1. Enhancement of Learning Support
More than Courses
Plenary and Next Steps!

2. Enhancement of Learning Support
Key Messages from the West Midlands project?
Importance of reflection
Using time creatively – memory sticks
Mentoring?
Buddying?
Shadowing
Learn and Share
Impact?
Other?

3. Enhancement of Learning Support
What do we know?
There is more to developing as a practitioner than going on courses!

4. Enhancement of Learning Support
What do we know?
There is gold in your coffee cup!

5. Enhancement of Learning Support
And if we are all short on
and money
Time
We need to make the best use of what we have

6. Enhancement of Learning Support
Key Messages from across the project?
An organisational culture whose values and ethos promotes inclusion at all levels.
The inclusion of LSAs in the process of developing programmes for professional development.
The provision of opportunities for teachers and LSAs to work together to plan, prepare and review learning
The effective use of technology to promote learning and independence
What else makes a positive difference?

7. Enhancement of Learning Support
Key Messages from across the project?
A clear emphasis on the primary functions of supporting teaching and learning and promoting independence in training for LSAs
 Effective training for teachers to prepare them to work effectively with LSAs.
Training alone is unlikely to produce the benefits necessary if it is not located within a consistent and coherent management structure
What else makes a positive difference?

8. Enhancement of Learning Support
Key Messages from across the project?
Without a whole organisational approach, with clearly
identified roles and responsibilities training is likely to be poorly targeted and lack impact
Learning support teams are often a mixture of full-time staff, hourly paid staff and in some colleges, bank/agency staff. the research undertaken for this project suggests that a significant number (just over half) of LSAs are hourly paid, and many are paid on term time only contracts, with implications for, and indeed impact, on access to training. The research also indicated a huge variation in the level of qualifications, skills and experiences of LSAs both on entering the profession, and as a result of ongoing Continuous Professional Development (CPD) once employed
for many, the role of LSA is a lifestyle choice, with a number of respondents indicating they do not want to become teachers, but chose their role, in part because it fitted in around their life and family commitments. Respondents, were however equally clear that they view themselves as professional and effective practitioners and would like to be valued as such.
Role to promote independence – about getting the level of support right and avoiding over support

9. Enhancement of Learning Support
And Finally!
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Have a good journey
Come to the Conference on March 15th at Warrington business school
Stay in touch!
Thanks for coming!

10. Derwen College