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

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Presentation transcript:

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

Westminster Institute of Education 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 Models of work Room management Zoning Teamwork

Westminster Institute of Education The schools SchoolModelYear MRoom ManagementY3 GRoom ManagementY2 BZoningY3 TZoningY2 CReflective TeamworkY3 LReflective TeamworkY2

Westminster Institute of Education 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 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 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 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 Results for room management School G

Westminster Institute of Education Results for room management School M

Westminster Institute of Education Results for zoning School T

Westminster Institute of Education Results for zoning School B

Westminster Institute of Education Results for reflective teamwork School C

Westminster Institute of Education Results for reflective teamwork School L

Westminster Institute of Education Conclusions Effective teamwork between teachers and TAs, and joint planning and evaluating of sessions can have a positive impact on childrens 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