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Teacher aides (TAs) have been vital members of Aotearoa New Zealand schools for more than 50 years. Weâve learnt a lot about what good education looks like over that time, and we also know more about how TAs can have the most impact.
ERO was commissioned by the Ministry of Education and NZEI Te Riu Roa to find out about good TA practice and support. We started by looking at the evidence around what works, based on a wide range of research from Aotearoa New Zealand and overseas. Then we talked to TAs, teachers, principals, Special Education Needs Coordinators (SENCOs), Learning Support Coordinators (LSCs), Resource Teachers: Learning and Behaviour (RTLBs), learners, and whÄnau, from 11 diverse primary and secondary schools.
Not everyone will identify with the term âteacher aideâ. The TA role is called different things at different schools, for example, kaiÄwhina, teaching assistant, learning assistant, or inclusive learning assistant.
Our main report, Working together: How teacher aides can have the most impact, goes into detail about the research evidence that we refer to in this guide. We also wanted to support real change through practical resources, including this guide for teachers. There are also guides for TAs, school leaders, school boards, and parents and whÄnau. These can all be downloaded from EROâs website, www.ero.govt.nz
This guide has practical strategies and ideas, narrative examples, practices to avoid, and reflective questions that will be useful for primary and secondary school teachers.
The four sections focus on the key areas of TA practice that are highlighted in the research.
When we talk about individuals with learning support needs, we mean learners that require support for disabilities or specific health, behaviour, or learning needs. Â
Keep in mind that not all TAs work in these four key areas, and some TAs may work across a combination of areas. The TA role is diverse, and responsibilities will look different depending on classroom, school, and community contexts. It will be important to reflect as a team, about practices that are right for your school.
Teacher aides (TAs) have been vital members of Aotearoa New Zealand schools for more than 50 years. Weâve learnt a lot about what good education looks like over that time, and we also know more about how TAs can have the most impact.
ERO was commissioned by the Ministry of Education and NZEI Te Riu Roa to find out about good TA practice and support. We started by looking at the evidence around what works, based on a wide range of research from Aotearoa New Zealand and overseas. Then we talked to TAs, teachers, principals, Special Education Needs Coordinators (SENCOs), Learning Support Coordinators (LSCs), Resource Teachers: Learning and Behaviour (RTLBs), learners, and whÄnau, from 11 diverse primary and secondary schools.
Not everyone will identify with the term âteacher aideâ. The TA role is called different things at different schools, for example, kaiÄwhina, teaching assistant, learning assistant, or inclusive learning assistant.
Our main report, Working together: How teacher aides can have the most impact, goes into detail about the research evidence that we refer to in this guide. We also wanted to support real change through practical resources, including this guide for teachers. There are also guides for TAs, school leaders, school boards, and parents and whÄnau. These can all be downloaded from EROâs website, www.ero.govt.nz
This guide has practical strategies and ideas, narrative examples, practices to avoid, and reflective questions that will be useful for primary and secondary school teachers.
The four sections focus on the key areas of TA practice that are highlighted in the research.
When we talk about individuals with learning support needs, we mean learners that require support for disabilities or specific health, behaviour, or learning needs. Â
Keep in mind that not all TAs work in these four key areas, and some TAs may work across a combination of areas. The TA role is diverse, and responsibilities will look different depending on classroom, school, and community contexts. It will be important to reflect as a team, about practices that are right for your school.
Generalised classroom support means that TAs work with learners across the class while teachers work more regularly with those students that need extra support. To do this, TAs need to have good information about lesson plans and intentions and be confident to have good-quality interactions. Teachers also need to be confident to support the diverse range of learning needs in their class.
Understandings about good TA practice have changed over time. It used to be common practice for TAs to spend most or all of their time working closely with learners who have support needs, and even overseeing and adapting their learning. Though this model was put in place with good intentions, we now know that this kind of support is strongly linked to poor learning and wellbeing outcomes.
In specific cases where constant side-by-side support for a learner is necessary, their teaching and learning should be still teacher-led, rather than overseen by TAs.
When TAs support learning across the class, teachers are able to work more regularly with learners that need extra support, which benefits these learners. However, time and resource pressures, low teacher confidence, and parent expectations can make it difficult for schools to embed this model in practice.
For TAs to support the wider class, they need to have a good understanding of learning plans and intentions. Research shows that this requires teachers to actively work with TAs to ensure theyâre well-equipped. Teachers also benefit from the expertise and insights of TAs, especially in cases where teachers are still building their confidence to work with students with learning support needs. Â
Tip: Teachersâ confidence affects learningÂ
EROâs recent evaluation of education for disabled learners in schools showed that many teachers are still leaving planning and adaptations up to TAs. Some teachers also reported feeling underprepared, unconfident, reluctant or fearful about supporting these studentsâ learning. If this sounds like your class, a next step could be to work with learning support staff, other experts, and whÄnau to build your capability to support the diverse learning needs of your learners.
Itâs important that teachers take the lead in moving their classroom on from traditional side-by-side support. A good rule of thumb is for teachers to spend at least as much time working with students that have learning support needs as they do working with other learners. This is true whether or not teachers are released for a portion of their hours specifically to do this. Some teachers might need to grow their understandings and confidence around learnersâ diagnoses and support needs.
âTAs are encouraged, where possible, to keep lower achieving children to teachers. The TAs roam around. As skilled as our TAs are, weâre the ones with the teaching degree. Parents need to see we work with their children as well.â (SENCO/Teacher)
Working across the class can be a big change for TAs who are used to spending most of their time working closely with a few students. Teachers can support TAs by modelling, training, and encouraging TAs around good interaction strategies that will help them to support a wider range of learners. TAs might also need help to understand and implement culturally responsive practices.
