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Teacher aides in Aotearoa New Zealand have a wide range of valued roles and responsibilities. We know that they can enhance learner outcomes by drawing on positive relationships, good training, collaborative practices, and cultural expertise. But we also know that teacher aides canât do their best work without good support from their schools.
ERO was commissioned by the Ministry of Education and NZEI Te Riu Roa to find out what good teacher aide practice and support looks like. This report sets out four key areas of teacher aide practice that make a difference for learners â as well as what schools can do to set teacher aides up for success.
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. We also know a lot more than we used to about how TAs can make the most difference for learners.
This report is all about good TA practice and support, in real life, in our unique Aotearoa New Zealand context.
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. We heard that TAs and their schools are doing incredible, innovative work for learners. Their ideas, stories, strategies, and insights are collected in this report, alongside summaries of the research evidence base.
This report looks at four key areas of TA practice: generalised classroom support; delivering structured interventions; te ao MÄori cultural leadership and support; and collaboratively supporting students with learning support needs.
By shining a light on âwhat good looks likeâ, this report can inspire and support improved practices for TAs, classroom teachers, school leaders, learning support experts, and others.
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. Weâve used the term teacher aide/TA in this report to reflect the language used in Ministry of Education guiding documents.
This research builds off recent TA-focused work by the Ministry of Education and NZEI Te Riu Roa, who have been working to address pay inequities for TAs, to review how their funding works, and to improve their access to professional learning and career pathways.
Teacher aides in Aotearoa New Zealand have a wide range of valued roles and responsibilities. We know that they can enhance learner outcomes by drawing on positive relationships, good training, collaborative practices, and cultural expertise. But we also know that teacher aides canât do their best work without good support from their schools.
ERO was commissioned by the Ministry of Education and NZEI Te Riu Roa to find out what good teacher aide practice and support looks like. This report sets out four key areas of teacher aide practice that make a difference for learners â as well as what schools can do to set teacher aides up for success.
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. We also know a lot more than we used to about how TAs can make the most difference for learners.
This report is all about good TA practice and support, in real life, in our unique Aotearoa New Zealand context.
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. We heard that TAs and their schools are doing incredible, innovative work for learners. Their ideas, stories, strategies, and insights are collected in this report, alongside summaries of the research evidence base.
This report looks at four key areas of TA practice: generalised classroom support; delivering structured interventions; te ao MÄori cultural leadership and support; and collaboratively supporting students with learning support needs.
By shining a light on âwhat good looks likeâ, this report can inspire and support improved practices for TAs, classroom teachers, school leaders, learning support experts, and others.
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. Weâve used the term teacher aide/TA in this report to reflect the language used in Ministry of Education guiding documents.
This research builds off recent TA-focused work by the Ministry of Education and NZEI Te Riu Roa, who have been working to address pay inequities for TAs, to review how their funding works, and to improve their access to professional learning and career pathways.
This report is for teacher aides and the people that support their work. It draws on research and real life stories to shine a light on the key ways that teacher aides, teachers, leaders, whÄnau, and other experts can make the most of the TA role, to make a positive difference for learners.
Part of EROâs role is to share and promote good practice. TAs play a significant part in our school system, so the quality of TA practice can make a real difference for Aotearoa New Zealandâs learners. We hope to inspire improvements to the ways that schools work with TAs by shining a light on up-to-date, effective practices.
This study looks at good TA practices in our unique Aotearoa New Zealand context and what is needed to support TAs in their role. ERO worked alongside the Ministry of Education (MoE) and NZEI Te Riu Roa to explore:
To establish an evidence base of âwhat good TA practice looks likeâ, we started with a deep dive into the research from Aotearoa New Zealand and overseas. After checking our understandings with sector experts, we then we spoke to a selection of 11 schools about how they make good TA practices and support happen in real life. The schools represented a range of settings, communities, deciles, roll size, diversity, and urban and rural locations across Aotearoa New Zealand. As part of our interviews with schools, ERO spoke to:
We also looked at samples of assessment, planning, meeting notes, professional development resources, and policy documents from these schools.
This research is focused on TA practice in English-medium, non-fundholding schools. ERO is also publishing research focused on kura kaupapa MÄori, led by a specialist MÄori team in 2022. Research focusing on specialist schools is being planned for 2023. Â
While this report outlines some TA practices that the national and international research shows are particularly effective for supporting learners, it is important to keep in mind that the TA role is diverse and varied. Roles and responsibilities will look different depending on the classroom, school, and community contexts that each TA works within. This means that TA support may or may not be the right response for a particular schoolâs needs. It also means that there is no such thing as a âtypicalâ TA, and no one-size-fits-all approach to supporting them. Teacher aides, teachers, school leaders and other key actors should reflect on their schoolâs unique contexts when considering the practices outlined in this report.
This report is divided into six parts.
Part 1Â provides an overview of the teacher aide role, in Aotearoa New Zealand and more widely, and how understandings of good TA practice have changed over time.
Parts 2 to 5Â focus on four key areas of TA practice that national and international research highlight as particularly effective in supporting learners. For each area, we outline good practices and their benefits for learners, and what is needed to support these practices. We also provide real life strategies that TAs and schools find work well, and good practice examples.
Part 2 focuses on generalised classroom support. We set out the benefits of TAs working with the wider class, and enabling teachers to have quality interactions with those learners that need extra support.
Part 3 is about delivering structured interventions. We look at ways that TAs can support learning through short, highly structured sessions with individuals and small groups, using evidence-based programmes and interventions.
Part 4 is about te ao MÄori cultural leadership and support and how MÄori TAs can draw on their cultural expertise to support staff and learners.
Part 5 looks at collaboratively supporting students with learning support needs. We outline the main features of an effective, collaborative approach to supporting the learning and wellbeing of these students.
Part 6 concludes the report by summarising what we found from the schools we talked to. Then we share some useful resources for schools and whÄnau.
This report is part of a suite of resources about good practice and support for teacher aides. We have put together individual guides specifically targeted towards teacher aides, classroom teachers, school leaders (including learning support leaders such as SENCOs and LSCs), school boards, and parents and whÄnau. The guides include practical information, and reflective questions, and are intended to be useful for the specific interests and roles of each group.
There are links to the guides in the âUseful resourcesâ section of this report, or through EROâs website:Â www.ero.govt.nz
This report is for teacher aides and the people that support their work. It draws on research and real life stories to shine a light on the key ways that teacher aides, teachers, leaders, whÄnau, and other experts can make the most of the TA role, to make a positive difference for learners.
Part of EROâs role is to share and promote good practice. TAs play a significant part in our school system, so the quality of TA practice can make a real difference for Aotearoa New Zealandâs learners. We hope to inspire improvements to the ways that schools work with TAs by shining a light on up-to-date, effective practices.
This study looks at good TA practices in our unique Aotearoa New Zealand context and what is needed to support TAs in their role. ERO worked alongside the Ministry of Education (MoE) and NZEI Te Riu Roa to explore:
To establish an evidence base of âwhat good TA practice looks likeâ, we started with a deep dive into the research from Aotearoa New Zealand and overseas. After checking our understandings with sector experts, we then we spoke to a selection of 11 schools about how they make good TA practices and support happen in real life. The schools represented a range of settings, communities, deciles, roll size, diversity, and urban and rural locations across Aotearoa New Zealand. As part of our interviews with schools, ERO spoke to:
We also looked at samples of assessment, planning, meeting notes, professional development resources, and policy documents from these schools.
This research is focused on TA practice in English-medium, non-fundholding schools. ERO is also publishing research focused on kura kaupapa MÄori, led by a specialist MÄori team in 2022. Research focusing on specialist schools is being planned for 2023. Â
While this report outlines some TA practices that the national and international research shows are particularly effective for supporting learners, it is important to keep in mind that the TA role is diverse and varied. Roles and responsibilities will look different depending on the classroom, school, and community contexts that each TA works within. This means that TA support may or may not be the right response for a particular schoolâs needs. It also means that there is no such thing as a âtypicalâ TA, and no one-size-fits-all approach to supporting them. Teacher aides, teachers, school leaders and other key actors should reflect on their schoolâs unique contexts when considering the practices outlined in this report.
This report is divided into six parts.
Part 1Â provides an overview of the teacher aide role, in Aotearoa New Zealand and more widely, and how understandings of good TA practice have changed over time.
Parts 2 to 5Â focus on four key areas of TA practice that national and international research highlight as particularly effective in supporting learners. For each area, we outline good practices and their benefits for learners, and what is needed to support these practices. We also provide real life strategies that TAs and schools find work well, and good practice examples.
Part 2 focuses on generalised classroom support. We set out the benefits of TAs working with the wider class, and enabling teachers to have quality interactions with those learners that need extra support.
Part 3 is about delivering structured interventions. We look at ways that TAs can support learning through short, highly structured sessions with individuals and small groups, using evidence-based programmes and interventions.
Part 4 is about te ao MÄori cultural leadership and support and how MÄori TAs can draw on their cultural expertise to support staff and learners.
Part 5 looks at collaboratively supporting students with learning support needs. We outline the main features of an effective, collaborative approach to supporting the learning and wellbeing of these students.
Part 6 concludes the report by summarising what we found from the schools we talked to. Then we share some useful resources for schools and whÄnau.
This report is part of a suite of resources about good practice and support for teacher aides. We have put together individual guides specifically targeted towards teacher aides, classroom teachers, school leaders (including learning support leaders such as SENCOs and LSCs), school boards, and parents and whÄnau. The guides include practical information, and reflective questions, and are intended to be useful for the specific interests and roles of each group.
There are links to the guides in the âUseful resourcesâ section of this report, or through EROâs website:Â www.ero.govt.nz
Teacher aides have been in Aotearoa New Zealand schools for more than fifty years. Our understandings about how to provide a good education have grown over that time, and so have our understandings of how teacher aides can best contribute to studentsâ learning and wellbeing. In this section we look at the role of teacher aides, how and why understandings of good teacher aide practice have changed over time, and current understandings of good teacher aide practice.
Teacher aides play a major part in our school system. There are around 25,000 TAs employed across Aotearoa New Zealand, with at least one TA employed in over 96 percent of our schools.Â
Most TAs work part-time. The TA workforce is about 86 percent women and represents a wide range of ethnic and cultural groups. Nineteen percent of the TA workforce identifies as MÄori, and 8 percent as Pacific (2021 Ministry of Education payroll data).
In recent years, TAs have been the focus of increased attention in Aotearoa New Zealand. The MoE and NZEI Te Riu Roa have worked to address pay inequities for TAs, to review how their funding works, to fund their professional learning, and improve their access to career pathways.
The TA role is diverse and varied. In 2017-2019, NZEI Te Riu Roa and the MoE did an in-depth exploration of the complex role of TAs as part of a pay equity claim. They identified 16 âgeneral areas of responsibilityâ that TAs may undertake (see inset). These areas are wide-ranging: from delivering specific learning programmes to managing challenging behaviour, providing cultural support for students, and providing care and support for heath conditions. The study also identified valuable, âless visible skillsâ, particularly empathy/relationship skills, initiative, patience, and flexibility.1
There are no specific training requirements for working as a TA, and the workforce has a wide range of qualifications, experience, and expertise. Some TAs have relevant degrees or qualifications in social work or early childhood teaching, are bi- or multi-lingual, have cultural expertise that reflects the learning community of a school, or are parents of children with learning support needs.
TAs usually work closely with teachers and learners, and are supported by classroom teachers, LSCs, SENCOs, other leadership and teaching staff, as well as fellow TAs. TAs work under the direction of school leaders.
When TAs were first introduced to schools in the 1960s, their main two roles were: helping teachers with minor administrative or classroom set-up tasks; and working closely with disabled learners, learners with learning difficulties, or learners with physical, mental health, or behaviour issues.2Â When we talk about disabled learners, we mean children and young people with significant needs for ongoing support, adaptations, or accommodations to support their education. Not all members of this community might identify with this language. Weâve used this term based on rigorous consultation with key stakeholders during EROâs evaluation of education for disabled learners in schools and early learning.
Over the next few decades, a worldwide shift towards more inclusive, rights-based models of education meant that the number of TAs increased, to support the inclusion of more learners with support needs in mainstream schools.
It used to be common and accepted practice for TAs to spend most or all of their time working side-by-side with those learners, and even overseeing and adapting their learning. This is often called the âvelcroâ model, and it was intended to help with learnersâ inclusion and learning success, through close one-on-one time with a TA who knew that learner well.3
Since the 1990s, there has been growing evidence that the traditional velcro model isnât the best thing for learners and their education. While learners and TAs often enjoy their close relationships,4Â research shows there are many negative outcomes too. Side-by-side support is strongly linked to learnersâ isolation, frustration, limited opportunities to make choices and self-manage, and poor learning progress.5
âThe use of TAs to help support pupils with particular needs seems a logical and commonsensical solution to time issues for teachers and the need for individual attention for pupils. However the data ⌠suggests this is at a cost to the supported pupils themselves.â6
One of the main problems with side-by-side support is that it limits access to quality interactions with the classroom teacher.7 Teachers tend to skip over learners that already have a TA working with them, so TAs can end up providing instructional support and adapting lessons for those learners instead of the teacher, and having a much closer relationship with the learner than the teacher does. For example, an Australian case study found that âwhen the TA was present, the teacher never worked with students with disability or learning difficulties; they were deemed the responsibility of the TA.â8 TAs who are employed to provide necessary side-by-side physical support (for example, for health or behaviour reasons), can end up providing side-by-side learning support too. This means that those learners miss out. All learners need to have access to good-quality learning interactions with qualified teachers, and to build good relationships with teachers that can inform responsive teaching strategies and plans.
âAs pupils had more contact with TAs, they had less interaction with teachers. In practice, therefore, TAs do not provide additional support but alternative support.â9
To avoid the negative impacts of side-by-side velcro support, schools across the world have been moving away from the traditional view of TAs as side-by-side support workers, and are finding better ways to ensure that learners with support needs have at least as much time working with their teacher as other learners do. Though many TAs still spend some time working with these learners, their teaching and learning is now understood to be the responsibility of qualified classroom teachers and learning support specialists, rather than TAs.10
âStudents with the most challenging learning needs deserve more contact time with the most trained teachers in a school.â11
Itâs hard to shift practices that have been around for decades. Even though velcro support is now âwidely criticised and long-discouragedâ,12 it is still fairly widespread in schools around the world, including Aotearoa New Zealand.13 EROâs recent evaluation of education for disabled learners in schools indicates that many TAs are still fulfilling a primary-instructor role, which means many learners arenât benefitting from well-coordinated, teacher-led learning.14
International studies have noted that classrooms can easily drift back to traditional side-by-side approaches even when schools make deliberate attempts to move away from it â such as changing policies and job descriptions, and providing professional learning and development (PLD) for staff.15Â Common barriers include time and resource pressures, low teacher confidence, and the expectations and preferences of TAs, teachers, leaders, learners, and families.16
"It is very rare that adaptations are done for the students, leaving this aspect up to the teacher aide." (SENCO)
"Teacher aides were often left to plan instead of teachers." (Parent)
These days, TA roles and responsibilities are much more diverse than they were in the 1960s. Though side-by-side support persists in some classrooms, there are many others who have put in place more collaborative, responsive, and highly effective practices. With good support, contemporary TAs fulfil a wide range of valued roles and responsibilities, enhancing learner outcomes by drawing on positive relationships, good training, collaborative practices, and cultural expertise.18
âTheyâre specialised now â they donât just mix the glue.â (Principal)
A large body of research evidence affirms that TAsâ practices, and the ways they are supported, can make a big difference for learners. The international research base focuses mainly on two areas of TA support:
The Aotearoa New Zealand evidence base supports those two areas, and also emphasises:
These are the four key areas of practice highlighted in this report. There is a section focused on each area.
Four key areas of TA practice |
|
Generalised classroom support |
Part 2 |
Delivering structured interventions |
Part 3 |
Te ao MÄori cultural leadership and support |
Part 4 |
Collaboratively supporting students with learning support needs |
Part 5 |
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.
