Teaching assistants have become an integral part of classroom life, yet pioneering research by the authors has shown that school leaders and teachers are not making the most of this valued resource. Results from the Deployment and Impact of Support Staff (DISS) project showed that the more support pupils received from teaching assistants, the less academic progress they made. Yet it is not decisions made by the teaching assistants themselves, but decisions made by school leaders and teachers about how their support staff are used and prepared, which explains these provocative results. Prompted by the wake-up call the DISS project findings provided, this timely book of guidance will help school leaders and teachers in primary and secondary schools improve the way they use teaching assistants, and will add real value to what can be achieved in the classroom. Based on the authors’ collaborative work with schools in the Effective Deployment of Teaching Assistants (EDTA) project, this book provides essential, practical tools and classroom-tested strategies that will allow schools to conduct a fundamental review of current practice and provides a framework for reforming teaching assistant deployment and preparation, and the way they interact with pupils. Maximising the Impact of Teaching Assistants provides much-needed and well-informed guidance on how to unleash the huge potential of teaching assistants working in schools and is essential reading for all school leaders.
Available at: https://schoolsweek.co.uk/in-case-you-missed-it-top-10-most-read-schools-week-stories-in-2015/ (accessed 17. 04. 20). Scott, S. (2015) 'The Teaching Assistants Standards report that Nicky Morgan ...
This second edition of The Teaching Assistant’s Guide to Effective Interaction is the definitive guide to teaching assistant-pupil interaction, fully updated with examples from schools that have implemented techniques from the first ...
Deployment and impact of support staff in schools: the impact of support staff in schools (results from strand 2, wave...
... edn),New York: MacMillan Publishing. Dunkin, M.J. and Biddle, B.J. (1974) The study of teaching, New York:Holt, Rinehart and Winston. Dunne, L., Goddard, G. and Woodhouse, C. (2008) 'Teaching assistants' perceptions of their ...
Based on research taken directly from the classroom, all recommendations and guidelines explored in this book are based on the findings of those who have consulted Teaching Assistants about their work, in order to better understand the ...
Useful questions for reflection and a helpful list of suggested further reading material are also provided. Teaching Assistants, whether in practice, or as part of their study, will find this book an indispensable resource.
A Guide for ensuring inclusion and equity in education
'Princesses Are Bigger than Elephants: Effect Size as a Category Error in Evidence-Based Education', British Educational Research ... In Taking Small Classes One Step Further, edited by Jeremy D. Finn and Margaret C. Wang, 19–50.
This book describes what you need to know, understand and demonstrate in order to achieve the Professional Values and Practices Standards, as you work towards Qualified Teacher Status.
This book is an invaluable source of information and advice for class teachers and leadership teams who seek to make the most effective use of the teaching assistants in their schools to support the teacher, the learning, the curriculum, ...