âMaybe 10 years ago our perspective was that [TAs] were there to help the child finish the work, stay on task.â (Principal)
Tip: Quality TA interactions matter
When TAs focus on task completion rather than learning, use yes/no questions, repeat exactly what teachers just said, or give answers and hints, interactions are not effective and there are negative impacts on studentsâ learning.Â
If this sounds like your class, a next step could be to support TAs to build more useful interaction practices, through modelling and professional discussion. Good TA interactions include practices like open questioning, wait time, offering the least amount of support first, and facilitating peer-to-peer learning.Â
TAs need a good understanding of what is being taught each day. Without that key information, TAsâ interactions can end up being focused on task completion, and thatâs not good for learners. Teachers can support TAs to have responsive and useful interactions by taking the time to ensure TAs understand lesson plans and objectives, intended learning outcomes, and what their feedback should look/sound like.Â
âIn the long run, the benefit of putting some time aside to plan, evaluate, work collaboratively, will mean the programme will work so much better. Benefits are enormous if you make time to do it.â (Principal)
ERO spoke to schools that use a generalised classroom support approach. We wanted to know about the practical strategies that theyâve found useful.
 âThat child is actually my responsibility, and I need to build that relationship with that child.â (Teacher)
"The children understand that the learning assistant's voice carries the same weight as the teacher's ⌠Donât create a them-and-us mentality in the students.â (Teacher)
 â[The teacherâs] learnt that, just tell me beforehand, five minutes before so I can get my head around it. In the mornings we have short five, ten minutes to catch up. For example, weâre doing maths today, geometry, hereâs the sheet. Then I know the expectations.â (TA)
âWe find that what works is modelling and reflecting, discussing good practice, answering questions. Itâs about being side by side rather than expert and learner. You find you develop better relationships and you get more out of that. Itâs built through regular contact, modelling, and being a learner with them. All the stuff that works in the classroom too.â (RTLB)
In an urban primary school with a high-Pacific roll, regular time is set aside for TAs and teachers to connect. This, combined with a school culture of positive and non-hierarchical relationships, means collaborative classroom practices flow easily between teachers and TAs.
âWe work like a team, inside the classroom and out.â (TA)
Every morning, teachers meet briefly with TAs to discuss studentsâ learning and plan for the day ahead. This equips TAs for their interactions that day. During class time, TAs rotate working with different groups of learners, spending concentrated time with each of the learners, and using quality interaction skills.
â[TA uses questioning strategies like] âTell me moreâ âWhat else?â âDoes anybody have anything to add on?â âWhat do YOU think?ââ (Teacher)
At other times, TAs support the majority of the class in large-group activities, while teachers work intensively with small groups.
Because a large proportion of the school roll is Pacific, TAs from a range of Pacific communities are thoughtfully matched with classes. Their cultural and community insights play a big role in daily planning, supporting teachers to tailor their plans and interactions.
"Non-verbal cues are picked up a lot quicker when you're members of the same culture." (Teacher)
Teachers model good practices, and TAs reflect on these at weekly get-togethers with their SENCO.
âOur teachers are mentoring the learning assistants. When we meet on Tuesdays, they share the different strategies they see from working with their teacher. They always have a lot to share, about how the teacher connects with the class.â (Teacher/SENCO)
Generalised classroom support means that TAs work with learners across the class while teachers work more regularly with those students that need extra support. To do this, TAs need to have good information about lesson plans and intentions and be confident to have good-quality interactions. Teachers also need to be confident to support the diverse range of learning needs in their class.
Understandings about good TA practice have changed over time. It used to be common practice for TAs to spend most or all of their time working closely with learners who have support needs, and even overseeing and adapting their learning. Though this model was put in place with good intentions, we now know that this kind of support is strongly linked to poor learning and wellbeing outcomes.
In specific cases where constant side-by-side support for a learner is necessary, their teaching and learning should be still teacher-led, rather than overseen by TAs.
When TAs support learning across the class, teachers are able to work more regularly with learners that need extra support, which benefits these learners. However, time and resource pressures, low teacher confidence, and parent expectations can make it difficult for schools to embed this model in practice.
For TAs to support the wider class, they need to have a good understanding of learning plans and intentions. Research shows that this requires teachers to actively work with TAs to ensure theyâre well-equipped. Teachers also benefit from the expertise and insights of TAs, especially in cases where teachers are still building their confidence to work with students with learning support needs. Â
Tip: Teachersâ confidence affects learningÂ
EROâs recent evaluation of education for disabled learners in schools showed that many teachers are still leaving planning and adaptations up to TAs. Some teachers also reported feeling underprepared, unconfident, reluctant or fearful about supporting these studentsâ learning. If this sounds like your class, a next step could be to work with learning support staff, other experts, and whÄnau to build your capability to support the diverse learning needs of your learners.
Itâs important that teachers take the lead in moving their classroom on from traditional side-by-side support. A good rule of thumb is for teachers to spend at least as much time working with students that have learning support needs as they do working with other learners. This is true whether or not teachers are released for a portion of their hours specifically to do this. Some teachers might need to grow their understandings and confidence around learnersâ diagnoses and support needs.
âTAs are encouraged, where possible, to keep lower achieving children to teachers. The TAs roam around. As skilled as our TAs are, weâre the ones with the teaching degree. Parents need to see we work with their children as well.â (SENCO/Teacher)
Working across the class can be a big change for TAs who are used to spending most of their time working closely with a few students. Teachers can support TAs by modelling, training, and encouraging TAs around good interaction strategies that will help them to support a wider range of learners. TAs might also need help to understand and implement culturally responsive practices.
âMaybe 10 years ago our perspective was that [TAs] were there to help the child finish the work, stay on task.â (Principal)
Tip: Quality TA interactions matter
When TAs focus on task completion rather than learning, use yes/no questions, repeat exactly what teachers just said, or give answers and hints, interactions are not effective and there are negative impacts on studentsâ learning.Â
If this sounds like your class, a next step could be to support TAs to build more useful interaction practices, through modelling and professional discussion. Good TA interactions include practices like open questioning, wait time, offering the least amount of support first, and facilitating peer-to-peer learning.Â
TAs need a good understanding of what is being taught each day. Without that key information, TAsâ interactions can end up being focused on task completion, and thatâs not good for learners. Teachers can support TAs to have responsive and useful interactions by taking the time to ensure TAs understand lesson plans and objectives, intended learning outcomes, and what their feedback should look/sound like.Â
âIn the long run, the benefit of putting some time aside to plan, evaluate, work collaboratively, will mean the programme will work so much better. Benefits are enormous if you make time to do it.â (Principal)
ERO spoke to schools that use a generalised classroom support approach. We wanted to know about the practical strategies that theyâve found useful.
