Working with other adults. Working with parents.

December 3rd 2014Catherine Glantz

Objectives

• Be able to reflect on the ways you use your TA and other adults you work alongside and help you to add value to your teaching

• Be able to work in partnerships with parents with a shared goal of improving progress for children.

Who are other adults?

• TAs• HLTAs• Volunteers

Group task

• In groups discuss tasks that you allocate to your TA. Record the tasks on sugar paper.

• Feedback• How many of these move children's learning

forward/ has the most impact? Discuss.• Feedback

The TA Role…Their role is to help “Raise standards” by: Support for the pupil. Support for the teacher. Support for the curriculum. Support for the school. Support staff can help to: Raise the performance of individual pupils Provide coping strategies for pupils Assist in management of pupils behaviour Promote pupils’ independence Support the development of differentiated curricular

approaches to meet the diversity of pupils’ learning needs

Teachers’ Standards – 2012 and Ofsted 2013

Teaching Standards 2012:Two key strands of wider professional responsibilities:

Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support (8)

Deploy support staff effectively.(8)OFSTED Guidance 2013:• Outstanding Lesson: Teachers and other adults generate

high levels of engagement and commitment to learning across the whole school.

• Good Lesson: Teachers and other adults create a positive climate for learning in their lessons and pupils are interested and engaged.

Group Task

• Bearing in mind OFSTED criteria and TA standards , what do you think your role is in ensuring these are met?

• Feedback

DISS study ( The deployment and impact of support staff 2003-2008)

• Deployment • Preparedness• Practice

( Maximises The Impact Of Teacher Assistants)

Preparedness- Communication

• It is important that teachers and TAs have the opportunity for communication before lessons and for feedback afterwards.

Group task

• Consider barriers and solution to preparedness and record on sugar paper.

• Rotate to each table, read the list and add possible solutions.

Preparedness

Barriers Solutions

Preparedness hand out

• Complete hand out on your own.( pre – lesson preparation and post- lesson preparation)

• This is not for sharing but for you to reflect on your practice, bearing in mind the OFSTED criteria.

• Is your TA prepared?• How could you improve this?

Audit

3. Pre-lesson preparation 3.1 Opportunity for teacher-TA pre-lesson communication

1) No opportunity/time to communicate before lessons

2) Communication before lessons is brief and ad hoc

3) TA comes in early/stays behind after school to meet with teacher for briefing

4) Teacher and TA have scheduled time to meet (e.g. time for which TAs is paid)

3.2 Quality of preparation for TA (teachers’ lesson plans)

1) TA goes into lessons blind. No lesson plan provided

2) TA given lesson plan. No specific information about TA role given

3) TA given lesson plan. Limited information about TA role given (e.g. names of pupils to support)

4) TA given lesson plan. Specific information about TA role given (e.g. specific objectives/outcomes)

4. Post-lesson feedback

4.1 Opportunity for teacher-TA post-lesson communication

1) No opportunity/time to communicate after lessons

2) Communication after lessons is brief and ad hoc

3) TA comes in early/stays behind after school to meet with teacher for debriefing

4) Teacher and TA have scheduled time to meet (e.g. time for which TA is paid)

Sharing Learning objectives and outcomes

The TA needs to be clear about the learning objectives and learning outcomes for the lesson, ideally through a brief discussion with the teacher and possibly sharing the planning. She/he also needs to understand the ‘big picture’. How does this link with and build on previous learning? Where does it fit in? Where will the learning go next?

I didn’t understand what the task was

about. Sometimes I don’t know what the class are supposed to

be learning and I leave the lesson quite confused, never mind

the pupils!

Preparedness- Planning

• You will need to ensure that you plan lessons with an awareness of what it is you specifically want them to do.

• Lesson plans should make your intentions explicit• Your overview of the curriculum, extent of any unit of

work, and the sequential development of concepts and understanding, all contribute to an understanding of a lesson plan.

• OFSTED inspectors expect you to be clear about what you want pupils to learn, and TAs must know to.

Partnerships

• Be clear about the role you want the TA to take in your lessons, whom they are to support, which tasks they are to support, and what the expected outcomes are. Share lesson plans

• Share any strategies, techniques or key vocabulary you want TAs to use by modelling them to your whole- class teaching.

