin

  2. Essex / Brookes TA research • Set up and managed by Karen Vincett • Commissioned by Essex SENAPS, and funded by Standards Fund • Part of a research-orientated response to educational issues • Specific focus: the work of LSAs Westminster Institute of Education

  3. Models of work • Room management • Zoning • Teamwork Westminster Institute of Education

  4. The schools Westminster Institute of Education

  5. Room management • Assumes different kinds of management are necessary, namely • individual help • group management • One person is the individual / group helper • One person is the activity manager Westminster Institute of Education

  6. Zoning • Assigns adults to specific areas of the room. Issues: • Will zones comprise the same children as normally sit in these places? • What will be the balance? 4/2 5/1? 3/3? • What will be the balance of the groups to the teacher/LSA? • Will children with special needs be placed in groups being overseen by the LSA? Westminster Institute of Education

  7. Reflective team-work • Teachers and LSAs plan together • Teachers and LSAs evaluate and problem-solve together • There is a formal structure to strengthen reflective teamwork through mutual support Westminster Institute of Education

  8. Qualitative research findings • All 3 models were perceived to be a success • There were pragmatic difficulties / additional challenges • The role of the LSA was extended • Teachers and LSAs created more flexible definitions of SEN within their classes Westminster Institute of Education

  9. Results for room management School G Westminster Institute of Education

  10. Results for room management School M Westminster Institute of Education

  11. Results for zoning School T Westminster Institute of Education

  12. Results for zoning School B Westminster Institute of Education

  13. Results for reflective teamworkSchool C Westminster Institute of Education

  14. Results for reflective teamworkSchool L Westminster Institute of Education

  15. Conclusions • Effective teamwork between teachers and TA’s, and joint planning and evaluating of sessions can have a positive impact on children’s levels of on-task behaviour. • Issues of time, resources and training will need to be addressed in order for schools to benefit from these models • Adults who feel valued and supported as part of a team, and who are clear about their role, may be more creative an responsive to meeting a range of needs in the classroom Westminster Institute of Education

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