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Abstract/Syllabus:
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Teaching assistants: support in action
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Time: 4 hours
Level: Introductory
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Introduction
- Introduction Resource
- Teaching assistants, and similar learning support staff, are part of a growing new workforce in the public sector. They are sometimes referred to as ‘paraprofessionals’ – that is, workers who supplement...
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1 The rise of the paraprofessional
- 1.1 Supporting the professionals Resource
- To gain a better understanding of the teaching assistant's role, it is helpful to consider the ways in which different kinds of professionals are supported by paraprofessionals. Just as there are teaching...
- 1.2 Titles, terminology and core duties Resource
- As we have said, in the UK there are a number of terms in current use to describe those who provide learning support to children. It would be wrong to suggest that these terms describe the same roles and...
- 1.3 Shift in core duties Resource
- Over the last ten years, many teaching assistants across the UK have experienced a notable change in their day-to-day involvement in schools. A student on The Open University's specialist teacher assistant...
- 1.4 Ways of working and contributing Resource
- The physical design of most primary schools certainly reflects the expectation that teachers work in classrooms with large numbers of children. In fact, given their large classes, most schools feel quite...
- 1.5 Growth of the teaching assistant workforce Resource
- In all four UK countries there has been a growth in the number of teaching assistants working alongside teachers in primary classrooms. As we have indicated, the seeds of this development were sown some...
- 1.6 Teaching assistants in Europe Resource
- Teaching assistants and other related learning support staff are also to be found in the schools for children of British armed forces posted overseas, in the schools of other European countries and, indeed,...
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2 The paraprofessional labour market
- 2.1 Who are the paraprofessionals? Resource
- So who are the paraprofessionals in the UK and, given the relatively recent need for their labour, where have they come from? As we noted earlier, the great majority of paraprofessionals are women. Between...
- 2.2 Profile of teaching assistants: an overview Resource
- Traditionally the primary education sector has employed a high proportion of women teachers. In England and Wales in 1980, male teachers constituted around 23 per cent and female teachers 77 per cent of...
- 2.3 Gender, age and ethnicity profile of teaching assistants Resource
- We have seen the extent to which the teaching assistant workforce is a gendered group. But what are its characteristics in terms of age and ethnicity?
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3 Contribution and roles
- 3.1 What is the value of teaching assistants? Resource
- Hilary Cremin et al. (2003) in their evaluation of the ways in which teachers and teaching assistants can work together in teams, suggest that, while there is enthusiasm for additional support, little...
- 3.2 What do children and parents think of teaching assistants? Resource
- Curiously, little has been written about their perspectives. A small-scale study involving 78 primary-aged children in England (Eyres et al., 2004) showed that children can, when asked, differentiate between...
- 3.3 Distinctive contributions Resource
- In Activity 1 you looked at brief descriptions of the duties of classroom support staff working in eight schools across the UK. Despite the brevity of information, there is sufficient to suggest that teaching...
- 3.4 Evolving roles in teaching Resource
- The impact of the expanding contribution of teaching assistants on the teacher's role is generally recognised as being positive. It is worth acknowledging, however, that many teachers have had to make...
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4 Support in action
- 4.1 Focusing on support practice Resource
- If you are a teaching assistant, your role of supporting teaching and learning in the classroom may have evolved with time. Alternatively you may have been recruited to the role for that very purpose....
- 4.2 Teaching assistants of the future Resource
- There is surely not a more exciting time than now for teaching assistants. Not only has the contribution of the teaching assistant's role to the effective teaching of the curriculum been recognised by...
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5 Conclusion
- 5.1 Review Resource
- One of the central aims of this unit has been to give you a sense of being part of an exciting educational development. We have therefore set the employment of teaching assistants in the context of the...
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References and Acknowledgements
- References Resource
- Acknowledgements Resource
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Further Reading:
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References
Cremin, H., Thomas, G. and Vincett, K. (2003) ‘Learning zones: an evaluation of three models for improving learning through teacher/teaching assistant teamwork’, Support for Learning, vol.18, no.4, pp.154–61.
Department for Education and Employment (DfEE) (2000) The Teaching Assistant's File: Induction Training For Teaching Assistants, DfEE, London.
Department for Education and Skills (DfES) (2002) ‘Teachers in maintained schools who are women: by grade, 1990, 1995 and 1999’, Social Trends 31, London, DfES.
Department of Education Northern Ireland (DENI) (2003a) The Teacher Payroll and Pensions System, Belfast, DENI.