Teacher aides have been in Aotearoa New Zealand schools for more than fifty years. Our understandings about how to provide a good education have grown over that time, and so have our understandings of how teacher aides can best contribute to studentsâ learning and wellbeing. In this section we look at the role of teacher aides, how and why understandings of good teacher aide practice have changed over time, and current understandings of good teacher aide practice.
Teacher aides play a major part in our school system. There are around 25,000 TAs employed across Aotearoa New Zealand, with at least one TA employed in over 96 percent of our schools.Â
Most TAs work part-time. The TA workforce is about 86 percent women and represents a wide range of ethnic and cultural groups. Nineteen percent of the TA workforce identifies as MÄori, and 8 percent as Pacific (2021 Ministry of Education payroll data).
In recent years, TAs have been the focus of increased attention in Aotearoa New Zealand. The MoE and NZEI Te Riu Roa have worked to address pay inequities for TAs, to review how their funding works, to fund their professional learning, and improve their access to career pathways.
The TA role is diverse and varied. In 2017-2019, NZEI Te Riu Roa and the MoE did an in-depth exploration of the complex role of TAs as part of a pay equity claim. They identified 16 âgeneral areas of responsibilityâ that TAs may undertake (see inset). These areas are wide-ranging: from delivering specific learning programmes to managing challenging behaviour, providing cultural support for students, and providing care and support for heath conditions. The study also identified valuable, âless visible skillsâ, particularly empathy/relationship skills, initiative, patience, and flexibility.1
There are no specific training requirements for working as a TA, and the workforce has a wide range of qualifications, experience, and expertise. Some TAs have relevant degrees or qualifications in social work or early childhood teaching, are bi- or multi-lingual, have cultural expertise that reflects the learning community of a school, or are parents of children with learning support needs.
TAs usually work closely with teachers and learners, and are supported by classroom teachers, LSCs, SENCOs, other leadership and teaching staff, as well as fellow TAs. TAs work under the direction of school leaders.
When TAs were first introduced to schools in the 1960s, their main two roles were: helping teachers with minor administrative or classroom set-up tasks; and working closely with disabled learners, learners with learning difficulties, or learners with physical, mental health, or behaviour issues.2Â When we talk about disabled learners, we mean children and young people with significant needs for ongoing support, adaptations, or accommodations to support their education. Not all members of this community might identify with this language. Weâve used this term based on rigorous consultation with key stakeholders during EROâs evaluation of education for disabled learners in schools and early learning.
Over the next few decades, a worldwide shift towards more inclusive, rights-based models of education meant that the number of TAs increased, to support the inclusion of more learners with support needs in mainstream schools.
It used to be common and accepted practice for TAs to spend most or all of their time working side-by-side with those learners, and even overseeing and adapting their learning. This is often called the âvelcroâ model, and it was intended to help with learnersâ inclusion and learning success, through close one-on-one time with a TA who knew that learner well.3
Since the 1990s, there has been growing evidence that the traditional velcro model isnât the best thing for learners and their education. While learners and TAs often enjoy their close relationships,4Â research shows there are many negative outcomes too. Side-by-side support is strongly linked to learnersâ isolation, frustration, limited opportunities to make choices and self-manage, and poor learning progress.5
âThe use of TAs to help support pupils with particular needs seems a logical and commonsensical solution to time issues for teachers and the need for individual attention for pupils. However the data ⌠suggests this is at a cost to the supported pupils themselves.â6
One of the main problems with side-by-side support is that it limits access to quality interactions with the classroom teacher.7 Teachers tend to skip over learners that already have a TA working with them, so TAs can end up providing instructional support and adapting lessons for those learners instead of the teacher, and having a much closer relationship with the learner than the teacher does. For example, an Australian case study found that âwhen the TA was present, the teacher never worked with students with disability or learning difficulties; they were deemed the responsibility of the TA.â8 TAs who are employed to provide necessary side-by-side physical support (for example, for health or behaviour reasons), can end up providing side-by-side learning support too. This means that those learners miss out. All learners need to have access to good-quality learning interactions with qualified teachers, and to build good relationships with teachers that can inform responsive teaching strategies and plans.
âAs pupils had more contact with TAs, they had less interaction with teachers. In practice, therefore, TAs do not provide additional support but alternative support.â9
To avoid the negative impacts of side-by-side velcro support, schools across the world have been moving away from the traditional view of TAs as side-by-side support workers, and are finding better ways to ensure that learners with support needs have at least as much time working with their teacher as other learners do. Though many TAs still spend some time working with these learners, their teaching and learning is now understood to be the responsibility of qualified classroom teachers and learning support specialists, rather than TAs.10
âStudents with the most challenging learning needs deserve more contact time with the most trained teachers in a school.â11
Itâs hard to shift practices that have been around for decades. Even though velcro support is now âwidely criticised and long-discouragedâ,12 it is still fairly widespread in schools around the world, including Aotearoa New Zealand.13 EROâs recent evaluation of education for disabled learners in schools indicates that many TAs are still fulfilling a primary-instructor role, which means many learners arenât benefitting from well-coordinated, teacher-led learning.14
International studies have noted that classrooms can easily drift back to traditional side-by-side approaches even when schools make deliberate attempts to move away from it â such as changing policies and job descriptions, and providing professional learning and development (PLD) for staff.15Â Common barriers include time and resource pressures, low teacher confidence, and the expectations and preferences of TAs, teachers, leaders, learners, and families.16
"It is very rare that adaptations are done for the students, leaving this aspect up to the teacher aide." (SENCO)
"Teacher aides were often left to plan instead of teachers." (Parent)
These days, TA roles and responsibilities are much more diverse than they were in the 1960s. Though side-by-side support persists in some classrooms, there are many others who have put in place more collaborative, responsive, and highly effective practices. With good support, contemporary TAs fulfil a wide range of valued roles and responsibilities, enhancing learner outcomes by drawing on positive relationships, good training, collaborative practices, and cultural expertise.18
âTheyâre specialised now â they donât just mix the glue.â (Principal)
A large body of research evidence affirms that TAsâ practices, and the ways they are supported, can make a big difference for learners. The international research base focuses mainly on two areas of TA support:
The Aotearoa New Zealand evidence base supports those two areas, and also emphasises:
These are the four key areas of practice highlighted in this report. There is a section focused on each area.
Four key areas of TA practice |
|
Generalised classroom support |
Part 2 |
Delivering structured interventions |
Part 3 |
Te ao MÄori cultural leadership and support |
Part 4 |
Collaboratively supporting students with learning support needs |
Part 5 |
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.
Generalised classroom support is when TAs draw on lesson plans to inform good quality interactions with a range of learners across the class, while teachers work more regularly with those learners that need extra support.
In this section, we describe three important TA practices for generalised classroom support, as well as the ways that these practices need to be enabled by teachers, leaders, whÄnau, and other experts. Weâll share what the research evidence base says, as well as stories, strategies, and quotes from schools that are making this work.
Generalised classroom support means that, in collaboration with classroom teachers, TAs work with learners across the wider class, using lesson plans, while teachers work more regularly with the learners that need extra support. For this to work well, teachers need to be confident supporting learners with support needs. They also need to share good information with TAs about lesson plans and intentions to inform their work around the class. TAs need to be confident in using a range of good quality interaction practices, and may also draw on their cultural and language expertise to make interactions even better.
The national and international research shows that there are three generalised classroom support practices that make the most difference for learners.
However, these TA practices canât happen without good support â so when we describe good practices for TAs, weâll also talk about how these should be enabled by school leaders, teachers, and other learning support staff.
This part of the report sets out useful information about generalised classroom support practice. It includes:
No TA practices are one-size-fits-all. Itâs important to reflect about which practices will benefit each schoolâs unique community and context. Generalised classroom support practices are likely to work well in classes that have:
We looked at the national and international research base to find out whatâs important to know about generalised classroom support. We wanted to know which TA practices, and support practices, make the most difference for learners.
Leaders and teachers have more control than TAs over how classrooms are organised. This means that they need to lead the way, building up current, shared understandings across the school about the value of this approach, and putting it into practice.19Â This involves more than just knowing or saying that this is important â studies have found that behaviours donât change easily, and it takes a joint effort.20
At the centre of this shift is the importance of teachers recognising that they are responsible for all learners and their programmes â they should not hand this responsibility to a TA. This is true whether or not teachers are released for a portion of their hours in order to work with students with learning support needs. It can be useful for leaders to make expectations explicit.21
âMaybe 10 years ago our perspective was that they [TAs] were there to help the child finish the work, stay on task.â (Principal)
âTAs can be isolated a lot, so we had to make sure we kept coming together so they knew they weren't on their own. We tried to make it as a team, not just, âYouâre on your own.ââ (SENCO)
Generalised classroom support practices make a big difference to the learning and wellbeing of learners with support needs. When TAs are positioned around the class, instead of focusing mostly on an individual, there are lots more opportunities for learners with support needs to benefit from direct teaching interactions with the classroom teacher. Interactions with qualified teachers have a lot of proven benefits for learners, and traditional side-by-side support tended to get in the way of those interactions â even though this wasnât the intention.22
Generalised approaches also work well for these learners because it opens up their opportunities for peer connections and independent learning, which has positive wellbeing and learning impacts. In comparison, traditional side-by-side support is strongly linked to learnersâ isolation, frustration, limited opportunities to make choices and self-manage, and feelings that they donât belong with their peers.23Â Teachers and TAs can work together to ensure that learners with support needs get a good mix of times working with the teacher, with the TA, with their peers, and independently.
âStudents become really self-conscious, particularly at that Year 8 level, of anything that sets them apart â apart from really high-needs students, which is different. Attaching an adult person to them is just not the right approach. They will respond to the support if they feel like that support is for everyone. Age-appropriateness of support is important for success.â (Principal)
Practices to avoid â and why
Itâs not good practice for TAs to be the main people that support students with learning support needs with their schoolwork. This approach to support is linked to:24
Teachers should avoid allocating responsibility for individualsâ teaching and learning, including adaptation of lessons, to TAs.
TAs should avoid accepting responsibility for adapting and overseeing individualsâ teaching and learning, unless they have relevant qualifications or expertise.
What about learners that really need an adult next to them at all times?
Where TAs are employed to provide close side-by-side supervision for individual learners for health or behaviour reasons, a modified generalised classroom approach can still be used. The key thing is ensuring that these learners donât miss out on having at least as much time working with their teachers as other learners have. Like all learners, they need opportunities to develop good responsive relationships with their classroom teacher and peers, and their learning plans still need to be teacher-led. 25 Teachers and TAs can work together (with learning support leaders and other experts) to plan for times that teachers can have quality teaching interactions with these learners. Learners might work with teachers instead of with a TA at times, or with teachers as well as a TA, depending on individual needs
Part 5 of this report talks more about how TAs can support students with learning support needs
Â
Generalised classroom support practices mean that all learners have times that they are being supported by a TA. TAs might do this by roving the room, taking whole-class activities, or supporting flexible groups. However, for TAs to offer effective support to the wider class, they need to be equipped with a kete of quality interaction practices.
âI like that you [TAs] are easy to talk to, especially because you like to do what weâre doing and you learn it and do it with us.â (Secondary school student)
Several studies have highlighted that teacher aides who havenât been well trained in learning interactions focus too much on getting the work finished (task completion), which isnât useful for supporting learning.26Â See the box below for some interaction practices to avoid. Â
Good quality interactions include practices like:27
Practices to avoid â and why
A wide range of studies have looked at practices that TAs regularly use in their interactions, and identified some common practices that donât support learning. These practices are more focused on completing tasks than supporting deep learning, which means that learners donât get the full benefit of lessons.
Practices for TAs to avoid are:Â 28
Several studies have highlighted that teacher aides benefit from targeted, regular training and support around good quality interactions. Unfortunately, we also know that PLD for TAs doesnât always happen in practice.29Â Itâs useful for school leaders to consider the known benefits of PLD for TAs in their decision-making, and draw on TA PLD funding where possible. Teachers also play a key role in promoting quality interactions, especially by modelling and discussing good practices, and identifying areas for development.30
In Aotearoa New Zealand, training should reflect Te Tiriti o Waitangi and bicultural perspectives, and be responsive to the diverse cultures, languages, and identities of each schoolâs community.
âThe important thing is to look at the skills theyâve got and work from those. Have a lot of PD around what you want to see, and a lot of guidance. I meet with the [TAs] almost every morning. Itâs about communication going well, followed by excellent PD.â (LSC)
âIn order for us to maximise benefits for children, there MUST be PD for our learning assistants. It must be part of the job. Thatâs just an integral part of the day-to-day operations for them.â (Principal)
TAs need to have a good understanding of what is being taught each day, so that they can offer good support to learners. When TAs understand lesson plans and objectives, intended learning outcomes, and feedback requirements, their support and interactions can be more effective.31Â All learners in the class benefit when TAs and teachers work as a team.
âI guess [as a sector] we have this expectation that teachers arrive in places well prepared, and weâre expecting [TAs] to just turn up.â (Principal)
âItâs not as rewarding [for TAs] if theyâre just turning up. But if they have a clear purpose, have planned and prepared, thereâs a lot more satisfaction in the work.â (Principal)
A large-scale study in the United Kingdom outlines the main things which teachers and TAs should discuss, so that TAs can be well prepared for providing generalised classroom support. They âneed to know:
The quality of TAsâ support, and their ability to positively impact students, is limited without a good understanding of those elements. Lack of information can lead to less-helpful TA practices like âstereo teachingâ (repeating exactly what teachers just said) and focusing too much on task completion.33
Itâs important for TAs and teachers to be able to discuss lesson plans and objectives, but this canât happen without the support of their schools. âAt the institutional level, it requires responsive and flexible leadership to prioritise and safeguard planning time.â34Â Research has found that opportunities for teacher-TA discussion are rarely prioritised, in favour of maximising TAsâ time in-class with students.35Â This is reflected in EROâs recent evaluation of education for disabled learners, where almost half (43 percent) of TAs surveyed said they do not regularly meet with the classroom teacher.36
The positive impacts of regular, formalised planning time â even very brief meetings â is strongly emphasised in the research base. Making this happen in practice, though, requires good communication and careful timetabling, to ensure that meetings happen within TAsâ regular hours and that any changes are agreed by everyone involved. One study outlined some effective, âcreative waysâ of making time for TA-teacher discussion, such as, âadjusting TAsâ working hours (start early, finish early), using assembly time and having TAs join teachers for (part of) planning [times].â37
Because traditional models have been the norm for a long time, teachers may need support to understand how and why a shift is necessary. Professional learning opportunities focused on working effectively with TAs can promote this understanding and buy-in.38
A generalised support approach can feel like a big change for TAs who are accustomed to, and may enjoy, working closely with a few individuals. When TAs use a generalised classroom support approach, they are working with other learners in the class just as often, or more often, than with learners who have support needs.39 A role focused on support for a wide range of learners might require a significant shift in expectations, mindsets, and behaviours, for TAs as well as the teachers, leaders, and others who support their work.40
Teachers have reported feeling underprepared, unconfident, reluctant and/or fearful about supporting the learning of disabled learners and learners with health, behaviour, or other learning support needs. This can result in teachers actively avoiding working with these learners.41Â This is likely to contribute to the persistence of âvelcroâ TA support â particularly when TAs already have expertise in, and enjoy, working closely with those learners.42Â Extra support and training may be necessary for teachers to be properly equipped and confident to offer quality teaching interactions to all of the learners in their class, particularly if their initial training has not covered this area of practice strongly .43
Tip: Parents and whÄnau may need help to understand a change in approach
Because side-by-side support has been around for a long time, parents and whÄnau might expect and value the traditional TA support approach.44Â This can create a challenge for schools who are trying to shift to more useful, current support practices. ERO has developed a short guide specifically for parents and whÄnau of children with learning support needs, which sets out the value of generalised support and clarifies current understandings about good quality TA support. Thereâs a link to this guide for parents and whÄnau in the âUseful resourcesâ section of this report.