 âThat child is actually my responsibility, and I need to build that relationship with that child.â (Teacher)
"The children understand that the learning assistant's voice carries the same weight as the teacher's ⌠Donât create a them-and-us mentality in the students.â (Teacher)
 â[The teacherâs] learnt that, just tell me beforehand, five minutes before so I can get my head around it. In the mornings we have short five, ten minutes to catch up. For example, weâre doing maths today, geometry, hereâs the sheet. Then I know the expectations.â (TA)
âWe find that what works is modelling and reflecting, discussing good practice, answering questions. Itâs about being side by side rather than expert and learner. You find you develop better relationships and you get more out of that. Itâs built through regular contact, modelling, and being a learner with them. All the stuff that works in the classroom too.â (RTLB)
In an urban primary school with a high-Pacific roll, regular time is set aside for TAs and teachers to connect. This, combined with a school culture of positive and non-hierarchical relationships, means collaborative classroom practices flow easily between teachers and TAs.
âWe work like a team, inside the classroom and out.â (TA)
Every morning, teachers meet briefly with TAs to discuss studentsâ learning and plan for the day ahead. This equips TAs for their interactions that day. During class time, TAs rotate working with different groups of learners, spending concentrated time with each of the learners, and using quality interaction skills.
â[TA uses questioning strategies like] âTell me moreâ âWhat else?â âDoes anybody have anything to add on?â âWhat do YOU think?ââ (Teacher)
At other times, TAs support the majority of the class in large-group activities, while teachers work intensively with small groups.
Because a large proportion of the school roll is Pacific, TAs from a range of Pacific communities are thoughtfully matched with classes. Their cultural and community insights play a big role in daily planning, supporting teachers to tailor their plans and interactions.
"Non-verbal cues are picked up a lot quicker when you're members of the same culture." (Teacher)
Teachers model good practices, and TAs reflect on these at weekly get-togethers with their SENCO.
âOur teachers are mentoring the learning assistants. When we meet on Tuesdays, they share the different strategies they see from working with their teacher. They always have a lot to share, about how the teacher connects with the class.â (Teacher/SENCO)
Teacher aides can positively impact studentsâ learning by delivering highly structured, evidence-based programmes and interventions. For this to work, TAs need to be well supported with robust training, careful timetabling, and regular liaison with classroom teachers.
Good quality interventions are designed to be used in specific ways. The evidence shows that when TAs deliver interventions as instructed, based on robust training, there are positive impacts on learning. Research also shows that when TAs donât use the intended structure â for example, not using the resources, or condensing several short sessions into one long one â this has a negative impact on student learning.
âIt has to be run with fidelity. Thatâs the key word we use ⌠Making sure TAs are running programmes with fidelity, so progress for students is made. If a programme is intended to be run four days a week but is only run two days a week, this affects the progress of the student. If a TA is doing a structured literacy lesson, but missing out key parts, this impacts the student at the end of the intervention.â (RTLB)
Good quality intervention sessions are brief, regular, and well-paced. Careful timetabling is needed, to ensure sessions take place at times that have no or minimal disruption to learnersâ classroom learning, participation, and belonging.
Interventions work best when they have meaning and relevance for learners. TAs should be explicit with learners about what they will be learning from the intervention, why they are doing so, what they can expect from sessions, and how this will relate to their regular classroom learning. This means that TAs need to have a good understanding of those things themselves.
âI basically back up what the teachers are teaching in class. So, where theyâre at with the teacher is what Iâm teaching, so itâs not new to them.â (TA)
TAs need robust training around how to deliver interventions â this is usually provided by learning support leaders or other experts. Teachers can also help TAs fine-tune their practices through professional discussions, observations, and modelling. Itâs also useful for TAs when teachers clarify why this intervention was chosen for particular learners â talking about the evidence base, or the assessments that led to this decision.
Intervention sessions are often timetabled by school leaders, rather than teachers, and decisions are based on resourcing, TA hours, and other factors. However, teachers can impact how their classroom lessons are going to work around those sessions. When planning, teachers should consider:
Teachers and TAs need regular opportunities to get together and plan, review and discuss intervention learning, and how that learning can connect to classroom lessons. However, EROâs recent evaluation of provision for disabled learners showed that 43 percent of TAs surveyed do not regularly meet with the classroom teacher.
To help learners get the most out of their sessions, teachers should communicate regularly with TAs about intervention learning. Teachers can also help learners make links across settings by talking with them about:
 âQuite often we talk about what programmes kids are doing with TAs. We give students a lot of voice about what they like.â (Teacher)
âSharing is a good thing. RTLB learning goals, theyâll be on [the shared drive]. Timetables, programmes, all on there. Thereâs a lot of discussion between teachers and TAs about what those programmes are. We all work together really, constantly having discussions each day about what kids have done in their programmes that day. We bring problems to each other and try and find solutions.â (SENCO)
ERO spoke to schools that use structured interventions, delivered by TAs. We wanted to know about the practical strategies that theyâve found useful.
 â[At secondary school,] with the age of our students, they can feel quite whakamÄ about being taken away and working one-on-one, so we try where possible if there are any interventions...that they are within their learning space.â (LSC)
 âWe make sure we donât just do a random different topic. We look at the context of the modules and try and fit that in where possible.â (LSC)
âSome kids will have arrived that day and theyâre really not in the headspace to do much. So you kind of have to adapt to that. You need to pick that up and say theyâre not listening today, weâre not going anywhere with this.â (TA)
Teachers, TAs, and leaders at this primary school have built a collaborative approach to structured literacy interventions. This started with shared training in the programme, for TAs and teachers together. The school maintains a sense of joint effort with regular meetings that focus on interventions.
