Task links to learning outcome 1, assessment criteria 1.1 and 1.2.
* A description of the duties and responsibilities of your own work role. * * Title: Teaching Assistant * Post: Level 2 * * Main purpose of the job: I currently work as a Teaching Assistant at George Salter Academy. The main purpose of my job is to support pupils across the curriculum in class, making sure they have the best access to the curriculum. * * My duties and responsibilities here are: * * Whole class SEN support * Specific student support * Delivering literacy and reading programme * …show more content…
Delivering intervention scheme * Dinnertime supervision of Special Needs students * Preparing and adapting resources * Reading and scribing in exams * Running afterschool, Saturday and holiday clubs and activities * * * An explanation of the expectations about your own work role as expressed in relevant standards. * * The national occupational standards offer guidance on the wider aspects of competent performance. It also forms the basis for the NAPTA (national Association of Professional Teaching Assistants) Profiles, which some schools ask their teaching assistants to complete. Other models of performance which are accessible to teaching assistants include the local and national guidelines for codes of practice, which are provided by government bodies such as the DfE and Ofsted. These are obtainable through the school or through the DfEW and Ofsted websites. * * * * * * The Standards set within my work place are as follows: * * The role of Learning Support Assistants * * Support teaching is a form of collaboration between the class teacher and the LSA in order to produce the maximum accessibility to the curriculum for all students. * * The primary aim is to directly support those students who have been identified as having Special Educational Needs and who, without such support, are liable to find the mainstream classroom environment a stressful educational experience. * * LSA status in learning support is equal to that of the class teacher. * * Objectives: * 1. To ensure accessibility of material to all students, including those with learning difficulties. * 2. To enhance self-esteem by considering the student’s emotional needs particularly the need to maintain identity with his/her peer group. * 3. To make support acceptable by offering an effective, valuable and reliable service to students and subject teachers. * 4. To ensure shared responsibility of the students. * * The role of the LSA should, therefore, include the following functions: * * 1. To provide direct classroom support for those children identified as having Special Educational Needs. * 2. To provide students with a ‘contact person’ who will have the time to work through specific problems without the usual classroom pressure experienced by the subject specialist. * 3. To assist students with various learning strategies, study skills and homework assignments. * 4. To provide support to subject staff with the design and preparation of appropriate alternative source material based upon classroom observation of the specific needs of the designated students. * 5. To maintain consistent records, which indicate the work carried out and the progress made by the designated students. * 6. To assist the subject teacher in identifying and helping any other student in the class who may at times require additional support. * * * * Obviously dependent upon the hours that the LSA is contracted to work, a natural extension of their role is: * * • Running pre-school, post-school or lunchtime clubs.
* • Developing the resources bank in both the SEN department and with the SEN link teacher in each department. * • Joining Assistant Principal (Inclusion), SENCO, SEN Manager and colleagues in target setting surgeries/IEP target setting and reviews. * • In conjunction with the tutor and the student, helping to build a bridge between home and the academy. * * Guidelines for LSAs: * * 1. Read the student’s Statement/IEP. * 2. Never do anything that the child can actually manage - allow him to go through the conceptual process first. * 3. Pursue an understanding of the child, which may include seeking the advice from appropriate staff. * 4. Always work on the pupil’s strengths. * 5. Be approachable to students and staff. * 6. Empathise with the child. Try to identify what it is like to be that child; listen to both the child and the class teacher. * 7. Be positive. * 8. Try to keep a sense of humour. * * What makes an effective LSA? * * • patience * • care * • sense of fairness * • consistency * • sensitivity * • ability to learn from mistakes * •
flexibility * • versatility * • positive attitudes * • friendliness * • hard to shock * • a sense of humour * • enthusiasm * * * Practical Tips For the LSA * 1. Have confidence. 2. Get to know the pupil and his/her teaching staff. 3. Accept that this is a learning process for you as well as the pupil. 4. Don’t expect to know all the answers! 5. Avoid the temptation to do the work for the pupils; make them work. 6. Get as much information as possible to support a particular pupil. Don’t rely upon one briefing session from the subject teacher, but have an on-going dialogue. 7. Be sensitive to the pupil’s needs to be accepted by his/her peers. 8. If you don’t know something, be prepared to ask. 9. Keep records (LSA Logbooks) brief and to the point. 10. See yourself as part of the team and an important member of academy staff. 11. Know when to keep a ‘professional distance’. * * * *