Learners benefit when schools purposefully appoint TAs who share their culture or speak their home languages, and encourage those TAs to use languages in daily interactions. Bi- and multi-lingual TAs have an especially important role in supporting the participation and language acquisition of students that are English language learners in Aotearoa New Zealand. 45
As part of this study, we talked to teacher aides, teachers, SENCOs, LSCs, senior leaders, RTLBs, parents, learners, and sector experts about strategies that have worked well in their experience. Weâve collected their ideas and strategies here. Itâs important to reflect about which practices will benefit each schoolâs unique community and context â no practices are one-size-fits-all so these strategies wonât be the right fit for everyone.
â[The TA] will work with the student [with identified needs] and also others, going around the groups. Not just honing in and focusing on that individual, but supporting that individual as part of the bigger picture. Our [TAs] are very good at that.â (Principal)
Iâll carry on with [the teacherâs] programme, do exactly what sheâs done. Sheâll set up then take the kids [with learning support needs] ⌠then Iâll rove around. Teach as if you were the teacher, as if you were her.â (TA)
âThey absorb practice by observing and working alongside experienced teachers and when possible through professional discussions.â (Principal)
âYou [TAs] encourage us to actually do our work.â - Student
âI like to be very organised, know beforehand what Iâm doing. [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)
âThe [online planner] is very detailed and tells me exactly what I need to do. I hate asking, âWhat exactly do I have to do?ââ (TA)
âItâs easier to ask you guys for help because youâre not the teacher at the front of the room âŚÂ sometimes the teacher is scary to ask because you donât want that teacher to know youâre behind or whatever.â (Secondary school student)
Â
As part of this study, we talked to teacher aides, teachers, SENCOs, LSCs, senior leaders, RTLBs, parents, learners, and sector experts about strategies that have worked well in their experience. Weâve collected their ideas and strategies here. Itâs important to reflect about which practices will benefit each schoolâs unique community and context â no practices are one-size-fits-all so these strategies wonât be the right fit for everyone.
Short story: A teacher deliberately builds her relationship with a learner, with TA support
A newly graduated teacher at a primary school has taken a proactive approach to building a relationship with a learner with behavioural and learning support needs. She noticed that he appeared âmore comfortable around the TA.â The teacher talked to the TA to share information about the learnerâs interests, rhythms, and cues, and started spending more one-one-one time with him in the class while the TA worked with others. Over time, this learner showed signs that his relationship with the teacher had been successfully built â for example, he would approach the teacher as often as he would approach the TA.
âI ensure that my team get to work with the broadest range of students. In the early days when [TAs] were tagged to one ⌠student, that became a hard day, to a hard week, to a hard term, to no enjoyment. We all want to participate with all of our students. Regarding our most vulnerable, trickier students, thatâs the weight for the team to carry, not one person. When we timetable, we protect thatâŚWe want to protect relationships with the students.â (SENCO)
âTeachers are kind, generous people, but fear means they can get a bit defensive. Give them the âwhyâ, and how the learning support team can help.â (SENCO)
Short story: Teachers focusing on learners that need more support |
A rural school classroom is moving towards a generalised support model, starting with their approach to literacy learning. The teacher, who is also the SENCO, works with the learners that need more targeted teaching, focused on accelerating progress. âAs skilled as our TAs are, weâre the ones with a teaching degree. And parents need to see we work with their children as wellâ (Teacher/SENCO). While the teacher is engaged in these more intense teaching interactions, the TA roves the classroom, supporting the learning of those that require more moderate support. |
Â
"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)
âTAs need to be on all staff access. They need to be able to access archives, so theyâre not considered âotherâ, or having to chase for basic information.â (TA)
Â
âWait time, open questioning, these sorts of things, a lot of our teachers get PLD in that, but TAs donât and itâs a missed opportunity.â (RTLB)
Â
âI think there are easy ways you can train and really value TAs, that have significant impact.â (Principal)
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)
Short story: Building the knowledge and capability of TAs |
The TA team at an urban secondary school value their established culture of capability building, which supports them to have effective interactions with a wide range of students. Although the Criteria are intended for teachers, this team finds it useful to draw on the Practising Teacher Criteria as a basis for regular one-on-one professional discussions between the SENCO and TAs, and to decide on individual development goals. Presentations and resources around key practices like scaffolding are developed in-house and stored on a central database for TAs to revisit. TAs shared that they value the pedagogical learning, particularly because it helps them to:
|
âTeachers meet all the time, itâs so normal. For us [TAs], itâs quite a radical thing to do. You have to have somebody loud and stroppy like me to make it occur.â (TA)
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)
âWeâre working with other children [whole class], so the teacher will have those resources ready there on the desk for us, ready for the dayâs lessons.â (TA)
Â
An urban primary school with a high-Pacific roll prioritises time for TAs and teachers to connect. Staff shared that the school has a âvillage,â âfamilyâ and âaigaâ feeling, where responsibilities are shared. Brief, daily planning times, combined with a school culture of positive and non-hierarchical relationships, mean collaborative classroom practices flow easily between teachers and TAs.
âWe work like a team, inside the classroom and out.â
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 children, spending concentrated time with each of them, and using quality interaction skills.
At other times, TAs support the majority of the class in large-group activities, while teachers work intensively with small groups of higher-needs children.
Because a large proportion of the school roll is Pacific, leaders have purposefully recruited TAs from the local community that represent a range of Pacific cultures and languages. This enables the school to thoughtfully match TAs with learners, with a special focus on those who are new to Aotearoa New Zealand or learning English. Pacific TAs work across Pacific-language and English-language classes, where their cultural and community insights play a big role in planning sessions to tailor teaching interactions. Consistency of practice is further supported by regular, whole-staff PLD.
Leaders, teachers and TAs affirm that maintaining strong ties to Pacific communities, and a culture of shared decision-making, successfully promotes a positive work environment based on a shared commitment to learners.
"Making the community proud and happy about their children ... that's the main thing for us." (Samoan TA)
"Growing up in this area, born and bred, I went to this school... it's giving back to these kids." (Samoan TA)
This is echoed by the senior leadership team who emphasise the key role of TAs in their learning community.
âThe [TAs] are highly invested... Highly invested in the school, community, children, and making that positive difference.â (Principal)
In this section, we looked at three key ways that TAs can make a difference for learners through generalised classroom support practices. We also looked at the ways that these good practices need to be enabled by teachers and leaders.
Good TA practices look like⌠|
Good school practices look like⌠|
TAs focusing most of their interactions on the wider class, enabling teachers to work more often with learners that require more intensive learning support. |
Leaders and teachers valuing and embedding a generalised approach to TA support. Teachers being confident and capable to support the diverse range of learning needs in their class. |
TAs having a good understanding of lesson plans and objectives, intended learning outcomes, and feedback requirements, and using these to inform their support across the class. |
Leaders and teachers sharing information with TAs, and prioritising time for teachers and TAs to discuss lesson plans and objectives. |
TAs consistently using good teaching interaction practices with learners across the class, including culturally responsive practices. |
Leaders and teachers providing TAs with sufficient training and support for quality TA-student interactions. Leaders and teachers maximising the diverse languages and cultures of TAs to support learners. |
Generalised classroom support is when TAs draw on lesson plans to inform good quality interactions with a range of learners across the class, while teachers work more regularly with those learners that need extra support.
In this section, we describe three important TA practices for generalised classroom support, as well as the ways that these practices need to be enabled by teachers, leaders, whÄnau, and other experts. Weâll share what the research evidence base says, as well as stories, strategies, and quotes from schools that are making this work.
Generalised classroom support means that, in collaboration with classroom teachers, TAs work with learners across the wider class, using lesson plans, while teachers work more regularly with the learners that need extra support. For this to work well, teachers need to be confident supporting learners with support needs. They also need to share good information with TAs about lesson plans and intentions to inform their work around the class. TAs need to be confident in using a range of good quality interaction practices, and may also draw on their cultural and language expertise to make interactions even better.
The national and international research shows that there are three generalised classroom support practices that make the most difference for learners.
However, these TA practices canât happen without good support â so when we describe good practices for TAs, weâll also talk about how these should be enabled by school leaders, teachers, and other learning support staff.
This part of the report sets out useful information about generalised classroom support practice. It includes:
No TA practices are one-size-fits-all. Itâs important to reflect about which practices will benefit each schoolâs unique community and context. Generalised classroom support practices are likely to work well in classes that have:
We looked at the national and international research base to find out whatâs important to know about generalised classroom support. We wanted to know which TA practices, and support practices, make the most difference for learners.
Leaders and teachers have more control than TAs over how classrooms are organised. This means that they need to lead the way, building up current, shared understandings across the school about the value of this approach, and putting it into practice.19Â This involves more than just knowing or saying that this is important â studies have found that behaviours donât change easily, and it takes a joint effort.20
At the centre of this shift is the importance of teachers recognising that they are responsible for all learners and their programmes â they should not hand this responsibility to a TA. This is true whether or not teachers are released for a portion of their hours in order to work with students with learning support needs. It can be useful for leaders to make expectations explicit.21
âMaybe 10 years ago our perspective was that they [TAs] were there to help the child finish the work, stay on task.â (Principal)
âTAs can be isolated a lot, so we had to make sure we kept coming together so they knew they weren't on their own. We tried to make it as a team, not just, âYouâre on your own.ââ (SENCO)
Generalised classroom support practices make a big difference to the learning and wellbeing of learners with support needs. When TAs are positioned around the class, instead of focusing mostly on an individual, there are lots more opportunities for learners with support needs to benefit from direct teaching interactions with the classroom teacher. Interactions with qualified teachers have a lot of proven benefits for learners, and traditional side-by-side support tended to get in the way of those interactions â even though this wasnât the intention.22
Generalised approaches also work well for these learners because it opens up their opportunities for peer connections and independent learning, which has positive wellbeing and learning impacts. In comparison, traditional side-by-side support is strongly linked to learnersâ isolation, frustration, limited opportunities to make choices and self-manage, and feelings that they donât belong with their peers.23Â Teachers and TAs can work together to ensure that learners with support needs get a good mix of times working with the teacher, with the TA, with their peers, and independently.
âStudents become really self-conscious, particularly at that Year 8 level, of anything that sets them apart â apart from really high-needs students, which is different. Attaching an adult person to them is just not the right approach. They will respond to the support if they feel like that support is for everyone. Age-appropriateness of support is important for success.â (Principal)
Practices to avoid â and why
Itâs not good practice for TAs to be the main people that support students with learning support needs with their schoolwork. This approach to support is linked to:24
Teachers should avoid allocating responsibility for individualsâ teaching and learning, including adaptation of lessons, to TAs.
TAs should avoid accepting responsibility for adapting and overseeing individualsâ teaching and learning, unless they have relevant qualifications or expertise.
What about learners that really need an adult next to them at all times?
Where TAs are employed to provide close side-by-side supervision for individual learners for health or behaviour reasons, a modified generalised classroom approach can still be used. The key thing is ensuring that these learners donât miss out on having at least as much time working with their teachers as other learners have. Like all learners, they need opportunities to develop good responsive relationships with their classroom teacher and peers, and their learning plans still need to be teacher-led. 25 Teachers and TAs can work together (with learning support leaders and other experts) to plan for times that teachers can have quality teaching interactions with these learners. Learners might work with teachers instead of with a TA at times, or with teachers as well as a TA, depending on individual needs
Part 5 of this report talks more about how TAs can support students with learning support needs
Â
Generalised classroom support practices mean that all learners have times that they are being supported by a TA. TAs might do this by roving the room, taking whole-class activities, or supporting flexible groups. However, for TAs to offer effective support to the wider class, they need to be equipped with a kete of quality interaction practices.
âI like that you [TAs] are easy to talk to, especially because you like to do what weâre doing and you learn it and do it with us.â (Secondary school student)
Several studies have highlighted that teacher aides who havenât been well trained in learning interactions focus too much on getting the work finished (task completion), which isnât useful for supporting learning.26Â See the box below for some interaction practices to avoid. Â
Good quality interactions include practices like:27
Practices to avoid â and why
A wide range of studies have looked at practices that TAs regularly use in their interactions, and identified some common practices that donât support learning. These practices are more focused on completing tasks than supporting deep learning, which means that learners donât get the full benefit of lessons.
Practices for TAs to avoid are:Â 28
Several studies have highlighted that teacher aides benefit from targeted, regular training and support around good quality interactions. Unfortunately, we also know that PLD for TAs doesnât always happen in practice.29Â Itâs useful for school leaders to consider the known benefits of PLD for TAs in their decision-making, and draw on TA PLD funding where possible. Teachers also play a key role in promoting quality interactions, especially by modelling and discussing good practices, and identifying areas for development.30
In Aotearoa New Zealand, training should reflect Te Tiriti o Waitangi and bicultural perspectives, and be responsive to the diverse cultures, languages, and identities of each schoolâs community.
âThe important thing is to look at the skills theyâve got and work from those. Have a lot of PD around what you want to see, and a lot of guidance. I meet with the [TAs] almost every morning. Itâs about communication going well, followed by excellent PD.â (LSC)
âIn order for us to maximise benefits for children, there MUST be PD for our learning assistants. It must be part of the job. Thatâs just an integral part of the day-to-day operations for them.â (Principal)
TAs need to have a good understanding of what is being taught each day, so that they can offer good support to learners. When TAs understand lesson plans and objectives, intended learning outcomes, and feedback requirements, their support and interactions can be more effective.31Â All learners in the class benefit when TAs and teachers work as a team.
âI guess [as a sector] we have this expectation that teachers arrive in places well prepared, and weâre expecting [TAs] to just turn up.â (Principal)
âItâs not as rewarding [for TAs] if theyâre just turning up. But if they have a clear purpose, have planned and prepared, thereâs a lot more satisfaction in the work.â (Principal)
A large-scale study in the United Kingdom outlines the main things which teachers and TAs should discuss, so that TAs can be well prepared for providing generalised classroom support. They âneed to know:
The quality of TAsâ support, and their ability to positively impact students, is limited without a good understanding of those elements. Lack of information can lead to less-helpful TA practices like âstereo teachingâ (repeating exactly what teachers just said) and focusing too much on task completion.33
Itâs important for TAs and teachers to be able to discuss lesson plans and objectives, but this canât happen without the support of their schools. âAt the institutional level, it requires responsive and flexible leadership to prioritise and safeguard planning time.â34Â Research has found that opportunities for teacher-TA discussion are rarely prioritised, in favour of maximising TAsâ time in-class with students.35Â This is reflected in EROâs recent evaluation of education for disabled learners, where almost half (43 percent) of TAs surveyed said they do not regularly meet with the classroom teacher.36
The positive impacts of regular, formalised planning time â even very brief meetings â is strongly emphasised in the research base. Making this happen in practice, though, requires good communication and careful timetabling, to ensure that meetings happen within TAsâ regular hours and that any changes are agreed by everyone involved. One study outlined some effective, âcreative waysâ of making time for TA-teacher discussion, such as, âadjusting TAsâ working hours (start early, finish early), using assembly time and having TAs join teachers for (part of) planning [times].â37
Because traditional models have been the norm for a long time, teachers may need support to understand how and why a shift is necessary. Professional learning opportunities focused on working effectively with TAs can promote this understanding and buy-in.38
A generalised support approach can feel like a big change for TAs who are accustomed to, and may enjoy, working closely with a few individuals. When TAs use a generalised classroom support approach, they are working with other learners in the class just as often, or more often, than with learners who have support needs.39 A role focused on support for a wide range of learners might require a significant shift in expectations, mindsets, and behaviours, for TAs as well as the teachers, leaders, and others who support their work.40
Teachers have reported feeling underprepared, unconfident, reluctant and/or fearful about supporting the learning of disabled learners and learners with health, behaviour, or other learning support needs. This can result in teachers actively avoiding working with these learners.41Â This is likely to contribute to the persistence of âvelcroâ TA support â particularly when TAs already have expertise in, and enjoy, working closely with those learners.42Â Extra support and training may be necessary for teachers to be properly equipped and confident to offer quality teaching interactions to all of the learners in their class, particularly if their initial training has not covered this area of practice strongly .43
Tip: Parents and whÄnau may need help to understand a change in approach
Because side-by-side support has been around for a long time, parents and whÄnau might expect and value the traditional TA support approach.44Â This can create a challenge for schools who are trying to shift to more useful, current support practices. ERO has developed a short guide specifically for parents and whÄnau of children with learning support needs, which sets out the value of generalised support and clarifies current understandings about good quality TA support. Thereâs a link to this guide for parents and whÄnau in the âUseful resourcesâ section of this report.