Teachers and TAs work together to responsively match the content of intervention sessions with the studentsâ classroom learning.
âThe classroom teacher takes the programme first. Then the TA follows up, for example, paragraphs â TAs would follow up on that specific content ⌠[they are] not giving kids new information; the TA is going over whatâs already been taughtâ (LSC).
Teacher aides from the school agreed that their sessions are all about enhancing, not replacing, classroom learning. They shared ways that teachers take an active role in ensuring that learners can benefit from relevant, timely intervention sessions:
âWe use a notebook for them â and if the teacherâs seen them first then she jots down what the tricky part was for the day, what the focus was in that lesson, and then when Iâm with the child I take that notebook as well and I back that up â and vice versa. If I see them first Iâm writing the notes in this notebook that goes back to the class with that student, and the teacher sees⌠and she backs it up and does sentence writing or work writing using that particular area where the focus was.â (TA)Â
âSay I go to a classroom at ten oâclock, [the teacher] makes sure sheâs already seen those children before I come at ten oâclock, and then Iâm taking them after that ⌠Theyâre always getting double time.â (TA)
Teacher aides can positively impact studentsâ learning by delivering highly structured, evidence-based programmes and interventions. For this to work, TAs need to be well supported with robust training, careful timetabling, and regular liaison with classroom teachers.
Good quality interventions are designed to be used in specific ways. The evidence shows that when TAs deliver interventions as instructed, based on robust training, there are positive impacts on learning. Research also shows that when TAs donât use the intended structure â for example, not using the resources, or condensing several short sessions into one long one â this has a negative impact on student learning.
âIt has to be run with fidelity. Thatâs the key word we use ⌠Making sure TAs are running programmes with fidelity, so progress for students is made. If a programme is intended to be run four days a week but is only run two days a week, this affects the progress of the student. If a TA is doing a structured literacy lesson, but missing out key parts, this impacts the student at the end of the intervention.â (RTLB)
Good quality intervention sessions are brief, regular, and well-paced. Careful timetabling is needed, to ensure sessions take place at times that have no or minimal disruption to learnersâ classroom learning, participation, and belonging.
Interventions work best when they have meaning and relevance for learners. TAs should be explicit with learners about what they will be learning from the intervention, why they are doing so, what they can expect from sessions, and how this will relate to their regular classroom learning. This means that TAs need to have a good understanding of those things themselves.
âI basically back up what the teachers are teaching in class. So, where theyâre at with the teacher is what Iâm teaching, so itâs not new to them.â (TA)
TAs need robust training around how to deliver interventions â this is usually provided by learning support leaders or other experts. Teachers can also help TAs fine-tune their practices through professional discussions, observations, and modelling. Itâs also useful for TAs when teachers clarify why this intervention was chosen for particular learners â talking about the evidence base, or the assessments that led to this decision.
Intervention sessions are often timetabled by school leaders, rather than teachers, and decisions are based on resourcing, TA hours, and other factors. However, teachers can impact how their classroom lessons are going to work around those sessions. When planning, teachers should consider:
Teachers and TAs need regular opportunities to get together and plan, review and discuss intervention learning, and how that learning can connect to classroom lessons. However, EROâs recent evaluation of provision for disabled learners showed that 43 percent of TAs surveyed do not regularly meet with the classroom teacher.
To help learners get the most out of their sessions, teachers should communicate regularly with TAs about intervention learning. Teachers can also help learners make links across settings by talking with them about:
 âQuite often we talk about what programmes kids are doing with TAs. We give students a lot of voice about what they like.â (Teacher)
âSharing is a good thing. RTLB learning goals, theyâll be on [the shared drive]. Timetables, programmes, all on there. Thereâs a lot of discussion between teachers and TAs about what those programmes are. We all work together really, constantly having discussions each day about what kids have done in their programmes that day. We bring problems to each other and try and find solutions.â (SENCO)
ERO spoke to schools that use structured interventions, delivered by TAs. We wanted to know about the practical strategies that theyâve found useful.
 â[At secondary school,] with the age of our students, they can feel quite whakamÄ about being taken away and working one-on-one, so we try where possible if there are any interventions...that they are within their learning space.â (LSC)
 âWe make sure we donât just do a random different topic. We look at the context of the modules and try and fit that in where possible.â (LSC)
âSome kids will have arrived that day and theyâre really not in the headspace to do much. So you kind of have to adapt to that. You need to pick that up and say theyâre not listening today, weâre not going anywhere with this.â (TA)
Teachers, TAs, and leaders at this primary school have built a collaborative approach to structured literacy interventions. This started with shared training in the programme, for TAs and teachers together. The school maintains a sense of joint effort with regular meetings that focus on interventions.
Teachers and TAs work together to responsively match the content of intervention sessions with the studentsâ classroom learning.
âThe classroom teacher takes the programme first. Then the TA follows up, for example, paragraphs â TAs would follow up on that specific content ⌠[they are] not giving kids new information; the TA is going over whatâs already been taughtâ (LSC).
Teacher aides from the school agreed that their sessions are all about enhancing, not replacing, classroom learning. They shared ways that teachers take an active role in ensuring that learners can benefit from relevant, timely intervention sessions:
âWe use a notebook for them â and if the teacherâs seen them first then she jots down what the tricky part was for the day, what the focus was in that lesson, and then when Iâm with the child I take that notebook as well and I back that up â and vice versa. If I see them first Iâm writing the notes in this notebook that goes back to the class with that student, and the teacher sees⌠and she backs it up and does sentence writing or work writing using that particular area where the focus was.â (TA)Â
âSay I go to a classroom at ten oâclock, [the teacher] makes sure sheâs already seen those children before I come at ten oâclock, and then Iâm taking them after that ⌠Theyâre always getting double time.â (TA)
MÄori TAs can positively impact learning by modelling and promoting te reo MÄori, supporting the cultural understandings and practices of staff and learners, leading initiatives and school events, or taking a liaison role in the school community.
