1. . Presentation Frans Ørsted Andersen Skoleforskning/ DPU / Aarhus Univeristet

2. Content 1. Introduction to the TA field 2.Publications and reports 3.Finnish TA practice and experience 4.Evaluation of the Danish TA experiments 5. Theoretical and practical approaches 6. Discussion 21-03-2015Frans Ørsted Andersen.TA evaluation 2

3. Publications 1. Danish websites: www.uvm.dkwww.uvm.dk www.skolestyrelsen.dk og www.lærerassistent.dk with evaluation reportswww.skolestyrelsen.dk www.lærerassistent.dk 2. Andersen, FØ & Højfeldt, G.: Undervisningsassistenter. Hvad? Hvorfor? Hvem? Hvordan.? Hans Reitzel, 2012 3. Alborz et al. (2009). The impact of adult support staff on pupils London: Social Science Research Unit. 4. Andersen, F.Ø. (2010). Danish and Finnish PISA results in a comparative, qualitative perspective. In Educational Assessment and Evaluation, 22, 159-175. Springer Science 5. Saloviita, T. & Takala, M. (2010). Frequency of co- teaching in different teacher categories. European Journal of Special Needs Education, 25, 4, 389-396. Routledge Group. 21-03-2015 Frans Ørsted Andersen.TA evaluation 3

4. Why TA’s? 21-03-2015Frans Ørsted Andersen.TA evaluation 4  Teacher work is seen as increasingly complicated and demandig due to e.g.:  More regulation and evaluation from public authorities and parents  Growing use of and demnad for digital AV / IT teaching technology  More demands for inclusion of pupils with learning difficulties  Growing number of pupils with an immigrant background

5. The new Danish and Norwegian TA arrangements inspired by the Finnish experience  The use of TA’s in Finland can be seen as a part of the ”Finnish Miracle of Education”.  The Finnish TA is by definition a flexible and practical assistant that teachers increasingly rely on in an ever growing amount of tasks. 21-03-2015Frans Ørsted Andersen.TA evaluation 5

6. In Finland: Practical assistance in the classroom  Pracitical assistance with:  … setting up smart boards, tablets, pc’s etc  … solving conflicts in the classroom  … substitute teaching  ….handling breaks and excoursions  …. Homework cafes  ….. Speciale needs education  seems to be more and more necessary for teachers 21-03-2015Frans Ørsted Andersen.TA evaluation 6

7. Official evalutionl of two year 2010-12 Danish TA experiemnt conducted by Rambøll Management, University of Aarhus and VIA University College on behalf of Danish Ministry of Education. 21-03-2015Frans Ørsted Andersen.TA evaluation 7

8. The Danish two year experiment and its evaluation  All participating 25 municipalities and their approx 100 schools evaluated  Surveys to all participating teachers and principals  LRS and WBRS to all participating pupils  Case studies with interviews at 5 municipalites. 21-03-2015Frans Ørsted Andersen.TA evaluation 8

9. Results of the evaluation 21-03-2015Frans Ørsted Andersen.TA evaluation 9  Overall results of two years of evaluation in 25 Danish municipalities and around 100 Danishs schools: surprisingly positive in spite of massive resistance from DLF (Danish teachers’ Union)  Both school leaders, teachers, TA’s, pupils, parents and consultants are overwhelmingly positive  Clear positive effects on pupils’ well being and learning, both speciale needs pupil and ”normal” kids.  Clear positive effects on teacher well being and feeling of professional competence

10. Full evaluation report  To be found at www.uvm.dk, Danish Ministry of Education (Ministeriet for børn og undervisning).www.uvm.dk 21-03-2015Frans Ørsted Andersen.TA evaluation 10

11. Three types of (Danish) Ta’s  1. Teacher Training College students who prolong their studies with one or more years.  2. Pedagogues (infant and preschool staff)  3. Un-skilled staff (”club workers”).  Evaluation show now significant differences between teachers’ perception of the three types. Judgement of TA’s depend on TA personal profile,not on formal background. 21-03-2015Frans Ørsted Andersen.TA evaluation 11

12. Official theoretical approaches  TA’s seen as a way of mediating teachers’ teaching to pupils’ leanring through personal contact and relations.  Mediated learning: Vygotsky, Hundeide, Tzuriel.  ”From Dianostical Practice to Identification of Ressources”  21-03-2015Frans Ørsted Andersen.TA evaluation 12

13. Examples of practice: Odense  TA’s genally used in:  Large and difficult classes  Periods with cross- curricular projects  science education (”Natur og teknik”)  In art classes  Excoursios and breaks 21-03-2015Frans Ørsted Andersen.TA evaluation 13

14. Example of TA work schedule: NB almost full 37 hours at school /with pupils 21-03-2015Frans Ørsted Andersen.TA evaluation 14

15. Discussion  What are the negative sides to using TA’s?  How should the paradox of overwhelming support for TA-use by teachers who actually are involved and heavy resistance from Teachers’ Unions be seen?  Can the use of TA’s be seen as a way of cutting public spending on schools? 21-03-2015Frans Ørsted Andersen.TA evaluation 15

16. What now?  Negotiations right now in Danish Parliament about new school legislation. The TA arrangement may move from ”experiment” to ”permanent”. 21-03-2015Frans Ørsted Andersen.TA evaluation 16