Learners benefit when schools purposefully appoint TAs who share their culture or speak their home languages, and encourage those TAs to use languages in daily interactions. Bi- and multi-lingual TAs have an especially important role in supporting the participation and language acquisition of students that are English language learners in Aotearoa New Zealand. 45
As part of this study, we talked to teacher aides, teachers, SENCOs, LSCs, senior leaders, RTLBs, parents, learners, and sector experts about strategies that have worked well in their experience. Weâve collected their ideas and strategies here. Itâs important to reflect about which practices will benefit each schoolâs unique community and context â no practices are one-size-fits-all so these strategies wonât be the right fit for everyone.
â[The TA] will work with the student [with identified needs] and also others, going around the groups. Not just honing in and focusing on that individual, but supporting that individual as part of the bigger picture. Our [TAs] are very good at that.â (Principal)
Iâll carry on with [the teacherâs] programme, do exactly what sheâs done. Sheâll set up then take the kids [with learning support needs] ⌠then Iâll rove around. Teach as if you were the teacher, as if you were her.â (TA)
âThey absorb practice by observing and working alongside experienced teachers and when possible through professional discussions.â (Principal)
âYou [TAs] encourage us to actually do our work.â - Student
âI like to be very organised, know beforehand what Iâm doing. [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)
âThe [online planner] is very detailed and tells me exactly what I need to do. I hate asking, âWhat exactly do I have to do?ââ (TA)
âItâs easier to ask you guys for help because youâre not the teacher at the front of the room âŚÂ sometimes the teacher is scary to ask because you donât want that teacher to know youâre behind or whatever.â (Secondary school student)
Â
As part of this study, we talked to teacher aides, teachers, SENCOs, LSCs, senior leaders, RTLBs, parents, learners, and sector experts about strategies that have worked well in their experience. Weâve collected their ideas and strategies here. Itâs important to reflect about which practices will benefit each schoolâs unique community and context â no practices are one-size-fits-all so these strategies wonât be the right fit for everyone.
Short story: A teacher deliberately builds her relationship with a learner, with TA support
A newly graduated teacher at a primary school has taken a proactive approach to building a relationship with a learner with behavioural and learning support needs. She noticed that he appeared âmore comfortable around the TA.â The teacher talked to the TA to share information about the learnerâs interests, rhythms, and cues, and started spending more one-one-one time with him in the class while the TA worked with others. Over time, this learner showed signs that his relationship with the teacher had been successfully built â for example, he would approach the teacher as often as he would approach the TA.
âI ensure that my team get to work with the broadest range of students. In the early days when [TAs] were tagged to one ⌠student, that became a hard day, to a hard week, to a hard term, to no enjoyment. We all want to participate with all of our students. Regarding our most vulnerable, trickier students, thatâs the weight for the team to carry, not one person. When we timetable, we protect thatâŚWe want to protect relationships with the students.â (SENCO)
âTeachers are kind, generous people, but fear means they can get a bit defensive. Give them the âwhyâ, and how the learning support team can help.â (SENCO)
Short story: Teachers focusing on learners that need more support |
A rural school classroom is moving towards a generalised support model, starting with their approach to literacy learning. The teacher, who is also the SENCO, works with the learners that need more targeted teaching, focused on accelerating progress. âAs skilled as our TAs are, weâre the ones with a teaching degree. And parents need to see we work with their children as wellâ (Teacher/SENCO). While the teacher is engaged in these more intense teaching interactions, the TA roves the classroom, supporting the learning of those that require more moderate support. |
Â
"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)
âTAs need to be on all staff access. They need to be able to access archives, so theyâre not considered âotherâ, or having to chase for basic information.â (TA)
Â
âWait time, open questioning, these sorts of things, a lot of our teachers get PLD in that, but TAs donât and itâs a missed opportunity.â (RTLB)
Â
âI think there are easy ways you can train and really value TAs, that have significant impact.â (Principal)
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)
Short story: Building the knowledge and capability of TAs |
The TA team at an urban secondary school value their established culture of capability building, which supports them to have effective interactions with a wide range of students. Although the Criteria are intended for teachers, this team finds it useful to draw on the Practising Teacher Criteria as a basis for regular one-on-one professional discussions between the SENCO and TAs, and to decide on individual development goals. Presentations and resources around key practices like scaffolding are developed in-house and stored on a central database for TAs to revisit. TAs shared that they value the pedagogical learning, particularly because it helps them to:
|
âTeachers meet all the time, itâs so normal. For us [TAs], itâs quite a radical thing to do. You have to have somebody loud and stroppy like me to make it occur.â (TA)
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)
âWeâre working with other children [whole class], so the teacher will have those resources ready there on the desk for us, ready for the dayâs lessons.â (TA)
Â
An urban primary school with a high-Pacific roll prioritises time for TAs and teachers to connect. Staff shared that the school has a âvillage,â âfamilyâ and âaigaâ feeling, where responsibilities are shared. Brief, daily planning times, combined with a school culture of positive and non-hierarchical relationships, mean collaborative classroom practices flow easily between teachers and TAs.
âWe work like a team, inside the classroom and out.â
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 children, spending concentrated time with each of them, and using quality interaction skills.
At other times, TAs support the majority of the class in large-group activities, while teachers work intensively with small groups of higher-needs children.
Because a large proportion of the school roll is Pacific, leaders have purposefully recruited TAs from the local community that represent a range of Pacific cultures and languages. This enables the school to thoughtfully match TAs with learners, with a special focus on those who are new to Aotearoa New Zealand or learning English. Pacific TAs work across Pacific-language and English-language classes, where their cultural and community insights play a big role in planning sessions to tailor teaching interactions. Consistency of practice is further supported by regular, whole-staff PLD.
Leaders, teachers and TAs affirm that maintaining strong ties to Pacific communities, and a culture of shared decision-making, successfully promotes a positive work environment based on a shared commitment to learners.
"Making the community proud and happy about their children ... that's the main thing for us." (Samoan TA)
"Growing up in this area, born and bred, I went to this school... it's giving back to these kids." (Samoan TA)
This is echoed by the senior leadership team who emphasise the key role of TAs in their learning community.
âThe [TAs] are highly invested... Highly invested in the school, community, children, and making that positive difference.â (Principal)
In this section, we looked at three key ways that TAs can make a difference for learners through generalised classroom support practices. We also looked at the ways that these good practices need to be enabled by teachers and leaders.
Good TA practices look like⌠|
Good school practices look like⌠|
TAs focusing most of their interactions on the wider class, enabling teachers to work more often with learners that require more intensive learning support. |
Leaders and teachers valuing and embedding a generalised approach to TA support. Teachers being confident and capable to support the diverse range of learning needs in their class. |
TAs having a good understanding of lesson plans and objectives, intended learning outcomes, and feedback requirements, and using these to inform their support across the class. |
Leaders and teachers sharing information with TAs, and prioritising time for teachers and TAs to discuss lesson plans and objectives. |
TAs consistently using good teaching interaction practices with learners across the class, including culturally responsive practices. |
Leaders and teachers providing TAs with sufficient training and support for quality TA-student interactions. Leaders and teachers maximising the diverse languages and cultures of TAs to support learners. |
Teacher aides can positively impact studentsâ learning by delivering highly structured, evidence-based programmes and interventions to learners. Good TA practice comes from robust training, careful timetabling, and regular liaison with classroom teachers.
In this section, we describe three important TA practices for delivering structured interventions, as well as the ways that these practices need to be enabled by teachers, leaders, whÄnau, and other experts. Weâll share what the research evidence base says, as well as stories, strategies and quotes from schools that are making this work.
In collaboration with classroom teachers, TAs take short sessions with individuals or small groups, using evidence-based interventions or programmes. For this to work well, TAs need to have a strong understanding of how the intervention works and how exactly they should use it. Interventions work best when they are delivered in brief, well-paced sessions that donât get in the way of regular classroom learning. Itâs even better if the interventions relate directly to classroom learning, so that learners can make links across settings.
The national and international research shows that there are structured intervention delivery practices that make the most difference for learners.
However, these TA practices canât happen without good support â so when we describe good practices for TAs, weâll also talk about how these should be enabled by school leaders, teachers, and other learning support staff.
This part of the report sets out useful information about delivering structured interventions. It includes:
No TA practices are one-size-fits-all. Itâs important to reflect on what practices will benefit each schoolâs unique community and context.
This area of TA practice is likely to work well in classes that have:
We looked at the national and international research base to find out whatâs important to know about delivering structured interventions. We wanted to know which TA practices, and support practices, make the most difference for learners.
Research shows that good quality, evidence-based interventions and programmes can make a big difference to studentsâ learning. However, because they are specifically designed to be implemented in particular ways, their success depends on how theyâre delivered.
Interventions will usually give specific instructions around the intended length of sessions, regularity, scripts, protocols, assessments, and other resources. The research base clearly shows that when TAs deliver well-chosen interventions according to their intended structure, there are positive impacts on student learning. On the other hand, when these interventions are not delivered according to their intended structure â for example, not using the resources, or attempting to condense several short sessions into one long one â they have a negative impact on student learning.46
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 TA is doing a structured literacy lesson, but missing out key parts, this impacts the student at the end of the intervention.â (RTLB)
The structure and delivery of targeted interventions are key to their success, which means that TAs need a strong understanding of how to deliver them appropriately, according to their intended structure.47 This means being familiar with relevant guidance, scripts, assessments, and other resources. It also helps for TAs to have a strong understanding of the purpose of the structured intervention â how and why particular interventions are used for particular students.
Itâs important that TAs receive extensive training, including regular, robust support from experts, opportunities for discussion, and observations of practice. Professional support should include consideration of culturally responsive practices that promote the learning and wellbeing of MÄori learners, Pacific learners, and learners from diverse cultural groups.Â
Timing matters with intervention sessions. Good quality intervention sessions are brief and regular. They take place at times that have no or minimal disruption to studentsâ regular classroom learning, participation, belonging, and continuity of learning.48 Making this work means that leaders and teachers need to consider these factors when planning lessons and timetables. TAs can also support timetabling by:
âIf 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.â (RTLB)
Effective intervention sessions are well-paced, meaning they are unhurried, engaging, and build on previous learning as intended.49Â TAs need to be aware of the pacing of their delivery, so that theyâre ready to respond flexibly to learners and support their engagement.
Interventions work best when they have meaning and relevance for learners. Research shows that itâs important for students to understand what they are 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.50Â TAs should be explicit about the learning objectives and expectations of intervention sessions. This means that they need to have a good understanding of those things themselves.
To support engagement and learning, TAs should clarify for learners how their intervention sessions link to classroom lessons. To do this, TAs need to find out about those links from classroom teachers, and plan a shared approach to making this clear for learners.51Â However, opportunities for teachers and TAs to discuss key learning donât appear to be prioritised at many Aotearoa New Zealand schools. In EROâs recent evaluation of provision for disabled learners, almost half (43 percent) of TAs surveyed said they do not regularly meet with the classroom teacher and 33 percent do not meet regularly with the SENCO to plan and review learning programmes for disabled learners.52Â Â
Regular communication between TAs and teachers is necessary, to plan, review and discuss the learning happening in both settings, and decide how these can be linked across settings. These discussions are most useful when they are frequent, formalised, and focused. These discussions will also support leaders and teachers to monitor outcomes of interventions, and evaluate their effectiveness.53
Teachers and TAs share the responsibility of making clear, explicit links that relate intervention learning to classroom learning. Teachers and TAs should work together to maximise the learning benefits of interventions by:54
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)
Choosing the right intervention is important. Leaders and teachers need to ensure that interventions are well suited to the needs of their learners. This includes using appropriate assessments to decide on interventions and target learners.55 It can be useful for schools to conduct a âhealth checkâ on their use of interventions, reflecting on whether interventions are evidence-based, well-timetabled, and if they need to refresh their training.56
As part of this study, we talked to teacher aides, teachers, SENCOs, LSCs, senior leaders, RTLBs, parents, learners, and sector experts about strategies that have worked well in their experience. Weâve collected their ideas and strategies here. Itâs important to reflect about which practices will benefit each schoolâs unique community and context â no practices are one-size-fits-all so these strategies wonât be the right fit for everyone.
â[PLD] was so helpful because I got a real guide on how much to say before giving another instruction.â (TA)
Teacher aide voices: Structured interventions |
TAs that we spoke with shared the value of seeing for themselves that interventions were working: âYou can see the progress in the children â itâs so valuableâ âFor me itâs seeing the progress of the children ⌠by the end of the year ⌠thereâs progress, thatâs reward enoughâ â[A learner] was frustrated in Year 2, at not being able to read and everyone else could read. And he was so upset⌠he wanted to read the book and he couldnât read it. And he can now read those books.â âFor me itâs rewarding to see those children who are struggling so much â and Iâve got some pretty tough kids on my list â and to see them achieve was just amazing. I had one little boy who received a certificate at the end of the term for his hard work in literacy and heâs never received a certificate before ⌠it almost brought tears to my eyes.â âThe evidence is there in the progress thatâs being made by these children.â âWe can see itâs working.â
|
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)
âTheyâre not giving the kids new information â the TA is going over whatâs already been taught.â (LSC)
"We 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 possibleâ (LSC).
Â
As part of this study, we talked to teacher aides, teachers, SENCOs, LSCs, senior leaders, RTLBs, parents, learners, and sector experts about strategies that have worked well in their experience. Weâve collected their ideas and strategies here. Itâs important to reflect about which practices will benefit each schoolâs unique community and context â no practices are one-size-fits-all so these strategies wonât be the right fit for everyone.
Â
âFor a TA, having a scope and sequence to follow is often really good as well, because they know, âThis is what youâre working toward, and this is how you do it.ââ (TA)
âWe have a very large desk and we map it all out. Seven TAs, making sure theyâre in the right spot to meet kidsâ needs ⌠Every term [Principal] and I sit for hours and go through timetabling ⌠we just start with what the kidsâ needs are then work around them.â (SENCO)
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)
Â
This primary school has taken a long-term, sustained approach to implementing structured literacy programmes across the school. Initial support came from an external PLD provider, who spent a year working with teachers and TAs as well as training the schoolâs Resource Teacher of Literacy (RTLit) to deliver training herself. The RTLit now provides ongoing support at the school.
âAll the teachers are trained in it; TAs are trained in it as well...If we have questions about kids, we ask her [RTLit]. She continues to work alongside us and our TAs.â (LSC)
âItâs all about keeping the knowledge level and skill. We train our junior teachers, but we want expertise across the school in every team.â (DP)
Formalised training, along with regular discussion and modelling opportunities, are built into school timetables, using quieter times as opportunities to build practice.
âQuite often on Friday afternoons the rest of the school is at sport ⌠itâs the least invasive time to take TAs out [for regular training]. We value upskilling. We have PLD at least two times a term.â (DP)
Good communication supports teachers and TAs to match the content of structured interventions with classroom learning.
