Improving Deployment of Learning/Teaching Support Assistants
Maximising the Benefits & Contributions from Support Teams
With the ever increasing pressures on schools, colleges and learning providers to use using teaching assistants and learning support workers (learning assistants) there is an urgent need to ensure that the potential benefits and contributions are being realised.
Whilst the deployment of non-teacher qualified staff has clear benefits for overstretched budgets and for increasing the quantity of student support, there is a real danger that poor implementation and/or ineffective team-working between teachers and learning assistants can have a detrimental effect on learning and in turn, both outcomes and inspection results.
This workshop explores and challenges existing delivery models for learning support and gets right into the core of the complexities of what learning assistants are actually doing as opposed to what they should and even more importantly, could do, and how their contributions can be maximised. The workshop also explores and challenges how teachers interface with learning assistants in order to identify and prioritise strategies for greater effective working.
This small group, highly interactive, discussion and challenge-driven workshop is designed for those involved with and/or responsible for the engagement, deployment and organisation of learning assistants. The workshop is also highly suitable for teachers, trainers and learning support teams including teaching assistants, support workers, learning assistants, instructors and/or technicians. Maximum benefits are obtained where an education provider runs this as internal staff development so that representatives from all related roles can participate.
Aims and objectives
By attending this workshop, participants will
- define the role of learning and teaching assistants
- explore the rationale and purpose of learning and teaching assistants
- debate opportunities and strategies for learning assistants to intervene or withdraw
- delineate & differentiate between the roles and skills of the teachers/trainers & learning and teaching assistant/s
- leave at the end of the day, with priorities for own and organisational development.
'I would advise that it is a worthwhile workshop, apllicable to numerous staff in different roles.'
ISA Manager, South Downes College
'Excellent 'must attend' valuable.'
D H Curriculum Service, City College Norwich
'Very useful. Many chances to ask questions and develop own understanding and ideas.'
LSA, Rochdale Sixth Form
'Thought provoking workshop which led to rich discussion and sharing of information. Leading to own interpretation was a great way of thinking creatively.'
SENCO, The Eastbourne Academy
1. Defining the Role of Learning & Teaching Assistants
In order to clarify and demystify any preconceived ideas, the workshop begins with the sharing current perceptions, practices and barriers whilst relating to theorists and practitioner reports. The key learning points arising will be used to inform strategies either during this session or future sessions in this workshop.
2. Exploring the Rationale and Purpose of Learning & Teachings Assistants
Much of the confusion experienced by all parties is lack of clarity about what learning assistants are meant to be doing, how well-coordinated learning sessions can be planned - and where teachers fit into the frame.
This session will utilise more activities to draw out the priorities and we anticipate delegates planning to review key areas such as job descriptions, course reviews, observation schemes, session plans etc. It is recommended that, in addition to the activities prepared and provided, participants bring examples of the above that they would like to work with during this session
3. Opportunities & Strategies for Learning and Teachings Assistants to Intervene or Withdraw
Having explored and debated the bases for best utilising learning assistants, this session then considers and explores in more depth how to prepare learners and teachers for when learning support is withdrawn. As with previous sessions, it is anticipated that delegates will have opportunities to summarise key learning points which inform strategies for either their own or their organisational development.
4. Delineating & Differentiating between the Roles and Skills
The roles of teachers and learning assistants may be different but also overlap. Expectations from both parties are often not met and on occasions this results in conflict, impacting on learners’ achievements. However, rarely are the skills required to carry out each rôle shared - or even identified. This session explores the skills-sets learning assistants require and how teachers and organisations can provide support to develop these valuable individuals and ultimately result in a greater experience for our learners.
This final session summarises the key outputs and learning points from the day’s discussion and interaction, highlighting what effective deployment means and looks like, in doing so the session also provides the time and opportunity for delegates to consider what needs to be done on return to work
Internal Staff Training and Development
This training workshop, along with most of our other best practice training workshops, can be delivered as an internal training course at your premises. Even with groups as small as 6-8 delegates, the course fees per person for internal training workshops can be lower than for open events. The potential savings are even greater, if the travel time and the travel costs of the delegates are included.
Running training workshops internally is very convenient and it allows the participants to explore how key issues will impact on them and their organization. Then as a team they can begin to agree upon a development action plan, with priorities. This approach is favoured by many of our clients as it combines a high quality service with excellent value for money and is a highly effective route for staff development.
Related Teaching - Improving Quality Workshops
- Improving Deployment of Learning/Teaching Support Assistants
- Meeting the Learning Assessment Requirements of the CIF
- Mentoring New & Trainee Teachers & Trainers
Certificates of Professional Development.
This course is recognised for CPD purposes by most professional institutes and associations including the Law Society, the CIM, the CMI, the ICAEW, the Institute of Learning and the CIPD. Formal Certificates of Professional Development will be issued by email to participants who successfully complete this course. These certificates will enable participants to evidence the update of their CPD records. The workshop will consider how to best apply the knowledge gained by the delegates upon their return to the workplace. This element of the programme is designed to maximise the benefits of attending and enable participants to make valued judgments when recording CPD activities