In English medium schools, TAs who speak te reo MÄori have expertise that can be used to support the knowledge and understanding of all staff and learners. Many TAs in Aotearoa New Zealand actively promote te reo MÄori in their school, with a range of effective formal and informal strategies, such as providing programmes, resources, advice, and modelling.
There are positive impacts on all studentsâ learning when MÄori TAs have a leadership role in te ao MÄori, kaupapa MÄori me ngÄ tikanga MÄori at the school. This can include providing advice and guidance around tikanga, leading community events, coordinating kapa haka and MÄori arts programmes, and making links with hapĹŤ and iwi to build localised bicultural practices that benefit all learners.
MÄori TAs are well-placed to support MÄori learners by building and drawing on good relationships, lived cultural understandings, and knowledge of learnersâ whÄnau and whakapapa. This might involve making connections with whÄnau, hÄpu, iwi, and community, providing targeted support, encouraging studentsâ learning, or helping address serious issues.
âI think our staff thought they had good relationships with whÄnau and iwi.â (Principal)
Tip: Teachers need to keep up their own learning and practice
Having experts on staff is great, but it doesnât mean that this aspect of teaching and learning is left up to them. As always, teachers should take personal responsibility for building their own culturally responsive practices; understanding and acknowledging the histories, heritages, languages, and cultures of tamariki me whÄnau MÄori; and for their own use of te reo me ngÄ tikanga MÄori. This is clearly set out in professional teaching standards.
Active, collegial support from teachers helps TAs to make an impact. Teachers can support MÄori TAs by:
A cultural expertise role should fit comfortably within a TAâs workload â not be an add-on. When making requests of MÄori TAs, teachers should find ways to mitigate any time and workload implications, remembering that their work may not always take place on school grounds or within school hours.
A whÄnau and community liaison role can come with a range of personal, social, and emotional challenges. Teachers can support TAs by checking in, offering collegial support, discussing challenges and solutions, or speaking up for TAs to other staff, leaders, or learners.
Valuing the taonga of cultural expertise and support
Research shows that school staff with cultural capital often feel obligated to take on extra work, which isnât always acknowledged by their school. As well as workload issues, staff report complex social and emotional pressures around:
Itâs crucial that teachers actively value and support those TAs who do choose to share the taonga of their culture, language, or connections with their school.
ERO spoke to schools that support MÄori TAs in cultural leadership and support roles. We wanted to know about the practical strategies that theyâve found useful.
âTheyâve really embraced the te reo MÄori. Because teacher stays in the classroom ⌠itâs a way of them getting to learn without getting separate PD. And itâs relevant for the age group theyâre teaching.â (TA)
âA child who had lost his mother, in a lot of pain, and he was autistic ⌠[the teacher] came to me and said, [TA], Iâm having trouble with [MÄori learner] â this is how he likes things done ⌠She made sure that when I approached him, I was approaching him with all of the knowledge that I needed.â- TA
âThis role makes you pretty close to the families, and MÄori families, they can get very close to you and some of them might end up just coming to you. Because of their school experiences. And so it can get heavy.â (TA)
At this school, a MÄori TA has a cultural expert role, focused on tamariki me whÄnau MÄori.
âThe other staff can see that itâs incredibly important â itâs skill and expertise that they donât have ⌠We canât do this, and weâve got someone pretty special in our mix that has that capacity.â (Principal)
This TAâs cultural role in the school started with leading te reo MÄori and kapa haka programmes alongside another MÄori staff member. Teachers quickly saw the positive impacts of kapa haka in learnersâ leadership skills, confidence, and engagement.
âKapa haka has been the biggest bridge, the best bridge ⌠Itâs a collective thing, so even our shy children excel.â (TA)
These days, teachers throughout the school value her expert guidance around tamariki MÄori learning, behaviour, and emotional regulation from a kaupapa MÄori perspective.
This TAâs in-class duties have been reduced to allow dedicated time for building relationships with whÄnau, and supporting those who have become disconnected from their whakapapa. Often, the TAâs key focus is rebuilding trust in the education system and in teachers, particularly around the use of te reo MÄori in all Aotearoa New Zealand schools.
âIt may not have been important in the past, but itâs important now, and making sure [whÄnau MÄori] understand that itâs changed, from when they went to school, and making sure that they understand that their children have access to everything that they missed out onâ (TA).
This TA affirms that these important conversations, and the closeness of these relationships, are rewarding and worthwhile in terms of positive impacts for tamariki MÄori â but emotionally taxing, personally. She shared that she is often approached about school matters on weekends, or at the supermarket; her role at the school has impacted her role in the community.
MÄori TAs can positively impact learning by modelling and promoting te reo MÄori, supporting the cultural understandings and practices of staff and learners, leading initiatives and school events, or taking a liaison role in the school community.
In English medium schools, TAs who speak te reo MÄori have expertise that can be used to support the knowledge and understanding of all staff and learners. Many TAs in Aotearoa New Zealand actively promote te reo MÄori in their school, with a range of effective formal and informal strategies, such as providing programmes, resources, advice, and modelling.
There are positive impacts on all studentsâ learning when MÄori TAs have a leadership role in te ao MÄori, kaupapa MÄori me ngÄ tikanga MÄori at the school. This can include providing advice and guidance around tikanga, leading community events, coordinating kapa haka and MÄori arts programmes, and making links with hapĹŤ and iwi to build localised bicultural practices that benefit all learners.
MÄori TAs are well-placed to support MÄori learners by building and drawing on good relationships, lived cultural understandings, and knowledge of learnersâ whÄnau and whakapapa. This might involve making connections with whÄnau, hÄpu, iwi, and community, providing targeted support, encouraging studentsâ learning, or helping address serious issues.