âThe classroom teacher takes the programme first. Then the TA follows up, for example paragraphs, TAs would follow up on that specific content ⌠[TAs are] not giving kids new information; the TA is going over whatâs already been taught.â (LSC)
Teacher aides from the school agreed that the point of their sessions was to enhance, not replace, classroom learning. They shared their strategies for keeping closely aligned to teachersâ in-class work:
âItâs just using the same language, the same visuals, the same word packs, the same sound packs, so then the childâs not confused.â (TA)
âI work alongside teachers, when I first get my timetable with the children that Iâm taking, I go to my teachers at the beginning of the term or the beginning of the year, and make sure ⌠Say 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)
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 âwork writingâ using that particular area where the focus was.â (TA)Â
In this section, we looked at three key ways that TAs can make a difference for learners through good practices in delivering structured interventions. We also looked at the ways that these good practices need to be enabled by teachers and leaders.
Â
Good TA practices look like⌠|
Good school practices look like⌠|
TAs delivering interventions as intended, using a highly structured approach. |
Leaders and teachers providing TAs with extensive training and support in the delivery of the intervention. |
TAs delivering interventions in brief, well-paced sessions, with minimal disruption to regular classroom learning. |
Intervention sessions being carefully timetabled, for minimal disruption to studentsâ regular classroom learning. |
TAs being clear with learners about learning objectives, expectations, and links between the intervention and regular classroom learning. |
Leaders and teachers prioritising time for teachers and TAs to discuss, plan, review and make assessments of intervention learning, and discuss links to classroom lessons. |
Teacher aides can positively impact studentsâ learning by delivering highly structured, evidence-based programmes and interventions to learners. Good TA practice comes from robust training, careful timetabling, and regular liaison with classroom teachers.
In this section, we describe three important TA practices for delivering structured interventions, as well as the ways that these practices need to be enabled by teachers, leaders, whÄnau, and other experts. Weâll share what the research evidence base says, as well as stories, strategies and quotes from schools that are making this work.
In collaboration with classroom teachers, TAs take short sessions with individuals or small groups, using evidence-based interventions or programmes. For this to work well, TAs need to have a strong understanding of how the intervention works and how exactly they should use it. Interventions work best when they are delivered in brief, well-paced sessions that donât get in the way of regular classroom learning. Itâs even better if the interventions relate directly to classroom learning, so that learners can make links across settings.
The national and international research shows that there are structured intervention delivery practices that make the most difference for learners.
However, these TA practices canât happen without good support â so when we describe good practices for TAs, weâll also talk about how these should be enabled by school leaders, teachers, and other learning support staff.
This part of the report sets out useful information about delivering structured interventions. It includes:
No TA practices are one-size-fits-all. Itâs important to reflect on what practices will benefit each schoolâs unique community and context.
This area of TA practice is likely to work well in classes that have:
We looked at the national and international research base to find out whatâs important to know about delivering structured interventions. We wanted to know which TA practices, and support practices, make the most difference for learners.
Research shows that good quality, evidence-based interventions and programmes can make a big difference to studentsâ learning. However, because they are specifically designed to be implemented in particular ways, their success depends on how theyâre delivered.
Interventions will usually give specific instructions around the intended length of sessions, regularity, scripts, protocols, assessments, and other resources. The research base clearly shows that when TAs deliver well-chosen interventions according to their intended structure, there are positive impacts on student learning. On the other hand, when these interventions are not delivered according to their intended structure â for example, not using the resources, or attempting to condense several short sessions into one long one â they have a negative impact on student learning.46
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 TA is doing a structured literacy lesson, but missing out key parts, this impacts the student at the end of the intervention.â (RTLB)
The structure and delivery of targeted interventions are key to their success, which means that TAs need a strong understanding of how to deliver them appropriately, according to their intended structure.47 This means being familiar with relevant guidance, scripts, assessments, and other resources. It also helps for TAs to have a strong understanding of the purpose of the structured intervention â how and why particular interventions are used for particular students.
Itâs important that TAs receive extensive training, including regular, robust support from experts, opportunities for discussion, and observations of practice. Professional support should include consideration of culturally responsive practices that promote the learning and wellbeing of MÄori learners, Pacific learners, and learners from diverse cultural groups.Â
Timing matters with intervention sessions. Good quality intervention sessions are brief and regular. They take place at times that have no or minimal disruption to studentsâ regular classroom learning, participation, belonging, and continuity of learning.48 Making this work means that leaders and teachers need to consider these factors when planning lessons and timetables. TAs can also support timetabling by:
âIf 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.â (RTLB)
Effective intervention sessions are well-paced, meaning they are unhurried, engaging, and build on previous learning as intended.49Â TAs need to be aware of the pacing of their delivery, so that theyâre ready to respond flexibly to learners and support their engagement.
Interventions work best when they have meaning and relevance for learners. Research shows that itâs important for students to understand what they are 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.50Â TAs should be explicit about the learning objectives and expectations of intervention sessions. This means that they need to have a good understanding of those things themselves.
To support engagement and learning, TAs should clarify for learners how their intervention sessions link to classroom lessons. To do this, TAs need to find out about those links from classroom teachers, and plan a shared approach to making this clear for learners.51Â However, opportunities for teachers and TAs to discuss key learning donât appear to be prioritised at many Aotearoa New Zealand schools. In EROâs recent evaluation of provision for disabled learners, almost half (43 percent) of TAs surveyed said they do not regularly meet with the classroom teacher and 33 percent do not meet regularly with the SENCO to plan and review learning programmes for disabled learners.52Â Â
Regular communication between TAs and teachers is necessary, to plan, review and discuss the learning happening in both settings, and decide how these can be linked across settings. These discussions are most useful when they are frequent, formalised, and focused. These discussions will also support leaders and teachers to monitor outcomes of interventions, and evaluate their effectiveness.53
Teachers and TAs share the responsibility of making clear, explicit links that relate intervention learning to classroom learning. Teachers and TAs should work together to maximise the learning benefits of interventions by:54
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)
Choosing the right intervention is important. Leaders and teachers need to ensure that interventions are well suited to the needs of their learners. This includes using appropriate assessments to decide on interventions and target learners.55 It can be useful for schools to conduct a âhealth checkâ on their use of interventions, reflecting on whether interventions are evidence-based, well-timetabled, and if they need to refresh their training.56
As part of this study, we talked to teacher aides, teachers, SENCOs, LSCs, senior leaders, RTLBs, parents, learners, and sector experts about strategies that have worked well in their experience. Weâve collected their ideas and strategies here. Itâs important to reflect about which practices will benefit each schoolâs unique community and context â no practices are one-size-fits-all so these strategies wonât be the right fit for everyone.
â[PLD] was so helpful because I got a real guide on how much to say before giving another instruction.â (TA)
Teacher aide voices: Structured interventions |
TAs that we spoke with shared the value of seeing for themselves that interventions were working: âYou can see the progress in the children â itâs so valuableâ âFor me itâs seeing the progress of the children ⌠by the end of the year ⌠thereâs progress, thatâs reward enoughâ â[A learner] was frustrated in Year 2, at not being able to read and everyone else could read. And he was so upset⌠he wanted to read the book and he couldnât read it. And he can now read those books.â âFor me itâs rewarding to see those children who are struggling so much â and Iâve got some pretty tough kids on my list â and to see them achieve was just amazing. I had one little boy who received a certificate at the end of the term for his hard work in literacy and heâs never received a certificate before ⌠it almost brought tears to my eyes.â âThe evidence is there in the progress thatâs being made by these children.â âWe can see itâs working.â
|
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)
âTheyâre not giving the kids new information â the TA is going over whatâs already been taught.â (LSC)
"We 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 possibleâ (LSC).
Â
As part of this study, we talked to teacher aides, teachers, SENCOs, LSCs, senior leaders, RTLBs, parents, learners, and sector experts about strategies that have worked well in their experience. Weâve collected their ideas and strategies here. Itâs important to reflect about which practices will benefit each schoolâs unique community and context â no practices are one-size-fits-all so these strategies wonât be the right fit for everyone.
Â
âFor a TA, having a scope and sequence to follow is often really good as well, because they know, âThis is what youâre working toward, and this is how you do it.ââ (TA)
âWe have a very large desk and we map it all out. Seven TAs, making sure theyâre in the right spot to meet kidsâ needs ⌠Every term [Principal] and I sit for hours and go through timetabling ⌠we just start with what the kidsâ needs are then work around them.â (SENCO)
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)
Â
This primary school has taken a long-term, sustained approach to implementing structured literacy programmes across the school. Initial support came from an external PLD provider, who spent a year working with teachers and TAs as well as training the schoolâs Resource Teacher of Literacy (RTLit) to deliver training herself. The RTLit now provides ongoing support at the school.
âAll the teachers are trained in it; TAs are trained in it as well...If we have questions about kids, we ask her [RTLit]. She continues to work alongside us and our TAs.â (LSC)
âItâs all about keeping the knowledge level and skill. We train our junior teachers, but we want expertise across the school in every team.â (DP)
Formalised training, along with regular discussion and modelling opportunities, are built into school timetables, using quieter times as opportunities to build practice.
âQuite often on Friday afternoons the rest of the school is at sport ⌠itâs the least invasive time to take TAs out [for regular training]. We value upskilling. We have PLD at least two times a term.â (DP)
Good communication supports teachers and TAs to match the content of structured interventions with classroom learning.
âThe classroom teacher takes the programme first. Then the TA follows up, for example paragraphs, TAs would follow up on that specific content ⌠[TAs are] not giving kids new information; the TA is going over whatâs already been taught.â (LSC)
Teacher aides from the school agreed that the point of their sessions was to enhance, not replace, classroom learning. They shared their strategies for keeping closely aligned to teachersâ in-class work:
âItâs just using the same language, the same visuals, the same word packs, the same sound packs, so then the childâs not confused.â (TA)
âI work alongside teachers, when I first get my timetable with the children that Iâm taking, I go to my teachers at the beginning of the term or the beginning of the year, and make sure ⌠Say 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)
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 âwork writingâ using that particular area where the focus was.â (TA)Â
In this section, we looked at three key ways that TAs can make a difference for learners through good practices in delivering structured interventions. We also looked at the ways that these good practices need to be enabled by teachers and leaders.
Â
Good TA practices look like⌠|
Good school practices look like⌠|
TAs delivering interventions as intended, using a highly structured approach. |
Leaders and teachers providing TAs with extensive training and support in the delivery of the intervention. |
TAs delivering interventions in brief, well-paced sessions, with minimal disruption to regular classroom learning. |
Intervention sessions being carefully timetabled, for minimal disruption to studentsâ regular classroom learning. |
TAs being clear with learners about learning objectives, expectations, and links between the intervention and regular classroom learning. |
Leaders and teachers prioritising time for teachers and TAs to discuss, plan, review and make assessments of intervention learning, and discuss links to classroom lessons. |
MÄori TAs can have positive impacts on learning through modelling and promoting te reo MÄori, supporting the cultural understandings and practices of staff and students, leading initiatives and school events, or taking a liaison role in the school community.
In this section, we describe three important TA practices for te ao MÄori cultural leadership and support, as well as the ways that these practices need to be enabled by teachers, leaders, whÄnau, and other experts. Weâll share what the research evidence base says, as well as stories, strategies and quotes from schools that are making this work.
TAs with MÄori cultural and language expertise can use this to tailor and enhance their interactions and support their schoolsâ culturally responsive practices. In Aotearoa New Zealand, MÄori TAs have a highly valued role in supporting schoolsâ bicultural practices, te reo MÄori knowledge, and connections with MÄori learners, whÄnau, hapĹŤ, iwi, and other networks or community groups that are relevant to whÄnau MÄori.
MÄori TAs can make a difference for learners by modelling and promoting te reo MÄori, supporting the cultural understanding and practices of staff and students, leading initiatives and school events, or taking a liaison role in the school community.
Some aspects of this part of the report will also be relevant for non-MÄori TAs who have expertise in te reo MÄori.
Research shows that there are three te ao MÄori cultural leadership and support practices that make the most difference for learners.
However, these TA practices canât happen without good support â so when we describe good practices for TAs, weâll also talk about how these should be enabled by school leaders and teachers.
This part of the report sets out useful information about te ao MÄori cultural leadership and support practices. It includes:
What sorts of schools would benefit from MÄori TAsâ te ao MÄori cultural leadership and support?
No TA practices are one-size-fits-all. Itâs important to reflect on what practices will benefit each schoolâs unique community and context. This area of TA practice is likely to work well in schools that have:
â⌠while it is very important that non-MÄori learn to become effective teachers of MÄori, we need to have school staff, both teaching and non-teaching, who can become the resource people for the transmission of authentic MÄori culture ⌠These taonga (treasures) have the potential to enrich the cultural dimensions of the schools and students they serve...â57
Research into the work of TAs in Aotearoa New Zealand identified that many are actively promoting te reo MÄori in their school, with a range of effective formal and informal strategies. NZEI Te Riu Roa and the MoE outline a range of valued practices, including:58
Te reo MÄori learning is highly valuable for all learners, including MÄori learners, in Aotearoa New Zealand schools. This is clearly set out in guiding curriculum documents and professional teaching standards.
Research into the experiences of MÄori teachers, as well as indigenous teachers and TAs overseas, highlights the challenges of feeling overly responsible for the language-learning of staff and students.59 Having experts on staff is great, but it doesnât mean that this aspect of teaching and learning should be left entirely up to them. As always, teachers should take personal responsibility for their own use of te reo MÄori â this is clearly set out in professional teaching standards.60 Leaders and teachers may need to grow their understanding and practices through specific training, including around Te Tiriti o Waitangi. Staff can also use the Poutama Reo framework and tools to review and improve te reo MÄori support at the school (see link in âUseful Resourcesâ, at the end of this report).
Teachers and leaders can add value to TAsâ te reo MÄori initiatives by:
Short story: Te reo MÄori lessons in the classroom |
One MÄori TAsâ journey to re-learn her own reo has led to a shift in te reo MÄori learning across her school. As this TAâs fluency increased, she used te reo MÄori more and more frequently within her interactions. Leaders recognised the taonga of this knowledge and met with the TA to explore ways they could work together to support te reo MÄori learning within the school. Her timetable was rearranged for class-based sessions throughout the school four days a week, with Fridays for planning, creating resources, and discussing ideas with leadership. |
The cultural expertise of MÄori TAs means that they are well-placed to take a leadership or support role in supporting authentic bicultural curriculum and culturally responsive practices. Research shows a range of positive impacts of having MÄori teachers on staff, particularly for tamariki me rangatahi MÄori.61Â This is echoed by international research specifically around teacher aides who have indigenous cultural expertise.62
Many MÄori TAs in Aotearoa New Zealand have responsibilities involving cultural expertise at their school. NZEI Te Riu Roa and the MoE have identified a range of valued TA practices, including:63
Culturally responsive practices and bicultural curriculum improvements benefit all learners, including MÄori learners, in Aotearoa New Zealand schools. Later in this part of the report, we focus more strongly on ways that MÄori TAs can use their cultural expertise to specifically benefit MÄori learners and whÄnau.
Teachers should actively engage in TAsâ cultural leadership work. This might mean promoting initiatives, engaging in TA-led PLD sessions, using resources developed by TAs, encouraging student membership in kapa haka groups or other cultural programmes, or seeking TAsâ advice and guidance around working with MÄori learners and whÄnau. Where appropriate, leaders and teachers should consider how they can remove barriers, for example, through resourcing, rearranging timetables, provision of PLD to enhance TAsâ specific skill sets, and through clear messages and expectations for staff and learners.
Short story: Seeking MÄori TAsâ advice and guidance |
Staff from a mid-size primary school shared an example of teaching staff and a MÄori TA bringing their knowledge and expertise together. A MÄori learner with autism had experienced significant grief and trauma, and was finding school challenging. His teacher recognised the importance of culturally responsive support for this learner and sought the guidance of a MÄori TA. Before the TA started to work with the learner kanohi ki te kanohi, the teacher shared important information about his triggers and preferences. This meant that the TA could offer highly tailored support for this learner. â[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) |
Aotearoa New Zealandâs professional teaching standards clearly set out that 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.64Â Leaders and teachers may need to grow their understanding and practices through specific training, including around Te Tiriti o Waitangi.
