This practical book is intended to support schools and LEAs in developing effective strategies in working with teaching assistants. It is related to the DfEE's recently published Good Practice Guide (2000). Suggested approaches are supported with real examples from practice, showing the reality of how schools can review and develop practice and so become more effective in their management and support of teaching assistants. The aim is to enable managers in schools and LEAs to work effectively with teaching assistants; teachers to plan classroom approaches for working with teaching assistants; teaching assistants to improve their practice; and children to learn more effectively in inclusive settings. This book will be of use to headteachers, senior staff in schools, SENCOs, LEA support staff, class teachers and teaching assistants.
Table of Contents
Part 1 Background to the development of the Good Practice Guide: recent developments in the work of teaching assistants; the origins of the Good Practice Guide; managing developments and review in practice; defining responsibilities clearly; providing clear deployment within a flexible framework; creating partnerships with teachers; working with others involved in education; developing assistant teams; reviewing performance and promoting development. Part 2 Strategies drawn from experiences in schools and LEAs: developing clear job descriptions and accountabilities; exploring flexible strategies; planning for teamwork with teachers; drawing parents, governors and others into the work of assistants; creating opportunities for team development; devising induction, professional development reviews and records of achievements; working effectively with teaching assistants - the next steps.
Maggie Balshaw is an independent freelance consultant and researcher in staff development and school improvement. Peter Farrell is Professor of Special Needs and Educational Psychology at the University of Manchester.