What the resource is:
This video programme by Teachers TV provides an excellent example of in-house staff development, which is concerned with developing the professional relationship between teaching assistants and teachers. Set against the current agenda of workforce remodelling, this resource provides a stimulating range of ideas, which ITE tutors, managers in schools and Local Authority staff may find helpful. It should also be relevant to teaching assistants and teachers, who wish to establish and maintain an effective working relationship, as well as newcomers to the profession.
This resource immediately captures the viewer’s attention through its high quality, clarity of presentation and clear structure and organisation. It contains clips of the following activities:
Tasks:
- Ranking contentious statements regarding the teacher-teaching assistant relationship
- ‘Imagine you are in the other person’s shoes’
- Sorting attributes relating to teachers and teaching assistants
Scenarios (enacted):
- Classroom responsibilities
- Communication with parents
- Appropriate use of classroom assistant within school
The aims of the resource:
This resource aims to raise teachers’ and teaching assistants’ awareness of issues related to their respective roles and responsibilities and the nature of their working relationships. By using the example of a primary school’s staff development event the video provides a range of activities, which stimulate staff discussion and help clarify areas of ambiguity.
Key findings or focus:
The resource highlights the importance for teachers and teaching assistants to develop an effective, positive working relationship which is strengthened by four essential elements: ‘trust’, ‘respect’, ‘communication’ and ‘teamwork’.
The video emphasises the need for both teachers and teaching assistants to value each other as members of the children’s workforce, appreciate their respective roles and responsibilities and respect personal and professional boundaries in their interaction with each other.
The quality, authority and credibility of the resource:
Each activity invites participation and input from all staff and reflects a democratic, collaborative ethos. As such, it models the kind of relationship that is to be promoted between teachers and teaching assistants.
Furthermore, there is a balanced range of perspectives portrayed in the three scenarios enacted by two actors, which is complemented by the input provided by participating staff and the Assistant Headteacher, whose moderating comments conclude each activity.
It is also noteworthy that the issue of gender in relation to teaching assistants has duly been taken into account. By swapping the roles of ‘teacher’ and teaching assistant’, the male and female ‘actors’ represent both perspectives. Perhaps it would be helpful to also include an ethnic dimension.
The implications for ITE tutors/mentors:
This resource would be most effectively employed in the professional development of ITE tutors, mentors and induction tutors alike, who need to address the aspect of working with teaching assistants in the training and induction programme for trainees and newly qualified teachers to help them achieve the standards in relation to Professional Values and Practice.
The relevance to ITE students:
This resource will be particularly beneficial to newcomers to the profession. In order to achieve the QTS and Induction Standards new teachers are required to demonstrate effective working relationships with Adults other than Teachers (AOTs), and to understand the contribution that support staff and other professionals make to teaching and learning. The resource will particularly assist newly qualified teachers in developing an appreciation of the importance of establishing and maintaining positive working relationships with often more experienced teaching assistants and help them value the contribution they make to their own work as teachers, and to children’s learning.
Reviewed by:
Marion Jones
Related resources
Working with Teaching Assistants in Secondary Schools, DfES 2003 Ref.No.0115/2003. London:DfES
Cremin, H., Thomas, G. & Vincett, K. (2005) Working with teaching assistants:three models evaluated, Research Papers in Education, 20 (4), pp.413-432
Rice, J. (2003) Working with Teaching Assistants Feb.2003 Ref.No. 0148/2000, London: Department for Education and Skills (DFES)
Schlapp, U. & Davidson, J. (2003) Classroom Assistants in Scottish Primary Schools, Primary Practice 33, pp. 32-35