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Research School Network: Leading Teaching Assistants Explore the evidence associated with strategic deployment of TAs in schools

in-person


Leading Teaching Assistants

Explore the evidence associated with strategic deployment of TAs in schools

Tickets *

£ 150

* Limit 1 per person

Dates

13 January, 2022
13:00 - 16:00

Portland Spencer Learning Partnership Building
Birchover Road, Bilborough,
Nottingham - nottinghamshire

20 January, 2022
13:00 - 16:00

Portland Spencer Learning Partnership Building
Birchover Road, Bilborough,
Nottingham - nottinghamshire

7 February, 2022
13:00 - 16:00

Portland Spencer Learning Partnership Building
Birchover Road, Bilborough,
Nottingham - nottinghamshire

More info

Teaching Assistants are an integral part of the classroom and children’s learning journey. They make up a significant part of a school’s budget, but reports suggest that can have little to no effect on outcomes for children unless they are deployed in a meaningful way.

Evidence suggests that TAs can have a positive impact on academic achievement. However, effects tend to vary widely between those studies where TAs provide general administrative or classroom support, which on average do not show a positive benefit, and those where TAs support individual pupils or small groups, which on average show moderate positive benefits. The headline figure of one additional month’s progress lies between these figures.

Research that examines the impact of TAs providing general classroom support suggests that students in a class with a teaching assistant present do not, on average, outperform those in one where only a teacher is present.

This average finding covers a range of impacts. In some cases teachers and TAs work together effectively, leading to increases in attainment. In other cases pupils, particularly those who are low attaining or identified as having special educational needs, can perform worse in classes with teaching assistants (eg. becoming over-reliant on assistance).

This programme explores the evidence associated with strategic deployment of TAs in schools. Targeted at school leaders, including SENDCOs, the focus includes deployment in classrooms, intervention delivery and effective implementation of your strategy.

Benefit from one of our school’s experience of this programme; learn from their experience of strategically planning the deployment of TAs. Their holistic approach of effectively deploying TAs and using metacognition and self-regulated learning practices has had a positive effect on children’s progress and well-being as independent learners. What’s more, the teaching assistants report having greater job satisfaction and sense of purpose.

In some cases teachers and TAs work together effectively, leading to increases in attainment.…TAs can improve learning if they are trained and deployed carefully.” EEF Toolkit

This programme provides delegates time to consider how recommendations and best evidence can be translated into classroom practice. Practical strategies are explored and improvement activities designed between face-to-face days in order to embed this valuable professional development within the context of the delegates’ schools.

Session 1: 13th January 1- 4pm
Session 2: 20th January 1- 4pm
Session 3: 7th February 14pm

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