âI think our staff thought they had good relationships with whÄnau and iwi.â (Principal)
Tip: Teachers need to keep up their own learning and practice
Having experts on staff is great, but it doesnât mean that this aspect of teaching and learning is left up to them. As always, teachers should take personal responsibility for building their own culturally responsive practices; understanding and acknowledging the histories, heritages, languages, and cultures of tamariki me whÄnau MÄori; and for their own use of te reo me ngÄ tikanga MÄori. This is clearly set out in professional teaching standards.
Active, collegial support from teachers helps TAs to make an impact. Teachers can support MÄori TAs by:
A cultural expertise role should fit comfortably within a TAâs workload â not be an add-on. When making requests of MÄori TAs, teachers should find ways to mitigate any time and workload implications, remembering that their work may not always take place on school grounds or within school hours.
A whÄnau and community liaison role can come with a range of personal, social, and emotional challenges. Teachers can support TAs by checking in, offering collegial support, discussing challenges and solutions, or speaking up for TAs to other staff, leaders, or learners.
Valuing the taonga of cultural expertise and support
Research shows that school staff with cultural capital often feel obligated to take on extra work, which isnât always acknowledged by their school. As well as workload issues, staff report complex social and emotional pressures around:
Itâs crucial that teachers actively value and support those TAs who do choose to share the taonga of their culture, language, or connections with their school.
ERO spoke to schools that support MÄori TAs in cultural leadership and support roles. We wanted to know about the practical strategies that theyâve found useful.
âTheyâve really embraced the te reo MÄori. Because teacher stays in the classroom ⌠itâs a way of them getting to learn without getting separate PD. And itâs relevant for the age group theyâre teaching.â (TA)
âA child who had lost his mother, in a lot of pain, and he was autistic ⌠[the teacher] came to me and said, [TA], Iâm having trouble with [MÄori learner] â this is how he likes things done ⌠She made sure that when I approached him, I was approaching him with all of the knowledge that I needed.â- TA
âThis role makes you pretty close to the families, and MÄori families, they can get very close to you and some of them might end up just coming to you. Because of their school experiences. And so it can get heavy.â (TA)
At this school, a MÄori TA has a cultural expert role, focused on tamariki me whÄnau MÄori.
âThe other staff can see that itâs incredibly important â itâs skill and expertise that they donât have ⌠We canât do this, and weâve got someone pretty special in our mix that has that capacity.â (Principal)
This TAâs cultural role in the school started with leading te reo MÄori and kapa haka programmes alongside another MÄori staff member. Teachers quickly saw the positive impacts of kapa haka in learnersâ leadership skills, confidence, and engagement.
âKapa haka has been the biggest bridge, the best bridge ⌠Itâs a collective thing, so even our shy children excel.â (TA)
These days, teachers throughout the school value her expert guidance around tamariki MÄori learning, behaviour, and emotional regulation from a kaupapa MÄori perspective.
This TAâs in-class duties have been reduced to allow dedicated time for building relationships with whÄnau, and supporting those who have become disconnected from their whakapapa. Often, the TAâs key focus is rebuilding trust in the education system and in teachers, particularly around the use of te reo MÄori in all Aotearoa New Zealand schools.
âIt may not have been important in the past, but itâs important now, and making sure [whÄnau MÄori] understand that itâs changed, from when they went to school, and making sure that they understand that their children have access to everything that they missed out onâ (TA).
This TA affirms that these important conversations, and the closeness of these relationships, are rewarding and worthwhile in terms of positive impacts for tamariki MÄori â but emotionally taxing, personally. She shared that she is often approached about school matters on weekends, or at the supermarket; her role at the school has impacted her role in the community.
Effective learning support takes teamwork â from teachers, TAs, learning support staff, experts, learners, and whÄnau. In collaboration with others, TAs can play a key role in positively impacting studentsâ learning, wellbeing, peer connections, and independence.
As outlined earlier in this guide, evidence shows that itâs not good for learners when a TA is the main person responsible for planning or adapting their learning. However, TAs can play a key role in a collaborative approach that does work well for learners.
TAs need the right guidance and information from the right people, to fully understand how and when to use strategies, techniques, and resources. This might mean learning alongside teachers, as well as therapists, specialists, SENCOs, LSCs, and whÄnau. Plans are enriched when TAs contribute their own expertise and insights about learners.
Whenever TAs spend time with students with learning support needs, they have the opportunity to promote independence, encourage learners to make their own choices, and reduce the need for adult support over time. Useful strategies might include encouraging independent movement, prompting self-regulation, or focusing on learnersâ choices, preferences, and rights to dignity during care routines.
Students with learning support needs sometimes need extra help to connect with their peers. TAs can work with teachers and other experts to decide on targeted strategies to use in their interactions, as well as ways to arrange the classroom, resources, and lesson timetables. Useful TA strategies may include:
Involving TAs in planning meetings and documentation means that they can work as a team alongside teachers, experts, and whÄnau, towards joint goals. A good collaborative approach involves being explicit about roles and responsibilities. Itâs particularly important to be clear about what the expectations are for a TAsâ role in supporting student learning, promoting positive behaviour, and around de-escalation strategies.
To offer the right support, TAs need quality initial training (from specialists, therapists, resource teachers, whÄnau, or other experts), as well as ongoing opportunities to top up their learning and understandings. Teachers play an important role in embedding good TA practices through ongoing discussion, observation, and modelling.
Classroom environments should be purposefully arranged to support the learning, belonging, and full participation of all students. This may involve using special equipment and resources, in discussion with school leaders and experts. If possible, students with learning support needs shouldnât be seated next to TAs or away from their classmates. Peer learning can be promoted by matching students with friends or socially capable peers.
Class timetables should consider known patterns of fatigue or escalation, as well as ensuring that key lessons donât happen at times when learners have intervention sessions, therapist appointments, medication checks, or other routines.
