This revised new edition provides essential guidance for all teaching assistants, especially those who are new to the job, and to the teachers working with them. Glenys Fox details the roles and responsibilities of the TA, as well as providing helpful advice on how to best support the teacher, the pupil, the curriculum and the school. This practical handbook will bring experienced TAs up to date on changes to National educational guidance, including changes in the National Curriculum, assessment, and the Special Educational Needs framework.
This text enables the assistant and the teacher to work together more effectively in supporting and promoting the progress of children and young people. Written in light of recent research and updates in legislation, this guide will ensure that:
- teaching assistants know what to expect of colleagues, and vice versa
- pupils are given the best possible support by teaching assistants who understand their needs
- teaching assistants and teachers are able to work together effectively to support the learning of all children, especially children who have special educational needs and disabilities
- any training received is relevant and helpful.
A Handbook for Teaching Assistants is an ideal textbook for training, as well as a useful classroom handbook for teaching assistants working in early years, primary and secondary settings.
Table of Contents
Acknowledgements Introduction 1. The role of the teaching assistant 2. How to be an effective teaching assistant 3. Supporting the pupil 4. Supporting the teacher 5. Supporting the curriculum 6. Supporting the school 7. Promoting effective learning 8. Special Educational Needs 9. Supporting children and young people with Special Educational Needs 10. Supporting social, emotional, behavioural and mental health needs 11. The role of school managers and special needs co-ordinators 12. The role of the teacher 13. Professional development and training Some final comments Appendix A. An example of a job description Appendix B. The roles of supporting professionals Appendix C. Glossary of abbreviations References
Glenys Fox is an education consultant. She has taught in mainstream and special settings and was a Principal Educational Psychologist before joining Ofsted as an HMI (Her Majesty’s Inspector of Schools).
At our university we currently run a Foundation in Teaching and Learning Support and we have a number of books from Glenys Fox in our library. I would certainly recommend that you publish an updated edition.
Dr Sue Bentham, University of Chichester
The proposed new edition directly addresses TAs. I think that conveys a powerful message (or two): that TAs can take responsibility for their own professional development, whether they are offered PD opportunities through school or not; that we believe TAs want to improve and enhance their effectiveness. That raises their status quite considerably. They may not officially be part of a profession, but it tells them that we expect them to be professional – and are happy to provide them with some of the tools to do that. Such as this book.
- Do you recommend that we publish an updated edition?
- Please add any additional comments you feel may be helpful.
I’m pleased to see Glenys updating this book. I have liked her books as being very practical, and recommend them to my students who are TAs. I’ve often said to them that I wish Glenys Fox had written more books.Jill Morgan, Senior Lecturer, University of Wales Trinity St David
"This book gives an excellent overview and foundation for what takes place in the classroom, with its focus on teachers and TAs working together. The book explains the roles and responsibilities of the TA, as well as providing helpful advice on how to best support the teacher, the pupil, the curriculum and the school; it sets guidelines for what can be a difficult balance [...] A perfect textbook for both new and experienced TAs and also very valuable for teachers, helping them gain a better insight into the roles and responsibilities of their TAs." - Sarah Brew, Parents in Touch