Modelling good communication skills in the classroom - YouTube

Interventions

• As an NQT you need to be familiar with how interventions are run in your school.

• Different models in each school.• Pre teaching and over learning to address misconceptions from

the morning/ bespoke interventions / commercial interventions• The message remains the same TAs need to be prepared and

have an understanding of the programmes.• Interventions must close the gaps in learning• Normally reviewed every 6 weeks.• TAs must feedback to the class teacher• Good communication is crucial

Deployment

• Use your TA in all parts of the lesson to take learning forwards.

During ‘Whole Class’ Teaching…• The teacher should designate where the TA would be best, it might be

that there are groups that do not need the input of others and might be able to split into a group… it might be that the TA can scaffold what the teacher is saying to specific groups/individual pupils…

• Ensure the TA knows where they are supposed to be.• Identify key pupils/groups and make them accessible to the TA• Don’t expect a TA to keep children focused when the time is too long or

the activity is inappropriate.• Use the TA as a role model – demonstrating appropriate behaviour.

Don’t allow the TA to distract the pupils – identify when they should intervene.

• Indicate that the TA should focus on the PUPILS not you as the teacher – they should already have ‘learnt’ what the lesson is about and shouldn’t need the input!

• Model with your TA

Small Group/Independent Work• Again, it is the teachers role to ensure TAs know what is expected of them

AND the pupils.• Make sure the assistant knows where to work with the child or group and

what resources they will need (in advance!)• Ensure that the assistant knows why they are working with a child or group

and what support to give (are they observing? facilitating? monitoring?)• If they are monitoring/working with a group they should be expected to

keep records of pupils progress as evidence to relay back to the teacher. • Ensure again that the assistant knows the LEARNING OBJECTIVE – this isn’t

the same as the activity, how will the assistant know if the pupil is successful (success criteria?)

• The assistant might worry that the purpose is completing the task, good communication regarding the objective/success criteria will allow them to focus on the learning rather than getting finished!

• Give them extension work/key questions to allow them to assess correctly the group they are working with.

Caution

• You may have a very experienced TA• Strike a balance between directing your TA /

listening to your TA• You need to maintain a professional

relationship and ‘direct’ your TA.

Group Work

• Discuss how you could use your TA in plenaries.

• Feedback

Reflection time

• Complete the ‘deployment questionnaire’• This is time for you to reflect• Share with your group if you wish• Changes you may need to make to your

planning? Deployment of your TA?

Deployment questionnaire1. Working in the classroom (to be completed by teachers and TAs)

1.1 During a typical school week, estimate the proportion of time (as a %) that you spend doing the following. Only provide a percentage score for item 6 if you are a TA. Ensure that your percentages add up to 100%.

1) Working with a pupil one-to-one %

2) Working with a small group (up to 5 pupils) %

3) Working with a larger group (between 6 and 10 pupils) %

4) Roving the classroom %

5) Leading the class %

6) (TAs only) Listening to teacher talk to the class %

7) Other (please specify) %

Total 100%

1.2 During a typical school week, estimate the proportion of time (as a %) that you spend doing the following. Ensure that your percentages add up to 100%.

1) Supporting higher attaining pupils %

2) Supporting average attaining pupils %

3) Supporting lower attaining pupils %

4) Supporting pupils defined as having SEN (e.g. those with a statement of SEN) %

5) Supporting mixed attainment groups %

Total 100%

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The ‘Velcro’ approach

The ‘Helicopter’

The ‘Bridge Builder’

Supporting Techniques…In-class support staff do not always permanently attach themselves to a child, instead adopting one or more of the following models with agreement of teaching staff and/or after discussion in planning process: • Relaying – in-class support staff move periodically between children identified as

being priorities for support due to additional needs. • Zoning – in-class support staff locate themselves near a group of children with

additional needs, monitoring and providing input when necessary. • Coaching – in-class support staff are temporarily assigned to an individual or small

group of children to guide them through a task that may prove particularly difficult (such as an extended writing or reading task when there are literacy difficulties).

• Facilitating – in-class support staff provide ‘drop-in support’ by setting up assistive technology or other specialised equipment in the classroom, adapting resources, helping a child to organise coursework / homework etc.

