Drawing on the lessons from one of the world's leading research and development efforts involving teaching assistants (TAs), this book is the authors' most authoritative text yet on how to design a whole school plan to improve TAs' deployment, practice and preparedness, and put it into action. The authors use robust theories and original research to explore an innovative and integrated approach to making the most of TAs, and recognising the valuable contributions they make to the classroom and the school.
Structured around a unique and empirically sound conceptual framework, this book provides essential principles, practical tools and workable strategies, developed through collaboration with hundreds of UK schools. It focuses on ensuring TAs can thrive in their role, and presents the tools and techniques needed to do so accessibly, and is illustrated with case studies on school and classroom practices.
Essential reading for all primary school leaders and SENCOs responsible for training and managing TAs, this book is also a useful resource for teachers and teaching assistants looking to optimise the TAs' contributions.
Used in combination with The Teaching Assistant's Guide to Effective Interaction, Maximising the Impact of Teaching Assistants in Primary Schools is a comprehensive and unrivalled guide to supporting school workforce improvement.
Autorentext
Rob Webster is an Associate Professor at UCL Institute of Education, London. He researches and writes about special educational needs and inclusion, and he developed the Maximising the Impact of Teaching Assistants programme.
Paula Bosanquet is a Senior Teaching Fellow in special educational needs at UCL Institute of Education, London. A former primary teacher, she has worked extensively as a trainer with teaching assistants, schools and local authorities.
Sally Franklin was a Senior Teaching Fellow at UCL Institute of Education, London, and now works as a SEND consultant, supporting schools in the UK and internationally.
Matthew Parker was a Senior Teaching Fellow at UCL Institute of Education, London, and now works as a school improvement consultant and expert advisor for inclusion.
Inhalt
Introduction
Chapter 1 The Case for Change: Why Primary School Leaders Need to Rethink the Role and Contribution of TAs
Chapter 2 Setting Your Vision
Chapter 3 Implementation Journeys: The Most Important Chapter of this Book
Chapter 4 Reviewing Current Practice
Chapter 5 Supplementing, Not Replacing, the Teacher: Deploying TAs Differently
Chapter 6 TAs' Interactions with Pupils: Scaffolding for Independence
Chapter 7 The Preparedness of TAs: Improving their Readiness for the Role
Chapter 8 Maximising the Impact of Structured Interventions Delivered by TAs
Chapter 9 Conclusions
Appendix A TA Deployment Policy Summary
Appendix B Teacher-TA Agreement Template