Tip: Some strategies should be avoided
Research shows that some well-intentioned practices isolate learners and limit their agency and autonomy. Practices to avoid include:
ERO spoke to schools that use a collaborative approach to benefit students with learning support needs. We wanted to know about the practical strategies that theyâve found useful.
 âThey need to understand [the details of diagnoses] to be able to work with that child.â (Parent)
 âYour opinionâs valued. Itâs what I respect the most, because that hasnât always been my experience.â (TA)
 âIâve quite liked that meeting, being included. Itâs given me more of a feeling that itâs definitely a team effort, of people in and out of school. Itâs a good space to share whatâs been happening, ideas that are working.â (TA)
This school has embedded a team approach to their support for students with learning support needs.
At the start of each term, careful timetabling of classes and rosters draws on the insights of TAs.
âItâs about listening to what they have to say â they have valuable information.â (Principal)
Teachers and TAs meet up at least once a week to discuss learners. Planning is online and used for daily communication, and all teaching resources are shared.
Staff share a focus on supporting learnersâ autonomy, agency, and peer connections. They emphasise the importance of ânot hoveringâ around students that need extra supervision â inside the classroom and out:
âThere are a few high health needs children who need playground support. TAs stay just on the outskirts. If there is an issue, the kids are solving the problems. Kids being kids, if theyâre having an argument with a friend, the TA doesnât come in. Otherwise, kids donât want to go there again because an adult comes in. Another child with a nut allergy, she doesnât sit with TAs â sheâs still sitting with her peers.â (Teacher)
The SENCO, teachers, and TAs discuss specific ways they can reduce support over time. Theyâve found that it works best to start with a team brainstorm, and then figure out a team approach. They shared the following example:
âFor his first two years at school, [learner] had to be monitored at eating time. It was something he no longer needed, but wanted â because [adults] would talk to him or watch something on the iPad. There was a decision between the TA and I to transition away from that, for him to become a full member of the class. It did take a term. We took it in turns to wean ourself off. We would lessen the time that the TA would stay. Without him realising, the TA removed herself completely but I was there. For the last two terms, lunchtime and morning tea he has no supervision. And he doesnât ask for it, because we did it so gradually.â (Teacher)
Effective learning support takes teamwork â from teachers, TAs, learning support staff, experts, learners, and whÄnau. In collaboration with others, TAs can play a key role in positively impacting studentsâ learning, wellbeing, peer connections, and independence.
As outlined earlier in this guide, evidence shows that itâs not good for learners when a TA is the main person responsible for planning or adapting their learning. However, TAs can play a key role in a collaborative approach that does work well for learners.
TAs need the right guidance and information from the right people, to fully understand how and when to use strategies, techniques, and resources. This might mean learning alongside teachers, as well as therapists, specialists, SENCOs, LSCs, and whÄnau. Plans are enriched when TAs contribute their own expertise and insights about learners.
Whenever TAs spend time with students with learning support needs, they have the opportunity to promote independence, encourage learners to make their own choices, and reduce the need for adult support over time. Useful strategies might include encouraging independent movement, prompting self-regulation, or focusing on learnersâ choices, preferences, and rights to dignity during care routines.
Students with learning support needs sometimes need extra help to connect with their peers. TAs can work with teachers and other experts to decide on targeted strategies to use in their interactions, as well as ways to arrange the classroom, resources, and lesson timetables. Useful TA strategies may include:
Involving TAs in planning meetings and documentation means that they can work as a team alongside teachers, experts, and whÄnau, towards joint goals. A good collaborative approach involves being explicit about roles and responsibilities. Itâs particularly important to be clear about what the expectations are for a TAsâ role in supporting student learning, promoting positive behaviour, and around de-escalation strategies.
To offer the right support, TAs need quality initial training (from specialists, therapists, resource teachers, whÄnau, or other experts), as well as ongoing opportunities to top up their learning and understandings. Teachers play an important role in embedding good TA practices through ongoing discussion, observation, and modelling.
Classroom environments should be purposefully arranged to support the learning, belonging, and full participation of all students. This may involve using special equipment and resources, in discussion with school leaders and experts. If possible, students with learning support needs shouldnât be seated next to TAs or away from their classmates. Peer learning can be promoted by matching students with friends or socially capable peers.
Class timetables should consider known patterns of fatigue or escalation, as well as ensuring that key lessons donât happen at times when learners have intervention sessions, therapist appointments, medication checks, or other routines.
Tip: Some strategies should be avoided
Research shows that some well-intentioned practices isolate learners and limit their agency and autonomy. Practices to avoid include:
ERO spoke to schools that use a collaborative approach to benefit students with learning support needs. We wanted to know about the practical strategies that theyâve found useful.
 âThey need to understand [the details of diagnoses] to be able to work with that child.â (Parent)
 âYour opinionâs valued. Itâs what I respect the most, because that hasnât always been my experience.â (TA)
 âIâve quite liked that meeting, being included. Itâs given me more of a feeling that itâs definitely a team effort, of people in and out of school. Itâs a good space to share whatâs been happening, ideas that are working.â (TA)
This school has embedded a team approach to their support for students with learning support needs.
At the start of each term, careful timetabling of classes and rosters draws on the insights of TAs.
âItâs about listening to what they have to say â they have valuable information.â (Principal)
Teachers and TAs meet up at least once a week to discuss learners. Planning is online and used for daily communication, and all teaching resources are shared.
