Teaching Assistant Development Programme

The Teaching Assistant Development Programme

This is a structured in-school/cross-school programme of training for TAs (and this would complement and extend the UCL TA training and introduction to MITA sessions). The aim is to increase the impact of teaching assistants on learning and pupil outcomes.

This programme is for TAs and leadership teams within primary, infant and junior schools who have identified the need for development of teaching assistants and/or who have an increased number of TAs new to role/new to post.

Structure of the programme

The programme will be delivered in school as four half-day training sessions across two terms (with the option of two additional subject knowledge sessions) and will focus on the following aspects:

  • Encouraging independence in learning
  • Providing effective feedback/securing effective interactions with pupils to support learning
  • Positive behaviour management strategies
  • Case study and professional reflection

In between each training session TAs will be given a gap task to complete, these will be brought back and discussed as part of the following session.

It will be expected that a member of the SLT is present at each training session and there will be a pre-training meeting with the headteacher and the allocated lead for the programme to outline the programme and expectations.

On completion of all four sessions TAs will receive a certificate acknowledging their attendance and the school will receive a certificate acknowledging their participation in the programme.

Outline of the Training Sessions

Session 1 will:

  • Provide a general overview and introduction to the programme
  • Explore strategies for developing children’s independence in learning
  • Provide time to look in more detail at the MITA scaffolding model and its use by TAs in supporting independent learning
  • Introduce the first gap task linked to trialling a method discussed with a particular group of pupils

Session 2 will:

  • Provide time for feedback and findings from gap task 1
  • Explore models for effective feedback, linked to the EEF research
  • Provide opportunities to reflect on the impact of current feedback to pupils
  • Allow TAs the opportunity to reflect on current approaches and identify next steps to increase the impact of the interactions they have with pupils on outcomes
  • Set the second gap task linked to increasing the impact of feedback

Session 3 will:

  • Provide time for discussion and outcomes from gap task 2 
  • Explore strategies for positive behaviour management 
  • Introduce ‘scenarios’ to explore and discuss regarding adult responses to particular situations 
  • Introduce the third gap task linked to the development of a case study linked to areas explored so far as part of the programme

Session 4 will:

  • Provide time for presentation of case studies linked to the impact of work developed so far 
  • Provide opportunities for TAs to reflect on their development and identify next steps, setting clear actions 
  • Allow the lead member of staff to identify how development will continue beyond the programme and draw up key actions 
  • Request evaluations to be made of the programme

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