1. Building a Relationship with Your Teacher Assistant: Valuable for You & Your Students
Karla Carpenter, Transition Specialist, Catawba Co. Schools
Juliana Harris, Assistant Principal, Beaufort County Schools

2. Goals for this session:
Learn about the NC OEL Demonstration Prek/K Program and how demo classrooms can offer support
Learn and share strategies for building positive relationships with TAs
Learn ways to maximize classroom quality and effectiveness with your TA k

3. NC’s Demonstration Program NCaeyc Conference September 2016k

4. NC’s Demonstration Program
Vision Statement:
Pre-Kindergarten Classes
Kindergarten Classes
487 Guided Observation Visitors j 4

5. Demonstration Programs
10 Demonstration Programs in NC
8 Pre-K Classrooms
6 Kindergarten Classrooms
POK (Power of Kindergarten) Teachers j 5

6. Background Preschool Demonstration Programs Began 2001-02
Kindergarten added j 6

7. Demonstration Program: Mission
Pre-Kindergarten & Kindergarten
Lead by modeling, sharing, promoting, and articulating effective learning environments, curricula, and instructional practices j 7

8. Guided Observations
Offer the opportunity to visit inclusive preschool and kindergarten classrooms to observe evidence-based practices
Reflect cultural, linguistic, &
ability diversity k 8

9. Guided Observations Professional development process
Visitors select areas of early childhood practice they are interested in observing and discussing
Commonalities:
Pre Observation Discussion
Guided Observation Conducted
Post Observation Discussion k 9

10. Interesting Demo Facts (2015-16)…
6 of 14 teachers National Board Certified
All classes have children with disabilities
Preschool ECERS scores:
Preschool funding: Title I, EC,
NC Pre-K, Dev Day, Fee for Service
Demo teachers led 45 PD sessions
with 1,229 total participants j

11. j

12. Use of “CLASS” & “EduSnap”
Also:
“TPOT” (SEFEL)-
Pre-K Demos j 12

13. Current Reality j

14. Relationship Building
We spend hours thinking about the children we work with and how to build a classroom community that helps them to learn and grow. How much time do we spend thinking about and working on our relationship with our teacher assistant?
We learned so much in college and through trainings about lesson plans, assessments, theory, and on and on…..but, did we ever learn how to work with other adults. Sometimes this can be a natural fit and sometimes it can be one of the most challenging relationships we have.
Age old quote... “You get out what you put in.” k

15. Table Talk…
What strategies do you use to build a positive relationship with your Teacher Assistant?
How does this impact your relationship with each other, children, and the classroom environment? j

16. Share Your Ideas! j

17. Thoughts to Consider…Communication is KEY!
Make a designated time to talk each day
Establish clear expectations and roles
Identify one another’s strengths and build on them
Provide support for weaknesses
Do not assume you know what each other wants/needs
Provide feedback to one another k

18. Establish Mutual Respect
Seek input from your TA in planning, decision-making, etc.
Create a shared to-do list
Say ‘thank you’
Take turns with the ‘tough stuff’
ALWAYS display respect for each other in front of children, families, and colleagues k

19. Information to Share in Writing from the Beginning
Your philosophy of education
Classroom management strategies (Conscious Discipline, SEFEL, personal strategies)
TA responsibilities
Expectations during lessons
Expectations for student needs
Develop a contract to clearly define roles
J & K

20. Guess the Role
Look at the photos and try to determine whether the adult is a teacher or teacher assistant… j

21. Teacher or Teacher Assistant??j

22. Teacher or Teacher Assistant?k

23. Teacher or Teacher Assistant?k

24. Teacher or Teacher Assistant?j

25. Teacher or Teacher Assistant?j

26. Teacher or Teacher Assistant?j

27. Teacher or Teacher Assistant?j

28. What Did You Notice? j

29. Role as Teacher Share information about students’ needs
Share information from trainings
Plan activities/lessons
Lead large and small group activities
Observe and collect data for portfolios
Facilitate parent conferences
Other ideas… k

30. Role as Teacher Assistant
Observe and collect data for portfolios
Provide small group instruction
Support large group instruction
Prepare materials for activities
Provide support for behavior management
Monitor zones during centers
Perform clerical duties
Other ideas… j

31. What would you do if…
…your Teacher/TA handles discipline in a way that you feel is inappropriate…what do you do? How do you respond to it in your current role? k

32. What would you do if…
…your TA seems to be standing around and doesn’t know what to do…how can you help? j

33. What would you do if…
…your TA is on his/her phone or doesn’t seem engaged? k

34. Closing Thoughts…
Your TA is your colleague. He/She is there to support you and your students. Share ownership and encourage input. Value each other and the possibilities are endless for your students! j

35. Office of Early Learning Listserv
Stay Connected!
Office of Early Learning Listserv k

36. Resources
OEL Demonstration Programs o/
NC Guide for the Early Years
um/primaryk3/guide4early-years.pdf
NAEYC’s Developmentally Appropriate Practice Position Statement
ons/position%20statement%20Web.pdf 36

37. Resources
The Power of K Position Statement
es&srcid=cGVuZGVyLmsxMi5uYy51c3xhb XktYmxlc3Npbmd8Z3g6NjkyNTNkNGJjN mM4NDM2MA
The Power of Play in Kindergarten
/Centricity/Domain/3386/Powero fPlay_K_brochure1.pdf 37

38. Resources
Basics of Developmentally Appropriate Practice: An Introduction for Teachers of Kindergartners
developmentally-appropriate-practice- kindergarten
NC Office of Early Learning 38