MÄori TAs can play a valuable role in supporting the learning and wellbeing of MÄori learners, particularly when they have good knowledge of learnersâ backgrounds and whÄnau, and use this information to make connections, provide appropriate support, offer expert advice around how best to work with MÄori learners, encourage studentsâ learning, or help address serious issues.65Â Cultural understanding is key to this kind of liaison work,66Â which means MÄori TAs are well-placed to provide tailored support to whÄnau MÄori. Research has also found that whÄnau MÄori value being able to connect directly with MÄori school staff, for their intrinsic understanding of te ao MÄori.67
â⌠Nurturing and growing community engagement requires consistent, skilful and timely communication, which requires using communication skills that she developed on the pathway to becoming a confident leader of her school while personifying, living and modelling what it is to be MÄori.â68
âIâm a very community person, Iâm very interwoven into this community.â (TA)
Research shows that a cultural leadership and support role comes with a range of personal, social, and emotional challenges (see box below). Leaders and teachers should take active steps to reduce pressures and support wellbeing, in discussion with TAs. Appropriately supporting TAs has practical implications, particularly in terms of thoughtful, flexible arrangement of work schedules, which should include careful monitoring of time spent working off-site.
Practices to avoid â and why |
Research has highlighted common and concerning practices around the expectations of, and workload for, school staff with cultural capital. Too often, these staff report having extra, unacknowledged obligations. As well as significant workload issues,69Â staff report complex social and emotional pressures around:70
 |
In cases where MÄori TAs choose to share the taonga of their expertise, leaders and teachers should avoid taking this for granted. Itâs crucial that leaders and teachers actively value and support TAs through proper recognition, thoughtful rearrangement of schedules and workload as appropriate, and responsive wellbeing support. |
As part of this study, we talked to MÄori TAs, as well as teachers, SENCOs, LSCs, senior leaders, RTLBs, and MÄori education sector experts about strategies that have worked well in their experience. We have collected their ideas and strategies here. Itâs important to reflect about which practices will benefit each schoolâs unique community and context â no practices are one-size-fits-all so these strategies wonât be the right fit for everyone.
Â
Short story: Supporting learners to engage with kupu |
At an Auckland school, a TA is working on building studentsâ understandings of te reo MÄori, rather than rote-learnt phrases. She recalls starting with key words from familiar school karakia and waiata, using these as a basis for open questions and discussion. âManawa mai â we know manawa and we know mai ⌠how do you bring your heart to me? What could that mean?â (TA) |
Building kapa haka programmes to support learnersâ leadership skills and behavioural learning. Some staff noted that kapa haka is also useful for building teachersâ understandings around the value of te ao MÄori for MÄori learnersâ engagement, behaviour, and leadership skills. âKapa haka has been the biggest bridge, the best bridge. Because itâs music, dancing, entertainment. Itâs a collective thing, so even our shy children excelâ (TA).
Drawing on stories about Ätua to help MÄori learnersâ behavioural and emotional regulation. âThe way that I do that is connect it to our gods, and explain them and how itâs a good thing, but you have to use it in the right way ⌠In te ao MÄori itâs so important that our emotions are first. So then we can navigate that to see how we can learn while having those emotionsâ (TA).
âI think our staff thought they had good relationships with whÄnau and iwi.â Â (Principal)
Short story: Building relationships through whakapapa |
A MÄori TA shares how culturally responsive support can make a big difference in MÄori learner engagement: âA 13-year-old girl moved up here last year. It was a hard transition, she didnât talk for months. The teachers came to me and asked if I could do something. I researched her family before I talked to her. I realised that she was from a very predominant family in [area]. I rang [her iwi], and they sent me a book all about her family, her grandfather, her whole whakapapa. And as soon as I took it to her, she opened her mouth and told me her whole whakapapa from her old school. And this is a child that hadnât talked. And then she talked for two minutes in te reo MÄori. And from that, I could get more info. And then I walked in and saw her drawing, so I wrote a book and sheâs just finished illustrating it for me. I gave it as project over the term break. Her artwork is insane. Iâve never seen a child ever draw like that ⌠Knowing her in that way, it made her excited to talk to me. Excited to tell me about her grandmother. It really helped. Her teacher told me thereâs been a shift; heâd struggled with her before.â (TA) |
As part of this study, we talked to MÄori TAs, as well as teachers, SENCOs, LSCs, senior leaders, RTLBs, and MÄori education sector experts about strategies that have worked well in their experience. We have collected their ideas and strategies here. Itâs important to reflect about which practices will benefit each schoolâs unique community and context â no practices are one-size-fits-all so these strategies wonât be the right fit for everyone.
 âI have had to be a lot more flexible than I usually would ⌠Weâve got to slow the whole process down, because thereâs something special happening here.â (Principal)
 âIf youâre meeting with whÄnau, I donât expect that on top of â thatâs part of your role.â (Principal)
Â
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)
This schoolâs leadership and board have made a recent decision to reduce a MÄori TAâs in-class role, to make room for a more intense focus on supporting whÄnau me tamariki MÄori.
This TA had been working with whÄnau around their pepeha, when she noted that many of the schoolâs MÄori families were unfamiliar with elements of their whakapapa. She recognised that this was having impacts on their children and shared this insight with leadership. These insights around learnersâ cultural context were valued by leaders, particularly the principal, who advocated for a reconfiguration of roles and responsibilities for this TA.
âItâs a significant investment for the board ⌠[but] the benefits of this are going to be enormous in the long termâ (Principal).
The TA has moved from providing te reo MÄori and cultural support for the whole school, to being more focused on whÄnau, iwi and community liaison work. A first step was to create in-depth pepeha with all MÄori learners and whÄnau. The TA then focused on registering every MÄori learner with their iwi.Â
âWhen I was available to the whole school, and teaching kapa haka and te reo in every class, being available to 280 students and their families â because the PÄkehÄ families very much love this as well ⌠not having all of them and just being able to concentrate on the MÄori families has lessened my workload. And made me be able to be more focused ⌠Iâm now fully focused on MÄori students ⌠ensuring that they are on the right path, that their families are feeling good and involved, and that we can also help make the connections for those families and those students to their whakapapa and related families. Just going with an overall MÄori approach of making sure that our disconnected families are connected again.â (TA)
Teaching staff value being able to approach her for expert advice around tamariki MÄori learning and behaviour. Whakapapa connections form the basis of support for MÄori learnersâ behaviour and emotional regulation, support guided by the TA. She shared a recent example of a learner with behaviour challenges who benefitted from a coordinated, wraparound response from herself, leaders, teachers, and external agencies.
âItâs the collaborative way that everyone moved around him. I was able to come in and tell him stories of his ancestors. And thatâs usually what gives the kids the kick they need. Just to say, âWow, Iâve got that in me. Iâm that type of superheroââ (TA).
In this section, we looked at three key ways that MÄori TAs can make a difference through te ao MÄori cultural leadership and support. We also looked at the ways that these good practices need to be enabled by teachers and leaders.
Good TA practices look like⌠|
Good school practices look like⌠|
TAs deliberately promoting te reo MÄori to learners and staff through modelling, resources, activities, and expert advice and guidance. |
Leaders and teachers actively supporting TAsâ initiatives, as well as promoting te reo MÄori themselves. |
TAs taking a leadership role in supporting bicultural curriculum and culturally responsive practices at the school. |
Leaders and teachers monitoring TAsâ workload, noting that some activities take place outside of school grounds and school hours. Leaders and teachers maximising opportunities for TAs to share their expertise with learners and staff. |
TAs building relationships with whÄnau, hapĹŤ, iwi and community networks, and drawing on these connections to support learners. |
Leaders and teachers ensuring TAs are well supported to enact their liaison strategies. This includes acknowledging and mitigating wellbeing implications for TAs.  |
MÄori TAs can have positive impacts on learning through modelling and promoting te reo MÄori, supporting the cultural understandings and practices of staff and students, leading initiatives and school events, or taking a liaison role in the school community.
In this section, we describe three important TA practices for te ao MÄori cultural leadership and support, as well as the ways that these practices need to be enabled by teachers, leaders, whÄnau, and other experts. Weâll share what the research evidence base says, as well as stories, strategies and quotes from schools that are making this work.
TAs with MÄori cultural and language expertise can use this to tailor and enhance their interactions and support their schoolsâ culturally responsive practices. In Aotearoa New Zealand, MÄori TAs have a highly valued role in supporting schoolsâ bicultural practices, te reo MÄori knowledge, and connections with MÄori learners, whÄnau, hapĹŤ, iwi, and other networks or community groups that are relevant to whÄnau MÄori.
MÄori TAs can make a difference for learners by modelling and promoting te reo MÄori, supporting the cultural understanding and practices of staff and students, leading initiatives and school events, or taking a liaison role in the school community.
Some aspects of this part of the report will also be relevant for non-MÄori TAs who have expertise in te reo MÄori.
Research shows that there are three te ao MÄori cultural leadership and support practices that make the most difference for learners.
However, these TA practices canât happen without good support â so when we describe good practices for TAs, weâll also talk about how these should be enabled by school leaders and teachers.
This part of the report sets out useful information about te ao MÄori cultural leadership and support practices. It includes:
What sorts of schools would benefit from MÄori TAsâ te ao MÄori cultural leadership and support?
No TA practices are one-size-fits-all. Itâs important to reflect on what practices will benefit each schoolâs unique community and context. This area of TA practice is likely to work well in schools that have:
â⌠while it is very important that non-MÄori learn to become effective teachers of MÄori, we need to have school staff, both teaching and non-teaching, who can become the resource people for the transmission of authentic MÄori culture ⌠These taonga (treasures) have the potential to enrich the cultural dimensions of the schools and students they serve...â57
Research into the work of TAs in Aotearoa New Zealand identified that many are actively promoting te reo MÄori in their school, with a range of effective formal and informal strategies. NZEI Te Riu Roa and the MoE outline a range of valued practices, including:58
Te reo MÄori learning is highly valuable for all learners, including MÄori learners, in Aotearoa New Zealand schools. This is clearly set out in guiding curriculum documents and professional teaching standards.
Research into the experiences of MÄori teachers, as well as indigenous teachers and TAs overseas, highlights the challenges of feeling overly responsible for the language-learning of staff and students.59 Having experts on staff is great, but it doesnât mean that this aspect of teaching and learning should be left entirely up to them. As always, teachers should take personal responsibility for their own use of te reo MÄori â this is clearly set out in professional teaching standards.60 Leaders and teachers may need to grow their understanding and practices through specific training, including around Te Tiriti o Waitangi. Staff can also use the Poutama Reo framework and tools to review and improve te reo MÄori support at the school (see link in âUseful Resourcesâ, at the end of this report).
Teachers and leaders can add value to TAsâ te reo MÄori initiatives by:
Short story: Te reo MÄori lessons in the classroom |
One MÄori TAsâ journey to re-learn her own reo has led to a shift in te reo MÄori learning across her school. As this TAâs fluency increased, she used te reo MÄori more and more frequently within her interactions. Leaders recognised the taonga of this knowledge and met with the TA to explore ways they could work together to support te reo MÄori learning within the school. Her timetable was rearranged for class-based sessions throughout the school four days a week, with Fridays for planning, creating resources, and discussing ideas with leadership. |
The cultural expertise of MÄori TAs means that they are well-placed to take a leadership or support role in supporting authentic bicultural curriculum and culturally responsive practices. Research shows a range of positive impacts of having MÄori teachers on staff, particularly for tamariki me rangatahi MÄori.61Â This is echoed by international research specifically around teacher aides who have indigenous cultural expertise.62
Many MÄori TAs in Aotearoa New Zealand have responsibilities involving cultural expertise at their school. NZEI Te Riu Roa and the MoE have identified a range of valued TA practices, including:63
Culturally responsive practices and bicultural curriculum improvements benefit all learners, including MÄori learners, in Aotearoa New Zealand schools. Later in this part of the report, we focus more strongly on ways that MÄori TAs can use their cultural expertise to specifically benefit MÄori learners and whÄnau.
Teachers should actively engage in TAsâ cultural leadership work. This might mean promoting initiatives, engaging in TA-led PLD sessions, using resources developed by TAs, encouraging student membership in kapa haka groups or other cultural programmes, or seeking TAsâ advice and guidance around working with MÄori learners and whÄnau. Where appropriate, leaders and teachers should consider how they can remove barriers, for example, through resourcing, rearranging timetables, provision of PLD to enhance TAsâ specific skill sets, and through clear messages and expectations for staff and learners.
Short story: Seeking MÄori TAsâ advice and guidance |
Staff from a mid-size primary school shared an example of teaching staff and a MÄori TA bringing their knowledge and expertise together. A MÄori learner with autism had experienced significant grief and trauma, and was finding school challenging. His teacher recognised the importance of culturally responsive support for this learner and sought the guidance of a MÄori TA. Before the TA started to work with the learner kanohi ki te kanohi, the teacher shared important information about his triggers and preferences. This meant that the TA could offer highly tailored support for this learner. â[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) |
Aotearoa New Zealandâs professional teaching standards clearly set out that 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.64Â Leaders and teachers may need to grow their understanding and practices through specific training, including around Te Tiriti o Waitangi.
MÄori TAs can play a valuable role in supporting the learning and wellbeing of MÄori learners, particularly when they have good knowledge of learnersâ backgrounds and whÄnau, and use this information to make connections, provide appropriate support, offer expert advice around how best to work with MÄori learners, encourage studentsâ learning, or help address serious issues.65Â Cultural understanding is key to this kind of liaison work,66Â which means MÄori TAs are well-placed to provide tailored support to whÄnau MÄori. Research has also found that whÄnau MÄori value being able to connect directly with MÄori school staff, for their intrinsic understanding of te ao MÄori.67
â⌠Nurturing and growing community engagement requires consistent, skilful and timely communication, which requires using communication skills that she developed on the pathway to becoming a confident leader of her school while personifying, living and modelling what it is to be MÄori.â68
âIâm a very community person, Iâm very interwoven into this community.â (TA)
Research shows that a cultural leadership and support role comes with a range of personal, social, and emotional challenges (see box below). Leaders and teachers should take active steps to reduce pressures and support wellbeing, in discussion with TAs. Appropriately supporting TAs has practical implications, particularly in terms of thoughtful, flexible arrangement of work schedules, which should include careful monitoring of time spent working off-site.
Practices to avoid â and why |
Research has highlighted common and concerning practices around the expectations of, and workload for, school staff with cultural capital. Too often, these staff report having extra, unacknowledged obligations. As well as significant workload issues,69Â staff report complex social and emotional pressures around:70
 |
In cases where MÄori TAs choose to share the taonga of their expertise, leaders and teachers should avoid taking this for granted. Itâs crucial that leaders and teachers actively value and support TAs through proper recognition, thoughtful rearrangement of schedules and workload as appropriate, and responsive wellbeing support. |
As part of this study, we talked to MÄori TAs, as well as teachers, SENCOs, LSCs, senior leaders, RTLBs, and MÄori education sector experts about strategies that have worked well in their experience. We have collected their ideas and strategies here. Itâs important to reflect about which practices will benefit each schoolâs unique community and context â no practices are one-size-fits-all so these strategies wonât be the right fit for everyone.
Â
Short story: Supporting learners to engage with kupu |
At an Auckland school, a TA is working on building studentsâ understandings of te reo MÄori, rather than rote-learnt phrases. She recalls starting with key words from familiar school karakia and waiata, using these as a basis for open questions and discussion. âManawa mai â we know manawa and we know mai ⌠how do you bring your heart to me? What could that mean?â (TA) |
Building kapa haka programmes to support learnersâ leadership skills and behavioural learning. Some staff noted that kapa haka is also useful for building teachersâ understandings around the value of te ao MÄori for MÄori learnersâ engagement, behaviour, and leadership skills. âKapa haka has been the biggest bridge, the best bridge. Because itâs music, dancing, entertainment. Itâs a collective thing, so even our shy children excelâ (TA).