Department of Education Northern Ireland (DENI) (2003b) Education and Library Boards Annual Staff (non-teaching) Return, Belfast, DENI.
Department of Education and Science (DES) (1980) Statistics of Education: Teachers in Service in England and Wales, London, HMSO.
Education and Training Inspectorate (ETI) (2002) Chief Inspector's Report 1999–2002, Bangor, Department of Education [online],www.deni.gov.uk, accessed 2 December 2006.
Etzioni, A. (1969) The Semi-Professions and their Organisation, London, Free Press.
Eyres, I., Cable, C, Hancock, R. and Turner, J. (2004) ‘ “Whoops, I forgot David”: children's perceptions of the adults who work in their classrooms’, Early Years, vol.24, no.2, pp.149–62.
Hall, K. and Nuttall, W. (1999) ‘The relative importance of class size to infant teachers in England’, British Educational Research Journal, vol.25, no.2, pp.245–58.
Hancock, R., Swann, W., Marr, A., Turner, J. and Cable, C. (2002) Classroom Assistants in Primary Schools: Employment and Deployment (project dissemination report), Faculty of Education and Language Studies, Milton Keynes, The Open University. Available from w.r.hancock@open.ac.uk
Hancock, R. and Eyres, I. (2004) ‘Implementing a required curriculum reform: teachers at the core, teaching assistants on the periphery?’, Westminster Studies in Education, vol.27, no.2, pp.219–31.
Hanson, S. and Pratt, G. (1995) Gender, Work, and Space, London, Routledge.
Kessler, I. (2002) ‘Changing job boundaries in the public services’ (unpublished paper), Oxford, Templeton College.
Lee, B. (2003) ‘Teaching assistants in schools’, Education Journal, vol.68, pp.25–7.
Local Government National Training Organisation (LGNTO) (2000) Survey of Education Support Staff and Volunteers in Nursery and Primary Schools, London, LGNTO.
Moyles, J. with Suschitzky, W. (1997) Jills of All Trades? Classroom Assistants in KSI Classes, London, ATL.
National Union of Teachers (NUT) (1998) Associate Staff Support for Teachers, London, NUT.
Office for National Statistics (ONS) (2003) Labour Force Survey, London, ONS.
Owen, C, Cameron, C. and Moss, P. (eds) (1998) Men as Workers in Services for Young Children: Issues of a Mixed Gender Workforce, London, Institute of Education, University of London.
Scottish Executive (2004) ‘Teacher recruitment’, www.scotland.gov.uk/about/ED/NED/00018096/page840959657.aspx, accessed 2 December 2006.
Strongman, M. and Mansfield, T. (2004) ‘Survey of parents’ perceptions of teaching assistants’ (unpublished study), Roche Community School, Cornwall.
Swann, W. and Hancock R. (2003) ‘Variations in primary school teaching assistant employment: a need for standardisation’ (unpublished paper) Milton Keynes, The Open University. Available from w.r.hancock@open.ac.uk
Teacher Training Agency (TTA) (2003) Qualifying to Teach: Handbook of Guidance, London, TTA.
Teacher Training Agency (TTA) (2004a) Meeting the Professional Standards: Handbook for Candidates, London, TTA.
Teacher Training Agency (TTA) 2004b) Professional Standards for Higher Level Teaching Assistants, London, TTA.
Wakefield, H. (2003) ‘Public servants’, Woman's Hour, BBC Radio 4, 15 November.
Welsh Executive (2002) Statistics for Wales [online] www.wales.gov.uk/keypubstatisticsforwalesheadline/content/schools (accessed 27 January 2005).
Wilson, V., Schlapp, U. and Davidson, J. (2002) More than ‘An Extra Pair of Hands’? Evaluation of the Classroom Assistant Initiative in Scotland, Glasgow, SCRE Centre, University of Glasgow.
Acknowledgements
The content acknowledged below is proprietary (see terms and conditions) and is used under licence. See http://openlearn.open.ac.uk/mod/resource/view.php?id=15, accessed 2 December 2006.
Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit:
Illustration by Emily Dixon; her first commission. With thanks to Sarah and Paul Dixon for permission.
Illustration by Soraya Dali-Chaouch. With thanks to Mr and Mrs Dali-Chaouch for permission.
Photograph of Caroline Higham. With thanks to Caroline Higham.
Photograph of Juliet Frost. With thanks to Juliet Frost.
Photograph of Nick Hague. With thanks to Nick Hague.
The course team would also like to thank Kathy Simms, El I I Course Secretary, for her research support.