Staff share a focus on supporting learnersâ autonomy, agency, and peer connections. They emphasise the importance of ânot hoveringâ around students that need extra supervision â inside the classroom and out:
âThere are a few high health needs children who need playground support. TAs stay just on the outskirts. If there is an issue, the kids are solving the problems. Kids being kids, if theyâre having an argument with a friend, the TA doesnât come in. Otherwise, kids donât want to go there again because an adult comes in. Another child with a nut allergy, she doesnât sit with TAs â sheâs still sitting with her peers.â (Teacher)
The SENCO, teachers, and TAs discuss specific ways they can reduce support over time. Theyâve found that it works best to start with a team brainstorm, and then figure out a team approach. They shared the following example:
âFor his first two years at school, [learner] had to be monitored at eating time. It was something he no longer needed, but wanted â because [adults] would talk to him or watch something on the iPad. There was a decision between the TA and I to transition away from that, for him to become a full member of the class. It did take a term. We took it in turns to wean ourself off. We would lessen the time that the TA would stay. Without him realising, the TA removed herself completely but I was there. For the last two terms, lunchtime and morning tea he has no supervision. And he doesnât ask for it, because we did it so gradually.â (Teacher)
Teacher aide support makes a big difference to studentsâ learning and wellbeing. TAs boost learner outcomes by drawing on positive relationships, good training, collaborative practices, and cultural expertise.
But they canât do it alone. Responding to the diversity of learners in Aotearoa New Zealand classrooms takes real teamwork.
ERO identified what the national and international research says is good TA practice and support, along with how real schools have actually made it happen. The teacher aides, teachers, SENCOs, LSCs, senior leaders, and RTLBs that we spoke to were energised by the practices theyâd put in place, and saw how their efforts were paying off in the classroom and in their learnersâ outcomes. But they also acknowledged that making these shifts wasnât easy, especially at first.
 âPeople in education, thatâs all they do all day long is find solutions to really tricky problems. And different ways will work differently at different schools.â (TA)
For many schools, the first step is letting go of traditional ideas about the TA role, and moving on to more current understandings of good quality collaborative practice. This can mean a big change in mindset for many teachers, and for TAs themselves.
Most often, we heard that itâs good communication that makes things work. This means good information-sharing, valuing and respecting one anotherâs perspectives, defining roles and responsibilities, and getting really clear about the shared strategies that are going to make the most difference for learners.
Teachers work more closely with TAs, and more often, than other school staff do. This means that every day, teachers are in the position to set the scene for great TA practice â and for great outcomes for learners.
Teacher aide support makes a big difference to studentsâ learning and wellbeing. TAs boost learner outcomes by drawing on positive relationships, good training, collaborative practices, and cultural expertise.
But they canât do it alone. Responding to the diversity of learners in Aotearoa New Zealand classrooms takes real teamwork.
ERO identified what the national and international research says is good TA practice and support, along with how real schools have actually made it happen. The teacher aides, teachers, SENCOs, LSCs, senior leaders, and RTLBs that we spoke to were energised by the practices theyâd put in place, and saw how their efforts were paying off in the classroom and in their learnersâ outcomes. But they also acknowledged that making these shifts wasnât easy, especially at first.
 âPeople in education, thatâs all they do all day long is find solutions to really tricky problems. And different ways will work differently at different schools.â (TA)
For many schools, the first step is letting go of traditional ideas about the TA role, and moving on to more current understandings of good quality collaborative practice. This can mean a big change in mindset for many teachers, and for TAs themselves.
Most often, we heard that itâs good communication that makes things work. This means good information-sharing, valuing and respecting one anotherâs perspectives, defining roles and responsibilities, and getting really clear about the shared strategies that are going to make the most difference for learners.
Teachers work more closely with TAs, and more often, than other school staff do. This means that every day, teachers are in the position to set the scene for great TA practice â and for great outcomes for learners.
ERO worked with the Ministry of Education and NZEI Te Riu Roa to produce a range of useful resources.Â
Link |
Whatâs it about? |
Who is it for? |
Working together: How teacher aides can have the most impact |
The main report goes into detail about what good TA practice looks like, and how schools have made this work in practice |
TAs, teachers, leaders, and whÄnau Learning support staff, specialists, therapists, and the wider education sector |
A practical guide for teachers: What quality teacher aide practice looks like |
This guide sets out what good TA practice looks like, and practical actions for teachers to help make it happen |
Primary and secondary school teachers who work with TAs |
A practical guide for school leaders: What quality teacher aide practice looks like |
This guide sets out what good TA practice looks like, and practical actions for school leaders to help make it happen |
Principals, SENCOs, LSCs, and other school leaders at primary and secondary schools |
A practical guide for teacher aides: What quality practice looks like |
This guide sets out what good TA practice looks like, and what TAs can do to put these practices into action |
TAs at primary and secondary schools |
What you need to know about teacher aides: A guide for school boards |
This brief guide for school boards explains what TAs can offer their school, and the supports that need to be in place for them |
Board members at primary and secondary schools |
What you need to know about teacher aides: A guide for parents and whÄnau |
This brief guide for parents and whÄnau explains what they can expect from their school |
Parents and whÄnau of children who have TA support, at primary and secondary schools |
ERO worked with the Ministry of Education and NZEI Te Riu Roa to produce a range of useful resources.Â
Link |
Whatâs it about? |
Who is it for? |
Working together: How teacher aides can have the most impact |
The main report goes into detail about what good TA practice looks like, and how schools have made this work in practice |
TAs, teachers, leaders, and whÄnau Learning support staff, specialists, therapists, and the wider education sector |
A practical guide for teachers: What quality teacher aide practice looks like |
This guide sets out what good TA practice looks like, and practical actions for teachers to help make it happen |
Primary and secondary school teachers who work with TAs |
A practical guide for school leaders: What quality teacher aide practice looks like |
This guide sets out what good TA practice looks like, and practical actions for school leaders to help make it happen |
Principals, SENCOs, LSCs, and other school leaders at primary and secondary schools |
A practical guide for teacher aides: What quality practice looks like |
This guide sets out what good TA practice looks like, and what TAs can do to put these practices into action |
TAs at primary and secondary schools |
What you need to know about teacher aides: A guide for school boards |
This brief guide for school boards explains what TAs can offer their school, and the supports that need to be in place for them |
Board members at primary and secondary schools |
What you need to know about teacher aides: A guide for parents and whÄnau |
This brief guide for parents and whÄnau explains what they can expect from their school |
Parents and whÄnau of children who have TA support, at primary and secondary schools |