• Supervising – in-class support staff oversee the higher-ability / independent learners

• Safeguarding – in-class support staff monitor, and where necessary, assist in activities that pose a manageable risk to the health and safety of a child with an additional need, particularly those with visual impairment, a medical condition or a physical disability.

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• Emphasising task completion• Closing talk down• Over-prompting (spoonfeeding)• Over-controlling• Inaccuracies • Inadequate thinking and response time• Getting in way of peer interaction

Avoiding…

Things TAs find challenging…

Working with an unprepared

teacher.

Being expected to manage

behaviour on my

own.

Not knowing what I have to do or

where I’m supposed to be.

Lack of communication

about changes or resources.

Being expected to make

resources for specific pupils on

the spot.

Things TAs like…

Being given a lesson plan with

clear instructions.

Being given the opportunity to

discuss the pupils’ learning

after the lesson.

Being able to use initiative

but have guidance if

needed.

Communication in advance about the

lesson and

future lessons.

Working with different types of pupils (not

just SEN).

In summary…• The role of the Teaching Assistant is very important.

The effective deployment of support staff can make the difference between a child succeeding or failing. Much of the Teaching Assistant’s role is directed by the teacher, but an outstanding TA is also intuitive and responds to the needs of the children.

• It is important that both teacher and Teaching Assistant work together with the aim that all the children in the class are learning throughout the lesson. Children should make progress through suitably challenging activities and questioning. Thinking time is good; down time is not.

Next steps• Plan to meet with TA

• Set ground rules• Set time for formal discussion• Agree TA action in each part of lesson

• Reconsider class groupings• Identify TAs within planning

Break

Working with parents

Teaching standard 8Communicate effectively with parents with

regard to pupils’ achievements and well-being.

Partnership with parents

Group activity

• Why is it important to have a positive relationship with parents?

• Feedback

Group activity

• What is your role as a class teacher in building positive relationships?

• Feedback

Research

• “A positive parent-teacher relationship helps your child feel good about school and be successful in school,” advises Diane Levin, Ph.D., professor of education at Wheelock College. “It demonstrates to your child that he can trust his teacher, because you do. This positive relationship makes a child feel like the important people in his life are working together.”

• “The parents need information about what and how their child is learning, and the teacher needs important feedback from the parent about the child’s academic and social development”

Class teacher responsibility

Always remember that you are responsible for pupil progress, behaviour, attendance and safety.• Keep parents informed• Don’t wait until parent consultations• Work in partnership with parents to address any

issues as soon as they arise• Take advice from colleagues ( teaching standard 8-

develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support )

Building positive relationships

• Good communication( about their child, school, informed of key dates for events in school)

• Involved in child’s work- reading, homework• Volunteers – occasionally such as school trips,

regularly helping in the classroom • Use the skills of parents to enhance the

curriculum( Can be a hidden resource)• Workshops for parents• Attending school events – assemblies, coffee mornings

Communication

• Meetings-parents consultations• Books- home school books• Letters • Phone calls• Emails• Parent texts• After school/ before school meetingsCheck school procedures and policies!!

Family Workers

• To communicate / break down barriers• Provide groups and involve in school – family

learning , toddler groups, parenting classes• Home visits with Family Workers( follow

school procedures)

Group task

• In groups discuss reasons for holding a meeting with parents?

• FeedbackRemember: always follow school procedures and policies.

How can you safeguard yourself in parent meetings? Feedback

‘Hard to reach parents’

• What do we mean by this phrase?• Why might this be?• How might you overcome these barriers?• Feedback

Parent meetings- listening

• Group task- listening exercise. Discuss your journey to The Leagrave this morning. In triads. A=listens B= Speaks C=observes

• A clearly does not listen!• C to feedback• Swap• Feedback

Parent meetings

• Repeat / paraphrase what the parent has said to show understanding and empathy

• Group task- paraphrasing exercise. Discuss your favourite film / book. In triads. A=paraphrases B= speaks C=observes

• Swap• Feedback

Parent meetings

• Agree on actions (school, parent, child)• Always follow up (phone call, email, another

meeting) Check which method the parent prefers and check school procedures / policies.

Teachers TV: Communicating with Parents - Resources - TES

Final tips!

• Hopefully given you lots to reflect upon.• Check school policies and procedures• Seek advice from colleagues• Keep smiling!!! Thank-you! Catherine Glantz