Unit Image
lissame / Melissa Trachtenberghttp://www.flickr.com/photos/lissame/9232085/
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Webliography:
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References
Cremin, H., Thomas, G. and Vincett, K. (2003) ‘Learning zones: an evaluation of three models for improving learning through teacher/teaching assistant teamwork’, Support for Learning, vol.18, no.4, pp.154–61.
Department for Education and Employment (DfEE) (2000) The Teaching Assistant's File: Induction Training For Teaching Assistants, DfEE, London.
Department for Education and Skills (DfES) (2002) ‘Teachers in maintained schools who are women: by grade, 1990, 1995 and 1999’, Social Trends 31, London, DfES.
Department of Education Northern Ireland (DENI) (2003a) The Teacher Payroll and Pensions System, Belfast, DENI.
Department of Education Northern Ireland (DENI) (2003b) Education and Library Boards Annual Staff (non-teaching) Return, Belfast, DENI.
Department of Education and Science (DES) (1980) Statistics of Education: Teachers in Service in England and Wales, London, HMSO.
Education and Training Inspectorate (ETI) (2002) Chief Inspector's Report 1999–2002, Bangor, Department of Education [online],www.deni.gov.uk, accessed 2 December 2006.
Etzioni, A. (1969) The Semi-Professions and their Organisation, London, Free Press.
Eyres, I., Cable, C, Hancock, R. and Turner, J. (2004) ‘ “Whoops, I forgot David”: children's perceptions of the adults who work in their classrooms’, Early Years, vol.24, no.2, pp.149–62.
Hall, K. and Nuttall, W. (1999) ‘The relative importance of class size to infant teachers in England’, British Educational Research Journal, vol.25, no.2, pp.245–58.
Hancock, R., Swann, W., Marr, A., Turner, J. and Cable, C. (2002) Classroom Assistants in Primary Schools: Employment and Deployment (project dissemination report), Faculty of Education and Language Studies, Milton Keynes, The Open University. Available from w.r.hancock@open.ac.uk
Hancock, R. and Eyres, I. (2004) ‘Implementing a required curriculum reform: teachers at the core, teaching assistants on the periphery?’, Westminster Studies in Education, vol.27, no.2, pp.219–31.
Hanson, S. and Pratt, G. (1995) Gender, Work, and Space, London, Routledge.
Kessler, I. (2002) ‘Changing job boundaries in the public services’ (unpublished paper), Oxford, Templeton College.
Lee, B. (2003) ‘Teaching assistants in schools’, Education Journal, vol.68, pp.25–7.
Local Government National Training Organisation (LGNTO) (2000) Survey of Education Support Staff and Volunteers in Nursery and Primary Schools, London, LGNTO.
Moyles, J. with Suschitzky, W. (1997) Jills of All Trades? Classroom Assistants in KSI Classes, London, ATL.
National Union of Teachers (NUT) (1998) Associate Staff Support for Teachers, London, NUT.
Office for National Statistics (ONS) (2003) Labour Force Survey, London, ONS.
Owen, C, Cameron, C. and Moss, P. (eds) (1998) Men as Workers in Services for Young Children: Issues of a Mixed Gender Workforce, London, Institute of Education, University of London.
Scottish Executive (2004) ‘Teacher recruitment’, www.scotland.gov.uk/about/ED/NED/00018096/page840959657.aspx, accessed 2 December 2006.
Strongman, M. and Mansfield, T. (2004) ‘Survey of parents’ perceptions of teaching assistants’ (unpublished study), Roche Community School, Cornwall.
Swann, W. and Hancock R. (2003) ‘Variations in primary school teaching assistant employment: a need for standardisation’ (unpublished paper) Milton Keynes, The Open University. Available from w.r.hancock@open.ac.uk
Teacher Training Agency (TTA) (2003) Qualifying to Teach: Handbook of Guidance, London, TTA.
Teacher Training Agency (TTA) (2004a) Meeting the Professional Standards: Handbook for Candidates, London, TTA.
Teacher Training Agency (TTA) 2004b) Professional Standards for Higher Level Teaching Assistants, London, TTA.
Wakefield, H. (2003) ‘Public servants’, Woman's Hour, BBC Radio 4, 15 November.
Welsh Executive (2002) Statistics for Wales [online] www.wales.gov.uk/keypubstatisticsforwalesheadline/content/schools (accessed 27 January 2005).
Wilson, V., Schlapp, U. and Davidson, J. (2002) More than ‘An Extra Pair of Hands’? Evaluation of the Classroom Assistant Initiative in Scotland, Glasgow, SCRE Centre, University of Glasgow.
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