Develop an induction programme
Suggestion for implementing the strategy ‘Developing systems and processes for teacher aide recruitment, induction, and ongoing professional learning’
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Develop an induction checklist
Develop an induction checklist
- The teacher aide job description matches the knowledge and skills of the teacher aide.
- The roles of teachers and teacher aides are clearly defined.
- The teacher aide has an induction to the school that includes introductions to key people, to policies such as the policy on confidentiality, and to resources, classrooms, playground areas, and rules.
- The teacher aide’s initial and ongoing professional learning programme is planned.
- Ongoing appraisal and feedback systems are set up for teacher aides.
- Communication systems are agreed.
- A process for inducting teacher aides into the classroom is agreed with teachers.
Source: Directing paraprofessional work, M.F Giangreco and M.B. Doyle (opens in a new tab/window)
Support the sharing of experiences and motivations
Support the sharing of experiences and motivations
Background
- What did you do before this?
- Have you been involved in this kind of work before?
- What made you want to be a teacher aide?
- What skills do you bring to this role?
- Have you had any professional development for being a teacher aide? If yes, when and what kind?
- How has previous training helped your work?
Perception of the role
- What activities have you done with children that you are proud of?
- What is most satisfying about your work?
- What is most difficult in your role?
- Have you any frustrations or issues?
- What else would you like to mention?
Communicat- ion channels
Communicat- ion channels
- social media, such as Facebook or Twitter
- noticeboards
- email, when support staff have access to computers
- daily verbal notices and staff meetings
- distribution of minutes from meetings
- bulletins
- newsletters
Source: Adapted from School support staff: Collectively making resources count (opens in a new tab/window)
Establish privacy protocols
Establish privacy protocols
- Discussions about students happen in private spaces, such as an office or classroom when students are not present.
- If a discussion arises in a public space, the conversation is stopped and moved to an appropriate space.
- Students are discussed only with people who require information about them for their work.
- Staff members, school issues, or student issues are discussed only with those in school directly involved in the situation.
- When teacher aides have responsibilities for discussing information about students with specialists, visiting teachers, and family/whānau, this is agreed and documented.
- School guidelines are followed when accessing or contributing to information about students for data collection, e-portfolios, or special needs registers.
Provide medical training if needed
Provide medical training if needed
Provide training for teacher aides when they are required to assist with medication, physical, and/or personal care for students.
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Useful resources
Useful resources
Teachers and teachers' aides working together: Module 1 – Who does what?
This module from the NZ resource, Teachers and teachers aides working together, includes a workbook for teachers and teacher aides to work through together to develop a shared understanding of their roles and to build an effective working partnership.
Teachers and teachers' aides working together: Module 2 – Keeping our work professional, confidential and safe
This module from the NZ resource, Teachers and teachers' aides working together, includes a workbook for teachers and teacher aides on ways to ensure confidentiality and student safety.
Example of survey questions on preparedness
This sample survey supports communication pathways between teachers and teacher aides. It covers feedback, interventions, and identifying opportunities for communication. It is from Maximising the impact of teaching assistants (2nd edition), a UK resource.
Publisher:
Next steps
More suggestions for implementing the strategy “Develop effective recruitment, induction, and PLD processes”:
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How to use this site
Guide to Index of the guide: Teacher aide practice
Strategies for action:
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Review and refine the TA's role and responsibilitiesShow suggestions for Review and refine the TA's role and responsibilities
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Develop effective recruitment, induction, and PLD processesShow suggestions for Develop effective recruitment, induction, and PLD processes
- Recruiting staff
- Develop an induction programme
- Provide flexible professional learning options
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Support and prepare teachers in their roleShow suggestions for Support and prepare teachers in their role
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Identify areas to build TA understanding and confidenceShow suggestions for Identify areas to build TA understanding and confidence
