Leading and coordinating learning and support for all students
Suggestion for implementing the strategy ‘Supporting and preparing teachers in their role’
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On this page:
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Go to top of current page: Leading and coordinating learning
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Lead and guide learning
Lead and guide learning
Planning for learning is determined by the teacher.
Discuss with teachers how you can support them in adopting this approach.
![10290 [Cycle-of-support-1.jpg]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/example-images/Cycle-of-support-1__ScaleMaxWidthWzEwODZd.jpg)
Source: Adapted from Causton-Theoharis, J. (2009). The Paraprofessional's Handbook for Effective Support in Inclusive Classrooms
Provide direction to teacher aides
Provide direction to teacher aides
Teachers provide teacher aides with information about lesson content.
Outline their role, who they are working with, the data to be collected, and the expected learning outcomes.
![10267 [DSC-1044.jpg]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/example-images/DSC-1044__ScaleMaxWidthWzEwODZd.jpg)
Source: Ministry of Education | Te Tāhuhu o te Mātauranga
Reduce student isolation or dependency
Reduce student isolation or dependency
Avoid approaches where teacher aides are assigned to specific pupils for long periods.
Encourage teachers to adopt approaches to ensure all students receive equal time working with the teacher, the teacher aide, their peers, and independently.
Consider how to give teacher aides a more visible and active role in teaching during whole-class delivery by, for example, inviting them to record answers on a whiteboard, or to demonstrate equipment.
Source: Adapted from Making best use of teaching assistants: Guidance report (opens in a new tab/window)
Optimise the physical layout to support belonging
Optimise the physical layout to support belonging
Use classroom layout and teacher aides support to encourage students’ learning and peer interaction.
Model effective approaches
Model effective approaches
Encourage teachers to take time to model approaches and give clear direction to teacher aides.
Useful resources
Useful resources
Module 3: Supporting students with complex needs
This module from Special Education Online includes a workbook for teachers and teacher aides to work through together. It focuses on how teacher aides can provide extra support for students’ communication needs and their physical and personal care.
Publisher: Ministry of Education NZ
Module 9: Creating inclusive classrooms
This module from Special Education Online includes a workbook and presentation for teachers and teacher aides to work through together to identify effective ways to create an inclusive learning environment.
Publisher: Ministry of Education NZ
Next steps
More suggestions for implementing the strategy “Support and prepare teachers in their role”:
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Introducing teacher aides to classroom culture and expectations
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Current page Leading and coordinating learning
Return to the guide “Supporting effective teacher aide practice ”
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How to use this site
Guide to Index of the guide: Autism and learning
Understand:
Strategies for action:
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Identify needs and ways to provide supportShow suggestions for Identify needs and ways to provide support
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Key areas of supportShow suggestions for Key areas of support
- Support communication
- Foster social interaction
- Minimise sensory challenges
- Support positive behaviour
- Support self-management
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Helpful classroom strategies years 1-8Show suggestions for Helpful classroom strategies years 1-8
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Helpful classroom strategies years 9-13Show suggestions for Helpful classroom strategies years 9-13