Drawing on stories about Ätua to help MÄori learnersâ behavioural and emotional regulation. âThe way that I do that is connect it to our gods, and explain them and how itâs a good thing, but you have to use it in the right way ⌠In te ao MÄori itâs so important that our emotions are first. So then we can navigate that to see how we can learn while having those emotionsâ (TA).
âI think our staff thought they had good relationships with whÄnau and iwi.â Â (Principal)
Short story: Building relationships through whakapapa |
A MÄori TA shares how culturally responsive support can make a big difference in MÄori learner engagement: âA 13-year-old girl moved up here last year. It was a hard transition, she didnât talk for months. The teachers came to me and asked if I could do something. I researched her family before I talked to her. I realised that she was from a very predominant family in [area]. I rang [her iwi], and they sent me a book all about her family, her grandfather, her whole whakapapa. And as soon as I took it to her, she opened her mouth and told me her whole whakapapa from her old school. And this is a child that hadnât talked. And then she talked for two minutes in te reo MÄori. And from that, I could get more info. And then I walked in and saw her drawing, so I wrote a book and sheâs just finished illustrating it for me. I gave it as project over the term break. Her artwork is insane. Iâve never seen a child ever draw like that ⌠Knowing her in that way, it made her excited to talk to me. Excited to tell me about her grandmother. It really helped. Her teacher told me thereâs been a shift; heâd struggled with her before.â (TA) |
As part of this study, we talked to MÄori TAs, as well as teachers, SENCOs, LSCs, senior leaders, RTLBs, and MÄori education sector experts about strategies that have worked well in their experience. We have collected their ideas and strategies here. Itâs important to reflect about which practices will benefit each schoolâs unique community and context â no practices are one-size-fits-all so these strategies wonât be the right fit for everyone.
 âI have had to be a lot more flexible than I usually would ⌠Weâve got to slow the whole process down, because thereâs something special happening here.â (Principal)
 âIf youâre meeting with whÄnau, I donât expect that on top of â thatâs part of your role.â (Principal)
Â
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)
This schoolâs leadership and board have made a recent decision to reduce a MÄori TAâs in-class role, to make room for a more intense focus on supporting whÄnau me tamariki MÄori.
This TA had been working with whÄnau around their pepeha, when she noted that many of the schoolâs MÄori families were unfamiliar with elements of their whakapapa. She recognised that this was having impacts on their children and shared this insight with leadership. These insights around learnersâ cultural context were valued by leaders, particularly the principal, who advocated for a reconfiguration of roles and responsibilities for this TA.
âItâs a significant investment for the board ⌠[but] the benefits of this are going to be enormous in the long termâ (Principal).
The TA has moved from providing te reo MÄori and cultural support for the whole school, to being more focused on whÄnau, iwi and community liaison work. A first step was to create in-depth pepeha with all MÄori learners and whÄnau. The TA then focused on registering every MÄori learner with their iwi.Â
âWhen I was available to the whole school, and teaching kapa haka and te reo in every class, being available to 280 students and their families â because the PÄkehÄ families very much love this as well ⌠not having all of them and just being able to concentrate on the MÄori families has lessened my workload. And made me be able to be more focused ⌠Iâm now fully focused on MÄori students ⌠ensuring that they are on the right path, that their families are feeling good and involved, and that we can also help make the connections for those families and those students to their whakapapa and related families. Just going with an overall MÄori approach of making sure that our disconnected families are connected again.â (TA)
Teaching staff value being able to approach her for expert advice around tamariki MÄori learning and behaviour. Whakapapa connections form the basis of support for MÄori learnersâ behaviour and emotional regulation, support guided by the TA. She shared a recent example of a learner with behaviour challenges who benefitted from a coordinated, wraparound response from herself, leaders, teachers, and external agencies.
âItâs the collaborative way that everyone moved around him. I was able to come in and tell him stories of his ancestors. And thatâs usually what gives the kids the kick they need. Just to say, âWow, Iâve got that in me. Iâm that type of superheroââ (TA).
In this section, we looked at three key ways that MÄori TAs can make a difference through te ao MÄori cultural leadership and support. We also looked at the ways that these good practices need to be enabled by teachers and leaders.
Good TA practices look like⌠|
Good school practices look like⌠|
TAs deliberately promoting te reo MÄori to learners and staff through modelling, resources, activities, and expert advice and guidance. |
Leaders and teachers actively supporting TAsâ initiatives, as well as promoting te reo MÄori themselves. |
TAs taking a leadership role in supporting bicultural curriculum and culturally responsive practices at the school. |
Leaders and teachers monitoring TAsâ workload, noting that some activities take place outside of school grounds and school hours. Leaders and teachers maximising opportunities for TAs to share their expertise with learners and staff. |
TAs building relationships with whÄnau, hapĹŤ, iwi and community networks, and drawing on these connections to support learners. |
Leaders and teachers ensuring TAs are well supported to enact their liaison strategies. This includes acknowledging and mitigating wellbeing implications for TAs.  |
The traditional approach of side-by-side TA support doesnât work well for most students with learning support needs. Good quality TA support involves working closely with teachers, learning support staff, whÄnau, and other experts, to plan and implement shared strategies. With a teamwork approach, TAs can play a positive role in supporting the learning, wellbeing, peer connections, and independence of these learners.
In this section, we describe three important TA practices for collaborative support for learners with support needs, as well as the ways that these practices need to be enabled by teachers, leaders, whÄnau, and other experts. Weâll share what the research evidence base says, as well as stories, strategies and quotes from schools that are making this work.
A good collaborative approach involves TAs working closely with teachers, learning support staff, specialists, whÄnau, and other experts to get on the same page. This way, TAs can be confident using shared strategies, techniques, resources, and equipment that help studentsâ learning and wellbeing. Planning and training should ensure that when TAs work with these learners, their interactions and strategies consistently support learnersâ autonomy and agency, as well as actively promote inclusion, peer-to-peer learning, and friendships.
The national and international research shows that there are three collaborative support practices that make the most difference for learners.
However, these TA practices canât happen without good support â so when we describe good practices for TAs, weâll also talk about how these should be enabled by school leaders and teachers.
This part of the report sets out useful information about collaborative support for students with learning support needs. It includes:
What sorts of classrooms would benefit from a collaborative approach to supporting students with learning support needs?
No TA practices are one-size-fits-all. Itâs important to reflect on what practices will benefit each schoolâs unique community and context. This area of TA practice is likely to work well in classes that have:
To provide good quality support for students with learning support needs, TAs need the right information and guidance from the right people. With support from experts (such as therapists, specialists, SENCOs, LSCs, teachers and leaders, and whÄnau), TAs should ensure that they fully understand how to use strategies, techniques, and resources.71Â This should include clarifying strategies for supporting learners beyond the classroom environment, for example, helping with transitions between learning spaces or supervising mealtimes. Guidance from experts should also include consideration of the health and safety of TAs, for example, if their role includes physically lifting learners or supporting learners with escalated behaviour.
âIf weâre working alongside a student who has been identified as, for example, autistic, we need to understand theâŻtraits of autism and how it affects that student personally and respond appropriately⌠it is not a one-size-fits-all scenario.â (TA)
Collaborative planning for learners with support needs should include consideration of culturally responsive practices that promote the learning and wellbeing of MÄori learners,72Â Pacific learners, and learners from diverse cultural groups.Â
Good support for TAs involves quality training from relevant experts (specialists, therapists, resource teachers, parents and whÄnau, or others) which clarify for TAs both the how and the why of strategies and techniques. TAs benefit from modelling, as well as opportunities to try out techniques and equipment and receive feedback, and regular opportunities for shared planning and discussion. To ensure that plans are put into practice, itâs important that TAs are supported to fully understand the rationale behind strategies, and believe in their value.73
Classroom teachers also require good training to be confident and capable to meet the needs of the diversity of learners in their classes. In EROâs recent evaluation of education for disabled learners in schools, we heard a number of worrying examples of teachers feeling reluctant to include disabled learners in their classroom without having individual learning support or TAs present.74
There are better outcomes for learners with support needs when the adults that support them take a collaborative approach to achieving learner-focused goals. This involves:75
Concerningly, in EROâs recent evaluation of education for disabled learners in schools, almost half (43 percent) of TAs surveyed said they do not meet regularly with the classroom teacher and 33 percent do not meet regularly with the SENCO to plan and review learning programmes for disabled learners. Twenty-six percent of teachers reported that TA support is 'not at all' or 'to a limited extent' effectively coordinated to enable teachers to maximise the presence, participation, and learning of disabled learners in their class.76
Great support for learners with support needs is collaborative, not just cooperative. Shared strategies are even more effective when TAs can contribute to planning for these learners, with their own insights around learnersâ diagnoses, interests, preferences, social dynamics, care routines, and energy levels, or insights about culture, language, or the local community.77
âSometimes [in past positions], you can feel like youâve got these great ideas and youâre working so intensely with these students, but youâve got an idea and no-one will roll with it, and you can see how productive it would be. Here [at my current school], itâs kind of, letâs run it and see if it worksâ (TA).
Tip: TAs can help with important relationship-building |
TAs often develop great relationships with learners and whÄnau, for example, after working alongside them for several years, or knowing them from the community. Positive relationships are a good foundation for supporting learning, but itâs not good for a TA to become the main or only person that learners or whÄnau interact with at the school. Itâs really important that learners can interact regularly with teachers, other staff, and their peers, and grow their abilities to learn independently. WhÄnau also need opportunities to build relationships and connections with a range of staff who know their child and care about their learning. TAs can help learners and whÄnau to broaden their range of connections and interactions at the school by sharing useful information with other staff (e.g., interests, preferences) to support relationship-building, and by using the deliberate inclusion strategies set out in this part of the report. |
Some common TA practices are well-intentioned but can have negative impacts on learnersâ autonomy and agency. Studies have also found that TAs arenât always proactive in their classroom management and behaviour management strategies. See the box below on âPractices to avoidâ, for some strategies that research shows have negative impacts on learners.
Practices to avoid â and why |
Teacher aides work better in supportive classes that equip them for good quality interactions. Studies have highlighted some common well-intentioned strategies that get in the way of learnersâ opportunities to grow their autonomy and agency. Practices to avoid include:Â 78
|
As outlined in Part 2 of this report, learners with support needs are more positively impacted when the TAs that work with them also maintain relationships and engage in interactions with other learners across the class.
Where TAs are specifically employed to provide close side-by-side supervision for health or behaviour reasons, teachers and TAs can work together (with learning support leaders and other experts) to plan for times that teachers can have quality teaching interactions with these learners. Learners might work with teachers instead of with a TA at times, or with teachers as well as a TA, depending on individual needs.
Learners benefit when TAs use deliberate strategies that promote independence and provide opportunities for learners to make their own choices. Effective TAs work alongside teachers and others (including learners themselves) to find ways to reduce the need for adult support over time.
Proactive strategies that support learnersâ autonomy and agency include:80
âToileting, accessibility, moving around. They seem like really minute things, but the fact that you value them means so much to us.â (Secondary school student)
Itâs important that all adults who work with learners with support needs are clear and confident about how to support those learners. Consistency makes a big difference. However, EROâs evaluation of education for disabled learners in schools found that TAs were a lot more confident than teachers in supporting disabled learners to self-regulate: 74 percent (of 415) TAs were confident, while only 36 percent (of 722) of teachers were confident.
Leaders and teachers can grow TAsâ understandings of good practices through training and modelling good practices that promote student agency and autonomy. Itâs also important for leaders, teachers, and TAs to have clear, shared expectations for TA practice.81Â Research shows that they donât always agree about who is responsible for roles and tasks - particularly behaviour management, which can end up falling to TAs by default.82Â Establishing shared understandings of strategies, roles, and responsibilities means learners can benefit from more consistent and effective support.
âA lot of students in my position prefer to overlook physical health challenges as an obstacle, as much as possible. But when you guys are constantly ensuring we monitor our physical adversity, youâre making sure we remember to put our health as a priority â up there with our academics.â (Secondary school student)
Inclusive TA practices are much more effective when they are scaffolded by inclusive practices from others. Leaders should consider how they can deliberately and persistently set expectations for the whole school. All teachers are professionally obligated to work collaboratively to promote inclusive practice and access to learning, for all learners.83
As outlined in Parts 1 and 2 of this report, TAs working consistently side-by-side isolates learners, while a more mobile, generalised classroom support approach better enables learners to connect with their peers. Brief, occasional interactions with learners with support needs as well as with the wider class better ensures that TAsâ presence and support is not a barrier to peer interactions, social skill-building, and belonging.
âThe children just think the learning assistant is coming in to help everyone, and maybe this student just a little bit more.â (Principal)
Research shows that TAs can promote inclusion, peer-to-peer learning, and friendships, with the following strategies:84
Many of the key aspects of good TA practice are reliant on good teacher practices. Research shows that itâs particularly important for teachers to:85
âIf thereâs something that comes up, they [TA] immediately come up with a strategy. You can see they're proud of [my child] as well ... the school and especially [TA] are always thinking outside the box. [My childâs] best interest is whatâs at heart. Theyâre focused on finding solutions.â (Parent)
Tip: Parents and whÄnau may need help to understand a change in approach |
Because side-by-side support has been around for a long time, parents and whÄnau might expect and value this traditional TA support approach.86Â This can create a challenge for schools that are trying to shift to more useful, current support practices. ERO has developed a short guide specifically for parents and whÄnau of learners with learning support needs, which sets out the value of generalised support and clarifies current understandings about good quality TA support. Thereâs a link to this guide for parents and whÄnau in the âUseful resourcesâ section of this report. |
As part of this study, we talked to teacher aides, teachers, SENCOs, LSCs, senior leaders, RTLBs, parents, learners, and sector experts about strategies that have worked well in their experience. Weâve collected their ideas and strategies here. Itâs important to reflect about which practices will benefit each schoolâs unique community and context â no practices are one-size-fits-all so these strategies wonât be the right fit for everyone.
Short story: The value of TAs at Individual Education Plan meetings |
At a large primary school, TAs play a key role in contributing to planning for the learners that they work with regularly. An experienced TA emphasised the importance of attending key meetings and speaking up. â[In Individual Education Plan meetings,] my main thing is to be an advocate for that child, and if the adults are going off on the wrong track, saying, âExcuse me, no, thatâs not what happensâ, or, âThe child said this today, which indicated thisâ, or, âWhen this happens they respond like thisâ, or, âIâve noticed this changingâ, or, âThey donât feel safe when this happensâ, or, âThat behaviour that theyâre doing that looks unpleasant is because they are so scared of the thing theyâre being asked to do.â So Iâm quite happy to be quite vocal in that. I do insist at our school that if thereâs any meeting at all about any child with additional needs, who has teacher aide support, that the teacher aideâs at the table.â (TA) This TA shared how she checks in with learners prior to Individual Education Plan meetings. âI sat down with them beforehand and said, âLook, you know weâre going to meet with Mum and Dad, and with that person who comes and visits, and weâre going to talk about you to know how we can make school even better for you. What would you say if you were sitting there? Or is there a message youâd like me to tell them?â If itâs appropriate, try and get their voice in the room as much as possible... âThis is their words.ââ (TA) |
Short story: Deliberately supporting learnersâ independence |
At the start of the school year, a young girl with a range of physical and learning challenges required a lot of support from a TA to complete her morning routine, such as unpacking her backpack. The TA prepared a âvisualsâ board, and worked with the learner to move pictures every time a task was completed. The TAâs support was then reduced to occasional check-ins, giving gentle prompts, and praising the girlâs growing independence. Her teacher shared, âNow even when the TA isnât in the room, sheâll do the routine. Itâs become automatic.â |
Short story: Thoughtful care routines |
When a TA noticed that a Year 6 student had started showing signs of embarrassment when she would approach him for his regular medical testing, she took some time to work with him around finding a solution. Together, they came up with a hand signal that she could give from across the room, that meant, âRemember youâre due for your test â come and see me in the next few minutes.â This student preferred this system to a sudden interruption to his peer interactions. |
Short story: Proactively supporting learnersâ behaviour |
A TA was supervising the end of morning break when she recognised trigger signs in a learner with emotional regulation challenges. She signalled this to the principal who was nearby: âCan I take him for 15 minutes at the start of session? Heâs about to blow.â The principal arranged cover while the TA engaged the learner in agreed calm-down strategies. When the learner was ready, the TA shifted the conversation to the social situation which had made him frustrated, and they talked through ways he could respond next time. |
As part of this study, we talked to teacher aides, teachers, SENCOs, LSCs, senior leaders, RTLBs, parents, learners, and sector experts about strategies that have worked well in their experience. Weâve collected their ideas and strategies here. Itâs important to reflect about which practices will benefit each schoolâs unique community and context â no practices are one-size-fits-all so these strategies wonât be the right fit for everyone.
