Research School Network: Considering the relationship between TA and Teacher A look at the EEF Guidance Report ​‘Making the Best use of Teaching Assistants’

Charlotte Scanlon

With experience working as a TA on my gap year, I was thrown into the deep end as to what a valuable and integral member of the classroom dynamic a teaching assistant is. As Rob Webster succinctly puts it in his blog for the Chartered College of Teaching the relationship between teacher and TA is underpinned by ​‘an almost-telepathic understanding of who needs to do what, with which children, and when.’ I certainly witnessed this during my time working alongside teachers before university; the knowing looks, the almost imperceptible changes made by teacher or TA to get the very best from every child and also the complete trust by both colleagues that the other knew what needed to happen at each moment of the day.

The EEF guidance report outlines seven Recommendations split into three areas:

• The effective use of TAs under everyday classroom conditions
• The effective use of TAs in delivering structured interventions out of class, and
• Integrating learning from work led by teachers and TAs

The effective use of TAs under everyday classroom conditions

Recommendation 1 – TAs should not be used as an informal teaching resource for low attaining pupils

The first Recommendation debunks a previous held belief that TAs can be used to substitute classroom teaching. Historically TAs have been used to take lower attaining pupils out of the classroom and teach them in parallel to the teacher with the whole class. It was previously thought that this small-group teaching was beneficial to the pupils, but research has shown that in fact it’s more beneficial to have TAs in the classroom with the teacher, supporting those pupils in tandem with the teacher’s role, it is crucial that pupils receive high-quality teaching (from the teacher) as their starting point, with TAs becoming the scaffolding partner in helping pupils to access whole-class teaching. It might be that the teacher is able to communicate what the learning for that lesson might be and as such the TA can prepare some helpful scaffolds, or consider what their role may be in supporting particular learners.

Recommendation 2 – Use TAs to add value to what teachers do, not replace them

This links to Recommendation two, as Webster’s blog describes, the choreography between teacher and TA needs to work and this dynamic needs to be developed to ensure that TAs role adds value to what the teacher is doing rather than being a replacement teacher. Previously TAs have been used ​‘stand in’ teachers and this has meant working in silo away from the whole class and teacher. By altering the classroom dynamic or plotting for moments where the TA and teacher rotate their roles, allows for enhanced learning for all pupils.

Setting up routines can also be helpful, as TA support I was deployed to ensure that the learning environment was ​‘ready for action’ whether that be getting the glitter and paints ready for a fun art activity or ensuring we had enough 2D shapes for all children to use them on their tables. In small subtle ways I also ensured I was helping pupils with their readiness to learn – did they have the right equipment on the table? Were they looking at the right page in the textbook? Sometimes a subtle nudge or hint was all that was required in my support of the teacher’s teaching and to keep that particular pupil on track.

Recommendation 3 – Use TAs to help pupils develop independent learning skills and manage their own learning

In the third Recommendation, the guidance suggests that TAs help pupils to develop their independent learning and to manage this on their own. We have all seen the scenario of a pupil becoming reliant on adult help, hoping the adult will provide the answer or solution in a straightforward manner. Teachers and TAs, as conscientious adults, have all fallen into the trap of providing this spoon-fed answer in an effort to help a student progress. However more collaborative and perceptive approaches are recommended. The EEF have created a helpful diagram suggesting ways of scaffolding support
and thus encouraging student independence.

Following the steps on the inverted pyramid can help pupils to develop their independent learning

Recommendation 4 Ensure TAs are fully prepared for their role in the classroom

Training and preparation for TAs (Recommendation 4) has shifted in recent years to becoming more and more prominent on the School CPD Calendar. If a TA and teacher are going to work seamlessly together, ensuring that both feel confident in their roles is important. Most recently I have seen training for TAs in using iPads in the classroom and specific SEND needs such as training on Autism and ADHD in the classroom. This knowledge is invaluable for TAs in the classroom, allowing them to feel empowered in their role but also being able to comment on areas of learning that they may previously have shied away from. With the influx of technology in the classroom, ensuring TAs receive the same training as teachers on hardware and software means that the classroom has double the knowledge and skill.

In my most recent role as Year 2 class teacher, it was integral to have weekly briefings with the team including the TAs to ensure the academic and pastoral priorities were aligned and that we all felt prepared to take on the following week of teaching! What we as teachers didn’t see on break duty was communicated by the TAs who saw what was happening in the playground far more regularly. This built the holistic understanding of the class and of their needs, it also meant that they were fully prepared for their role in the classroom. We were lucky we could carve out this dedicated time, and I realise it’s not a given in all schools, but prioritising even a small briefing together is beneficial for all.

The effective use of TAs in delivering structured interventions out of class

Recommendation 5 – Use TAs to deliver high quality one-to-one and small group support using structured interventions

Recommendation 6 – Adopt evidence-based interventions to support TAs in their small group and one-to-one instruction

Whilst there are many intervention programs that have been created for schools to utilise with TA support, a discerning approach to these should be advised. As the report discusses in Recommendations 5 and 6, no one program will suit every setting and adapting these or creating your own intervention program can be highly beneficial. Collectively, the research shows that the length of sessions is important as is ensuring these are sustained over a long period of time. Another critical aspect of interventions is that the links are made to their prior knowledge and future learning. These sessions should not just happen in isolation, they should be part of a sustained, well thought out plan for learning. We used a rotating timetable for English comprehension interventions in my Year 2 classroom, this allowed targeted, individualised support for the pupils who needed it most at that moment. Reflecting on interventions is also crucial as the impact should be monitored carefully to ensure maximum effect.

Integrating learning from work led by teachers and TAs

Explicit links (Recommendation 7) are critical in ensuring the interventions made by TAs are helpful. The EEF report notes that ​‘it should not be assumed that pupils can make sense of these links on their own’. It was certainly evident in my Year 2 classroom, that these links needed to be spelt out, pupils need to know why they were working on a specific concept and given the opportunity to link this to their current, prior and future knowledge to make that intervention worthwhile. Even when working with Y5 and 6 pupils and hearing from secondary colleagues, those dots need to be joined and communication is critical in helping pupils understand this. With younger pupils, or perhaps those with specific SEND needs, a moment to reflect on learning is helpful. With older pupils tracking back in textbooks, slideshows or their own exercise books can be beneficial.

To use Rob Webster dance partner analogy, it can be difficult to find the right partner and maintain seamless choreography, but having been in both roles as TA and teacher, the relationship between teacher and supporting staff is one to cherish and nurture.