Transcript www.pgce.soton.ac.uk

Working with
HLTAs/TAs
http://www.pgce.soton.ac.uk/SEN
Dr John Woollard
SEND Day 2015
Changing times in meeting
special educational needs in
the classroom
• Roles and responsibilities
• Practical activities
• Meeting ITT requirements
new for 2014…
Code of
Practice
HLTA
SNA SNT
TA
SENCo
LSA
SENCO
overseeing the day-to-day operation of the school's SEN policy
coordinating provision for children with special educational needs
liaising with and advising fellow teachers
managing learning support assistants
overseeing the records of all children with special educational needs
liaising with parents of children with special educational needs
contributing to the in-service training of staff
liaising with external agencies including the LEA’s support and
educational psychology services, health and social services, and
voluntary bodies.
(SEN Code of Practice)
HLTA
An HLTA is a teaching assistant who has
demonstrated that they have met 31 nationally
recognised standards.
Planning, preparing and delivering lessons
Assessing and reporting progress and attainment
TA
Teaching assistants are often used to take small
groups of children who need extra support in an area,
such as literacy or numeracy, out of a class.
This can also include work with children with special
educational needs (SEN), that the teacher cannot
always accommodate in a normal class.
LSA or SNA
Supporting the SENCo and class teacher
•develop a suitable programme of support
•carry out the programme, within or outside the classroom
•maintain the system of recording and monitoring of
progress
•provide feedback about pupils’ difficulties and/or progress
•write reports about the pupil/s’ progress
•participate in the evaluation of the support
•help adapt/find differentiated materials
•report any problems about arrangements or incidents
Meeting
requirements…
Teachers’ Standards
3 Demonstrate good subject and curriculum knowledge
•have a secure knowledge… address misunderstandings
•take responsibility for promoting high standards of literacy,
articulacy and the correct use of standard English
4 Plan and teach well structured lessons
•reflect systematically on the effectiveness of lessons and approaches to teaching
5 Adapt teaching to respond to the strengths and needs of all pupils
•know when and how to differentiate appropriately, using approaches which enable pupils to be taught
effectively
•have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to
overcome these
•know how to adapt teaching to support pupils’ education at different stages of development
•have a clear understanding of the needs of all pupils, including those with special educational needs;
those of high ability; those with English as an additional language; those with disabilities; and
be able to use and evaluate distinctive teaching approaches to engage and support them.
6 Make accurate and productive use of assessment
•make use of formative and summative assessment to secure pupils’ progress
•use relevant data to monitor progress, set targets, and plan subsequent lessons
8 Fulfil wider professional responsibilities
•develop effective professional relationships with colleagues,
knowing how and when to draw on advice and specialist support
•deploy support staff effectively
Part two: Personal and professional conduct
Teachers must have proper and professional regard for the ethos, policies and practices of the school in
which they teach…
Lesson planning &
lesson observation
implications
for planning
Classroom actions
and strategies
readability
multimedia
contract
positive reinforcement
sanctuary
differentiation by…
resource
grouping
pairing
expectation/product
response
planned intervention
outcome
support
progressive questioning
questions?
More information…
www.pgce.soton.ac.uk/SEND
plenary
6 key points
next slide
Working with HLTAs & TAs
http://www.pgce.soton.ac.uk/SEN
your: planning, resourcing,
teaching, assessing & reporting
how do you plan for SEND and meeting your professional requirements?
the pupils with
special educational needs
SEND Day 2015
who are your pupils with special educational needs?
working with
colleagues in school
who are your colleagues?
These notes can form part of your evidence base for
TS3 TS4 TS5 TS6 TS8 PT2 (as appropriate)
Action points on the back…