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)
âOur end goal is for us to be out of a job. Weâre never going to be out of it! But itâs about encouraging independence. What are they [TAs] doing today for the students that they can be doing less of tomorrow?â (SENCO)
âBreaking away from a model of deployment where TAs are assigned to specific pupils for long periods requires more strategic approaches to classroom organisation.â87
This school has established a team approach to supporting learners with support needs. For the principal, the recent TA pay equity work led by NZEI Te Riu Roa and the MoE âhighlighted the importance of professional learning â that I have to make that happen.â TAs now have regular opportunities to engage in PLD, often alongside teachers, focused on the specific needs of learners at the school. At other times, TAs present to their colleagues about their learning.
â[They are] good at coming back, taking a wee chunk and sharing what theyâve learnt with the SENCO, the TAs, the LSC, teachers ⌠They're released during school time so itâs not another stress.â (Teacher)
Teachers and TAs meet together at least once a week to discuss learners. At the start of each term, careful timetabling of classes and rosters draws on the insights of the wider team. âItâs about listening to what they have to say â they have valuable information.â (Principal)
Planning is online-based and used for daily communication, and all teaching resources are shared. âWe have access to the drive so itâs all at our fingertips ⌠I know where the resources are in the school. Iâve been given keys to things, access throughoutâ (TA).
Leaders, teachers, and TAs share a focus on supporting 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)
During planning and discussion times, the SENCO, teachers, and TAs talk about ways they can reduce their support over time. Theyâve found that having a team brainstorm, and then deciding on clear shared strategies and regular communication, works best. They shared an example of supporting a young learner with complex needs to move towards eating with his friends.
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)
In interviews, TAs, teachers, and leadership at this school all expressed that a collegial, respectful culture is a big part of their success â and that this is consistently modelled by leadership.
âTAs are an integral part of the school â we value each and every one as staff members and treat them as such. They come into a culture where they know that their contribution is highly valued.â (Principal)
In this section, we looked at three key ways that TAs can make a difference by collaboratively supporting students with learning support needs. We also looked at the ways that these good practices need to be enabled by teachers and leaders.
Good TA practices look like⌠|
Good school practices look like⌠|
TAs working with teachers, specialists, and other experts to understand and implement strategies, techniques, and resources. |
Robust training and support around planned strategies, techniques, use of resources, and equipment. Good communication with TAs, including meetings. |
TAs consistently supporting learnersâ autonomy and agency. |
Leaders and teachers providing professional guidance, and using a collaborative approach, to support learnersâ autonomy and agency. |
TAs actively promoting learnersâ inclusion, peer-to-peer learning, and friendships. |
Leaders and teachers carefully arranging timetables, classrooms, and learning contexts. |
The traditional approach of side-by-side TA support doesnât work well for most students with learning support needs. Good quality TA support involves working closely with teachers, learning support staff, whÄnau, and other experts, to plan and implement shared strategies. With a teamwork approach, TAs can play a positive role in supporting the learning, wellbeing, peer connections, and independence of these learners.
In this section, we describe three important TA practices for collaborative support for learners with support needs, as well as the ways that these practices need to be enabled by teachers, leaders, whÄnau, and other experts. Weâll share what the research evidence base says, as well as stories, strategies and quotes from schools that are making this work.
A good collaborative approach involves TAs working closely with teachers, learning support staff, specialists, whÄnau, and other experts to get on the same page. This way, TAs can be confident using shared strategies, techniques, resources, and equipment that help studentsâ learning and wellbeing. Planning and training should ensure that when TAs work with these learners, their interactions and strategies consistently support learnersâ autonomy and agency, as well as actively promote inclusion, peer-to-peer learning, and friendships.
The national and international research shows that there are three collaborative support practices that make the most difference for learners.
However, these TA practices canât happen without good support â so when we describe good practices for TAs, weâll also talk about how these should be enabled by school leaders and teachers.
This part of the report sets out useful information about collaborative support for students with learning support needs. It includes:
What sorts of classrooms would benefit from a collaborative approach to supporting students with learning support needs?
No TA practices are one-size-fits-all. Itâs important to reflect on what practices will benefit each schoolâs unique community and context. This area of TA practice is likely to work well in classes that have:
To provide good quality support for students with learning support needs, TAs need the right information and guidance from the right people. With support from experts (such as therapists, specialists, SENCOs, LSCs, teachers and leaders, and whÄnau), TAs should ensure that they fully understand how to use strategies, techniques, and resources.71Â This should include clarifying strategies for supporting learners beyond the classroom environment, for example, helping with transitions between learning spaces or supervising mealtimes. Guidance from experts should also include consideration of the health and safety of TAs, for example, if their role includes physically lifting learners or supporting learners with escalated behaviour.
âIf weâre working alongside a student who has been identified as, for example, autistic, we need to understand theâŻtraits of autism and how it affects that student personally and respond appropriately⌠it is not a one-size-fits-all scenario.â (TA)
Collaborative planning for learners with support needs should include consideration of culturally responsive practices that promote the learning and wellbeing of MÄori learners,72Â Pacific learners, and learners from diverse cultural groups.Â
Good support for TAs involves quality training from relevant experts (specialists, therapists, resource teachers, parents and whÄnau, or others) which clarify for TAs both the how and the why of strategies and techniques. TAs benefit from modelling, as well as opportunities to try out techniques and equipment and receive feedback, and regular opportunities for shared planning and discussion. To ensure that plans are put into practice, itâs important that TAs are supported to fully understand the rationale behind strategies, and believe in their value.73
Classroom teachers also require good training to be confident and capable to meet the needs of the diversity of learners in their classes. In EROâs recent evaluation of education for disabled learners in schools, we heard a number of worrying examples of teachers feeling reluctant to include disabled learners in their classroom without having individual learning support or TAs present.74
There are better outcomes for learners with support needs when the adults that support them take a collaborative approach to achieving learner-focused goals. This involves:75
Concerningly, in EROâs recent evaluation of education for disabled learners in schools, almost half (43 percent) of TAs surveyed said they do not meet regularly with the classroom teacher and 33 percent do not meet regularly with the SENCO to plan and review learning programmes for disabled learners. Twenty-six percent of teachers reported that TA support is 'not at all' or 'to a limited extent' effectively coordinated to enable teachers to maximise the presence, participation, and learning of disabled learners in their class.76
Great support for learners with support needs is collaborative, not just cooperative. Shared strategies are even more effective when TAs can contribute to planning for these learners, with their own insights around learnersâ diagnoses, interests, preferences, social dynamics, care routines, and energy levels, or insights about culture, language, or the local community.77
âSometimes [in past positions], you can feel like youâve got these great ideas and youâre working so intensely with these students, but youâve got an idea and no-one will roll with it, and you can see how productive it would be. Here [at my current school], itâs kind of, letâs run it and see if it worksâ (TA).
Tip: TAs can help with important relationship-building |
TAs often develop great relationships with learners and whÄnau, for example, after working alongside them for several years, or knowing them from the community. Positive relationships are a good foundation for supporting learning, but itâs not good for a TA to become the main or only person that learners or whÄnau interact with at the school. Itâs really important that learners can interact regularly with teachers, other staff, and their peers, and grow their abilities to learn independently. WhÄnau also need opportunities to build relationships and connections with a range of staff who know their child and care about their learning. TAs can help learners and whÄnau to broaden their range of connections and interactions at the school by sharing useful information with other staff (e.g., interests, preferences) to support relationship-building, and by using the deliberate inclusion strategies set out in this part of the report. |
Some common TA practices are well-intentioned but can have negative impacts on learnersâ autonomy and agency. Studies have also found that TAs arenât always proactive in their classroom management and behaviour management strategies. See the box below on âPractices to avoidâ, for some strategies that research shows have negative impacts on learners.
Practices to avoid â and why |
Teacher aides work better in supportive classes that equip them for good quality interactions. Studies have highlighted some common well-intentioned strategies that get in the way of learnersâ opportunities to grow their autonomy and agency. Practices to avoid include:Â 78
|
As outlined in Part 2 of this report, learners with support needs are more positively impacted when the TAs that work with them also maintain relationships and engage in interactions with other learners across the class.
Where TAs are specifically employed to provide close side-by-side supervision for health or behaviour reasons, teachers and TAs can work together (with learning support leaders and other experts) to plan for times that teachers can have quality teaching interactions with these learners. Learners might work with teachers instead of with a TA at times, or with teachers as well as a TA, depending on individual needs.
Learners benefit when TAs use deliberate strategies that promote independence and provide opportunities for learners to make their own choices. Effective TAs work alongside teachers and others (including learners themselves) to find ways to reduce the need for adult support over time.
Proactive strategies that support learnersâ autonomy and agency include:80
âToileting, accessibility, moving around. They seem like really minute things, but the fact that you value them means so much to us.â (Secondary school student)
Itâs important that all adults who work with learners with support needs are clear and confident about how to support those learners. Consistency makes a big difference. However, EROâs evaluation of education for disabled learners in schools found that TAs were a lot more confident than teachers in supporting disabled learners to self-regulate: 74 percent (of 415) TAs were confident, while only 36 percent (of 722) of teachers were confident.
Leaders and teachers can grow TAsâ understandings of good practices through training and modelling good practices that promote student agency and autonomy. Itâs also important for leaders, teachers, and TAs to have clear, shared expectations for TA practice.81Â Research shows that they donât always agree about who is responsible for roles and tasks - particularly behaviour management, which can end up falling to TAs by default.82Â Establishing shared understandings of strategies, roles, and responsibilities means learners can benefit from more consistent and effective support.
âA lot of students in my position prefer to overlook physical health challenges as an obstacle, as much as possible. But when you guys are constantly ensuring we monitor our physical adversity, youâre making sure we remember to put our health as a priority â up there with our academics.â (Secondary school student)
Inclusive TA practices are much more effective when they are scaffolded by inclusive practices from others. Leaders should consider how they can deliberately and persistently set expectations for the whole school. All teachers are professionally obligated to work collaboratively to promote inclusive practice and access to learning, for all learners.83
As outlined in Parts 1 and 2 of this report, TAs working consistently side-by-side isolates learners, while a more mobile, generalised classroom support approach better enables learners to connect with their peers. Brief, occasional interactions with learners with support needs as well as with the wider class better ensures that TAsâ presence and support is not a barrier to peer interactions, social skill-building, and belonging.
âThe children just think the learning assistant is coming in to help everyone, and maybe this student just a little bit more.â (Principal)
Research shows that TAs can promote inclusion, peer-to-peer learning, and friendships, with the following strategies:84
Many of the key aspects of good TA practice are reliant on good teacher practices. Research shows that itâs particularly important for teachers to:85
âIf thereâs something that comes up, they [TA] immediately come up with a strategy. You can see they're proud of [my child] as well ... the school and especially [TA] are always thinking outside the box. [My childâs] best interest is whatâs at heart. Theyâre focused on finding solutions.â (Parent)
Tip: Parents and whÄnau may need help to understand a change in approach |
Because side-by-side support has been around for a long time, parents and whÄnau might expect and value this traditional TA support approach.86Â This can create a challenge for schools that are trying to shift to more useful, current support practices. ERO has developed a short guide specifically for parents and whÄnau of learners with learning support needs, which sets out the value of generalised support and clarifies current understandings about good quality TA support. Thereâs a link to this guide for parents and whÄnau in the âUseful resourcesâ section of this report. |
As part of this study, we talked to teacher aides, teachers, SENCOs, LSCs, senior leaders, RTLBs, parents, learners, and sector experts about strategies that have worked well in their experience. Weâve collected their ideas and strategies here. Itâs important to reflect about which practices will benefit each schoolâs unique community and context â no practices are one-size-fits-all so these strategies wonât be the right fit for everyone.
Short story: The value of TAs at Individual Education Plan meetings |
At a large primary school, TAs play a key role in contributing to planning for the learners that they work with regularly. An experienced TA emphasised the importance of attending key meetings and speaking up. â[In Individual Education Plan meetings,] my main thing is to be an advocate for that child, and if the adults are going off on the wrong track, saying, âExcuse me, no, thatâs not what happensâ, or, âThe child said this today, which indicated thisâ, or, âWhen this happens they respond like thisâ, or, âIâve noticed this changingâ, or, âThey donât feel safe when this happensâ, or, âThat behaviour that theyâre doing that looks unpleasant is because they are so scared of the thing theyâre being asked to do.â So Iâm quite happy to be quite vocal in that. I do insist at our school that if thereâs any meeting at all about any child with additional needs, who has teacher aide support, that the teacher aideâs at the table.â (TA) This TA shared how she checks in with learners prior to Individual Education Plan meetings. âI sat down with them beforehand and said, âLook, you know weâre going to meet with Mum and Dad, and with that person who comes and visits, and weâre going to talk about you to know how we can make school even better for you. What would you say if you were sitting there? Or is there a message youâd like me to tell them?â If itâs appropriate, try and get their voice in the room as much as possible... âThis is their words.ââ (TA) |
Short story: Deliberately supporting learnersâ independence |
At the start of the school year, a young girl with a range of physical and learning challenges required a lot of support from a TA to complete her morning routine, such as unpacking her backpack. The TA prepared a âvisualsâ board, and worked with the learner to move pictures every time a task was completed. The TAâs support was then reduced to occasional check-ins, giving gentle prompts, and praising the girlâs growing independence. Her teacher shared, âNow even when the TA isnât in the room, sheâll do the routine. Itâs become automatic.â |
Short story: Thoughtful care routines |
When a TA noticed that a Year 6 student had started showing signs of embarrassment when she would approach him for his regular medical testing, she took some time to work with him around finding a solution. Together, they came up with a hand signal that she could give from across the room, that meant, âRemember youâre due for your test â come and see me in the next few minutes.â This student preferred this system to a sudden interruption to his peer interactions. |
Short story: Proactively supporting learnersâ behaviour |
A TA was supervising the end of morning break when she recognised trigger signs in a learner with emotional regulation challenges. She signalled this to the principal who was nearby: âCan I take him for 15 minutes at the start of session? Heâs about to blow.â The principal arranged cover while the TA engaged the learner in agreed calm-down strategies. When the learner was ready, the TA shifted the conversation to the social situation which had made him frustrated, and they talked through ways he could respond next time. |
As part of this study, we talked to teacher aides, teachers, SENCOs, LSCs, senior leaders, RTLBs, parents, learners, and sector experts about strategies that have worked well in their experience. Weâve collected their ideas and strategies here. Itâs important to reflect about which practices will benefit each schoolâs unique community and context â no practices are one-size-fits-all so these strategies wonât be the right fit for everyone.
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)
âOur end goal is for us to be out of a job. Weâre never going to be out of it! But itâs about encouraging independence. What are they [TAs] doing today for the students that they can be doing less of tomorrow?â (SENCO)
âBreaking away from a model of deployment where TAs are assigned to specific pupils for long periods requires more strategic approaches to classroom organisation.â87
This school has established a team approach to supporting learners with support needs. For the principal, the recent TA pay equity work led by NZEI Te Riu Roa and the MoE âhighlighted the importance of professional learning â that I have to make that happen.â TAs now have regular opportunities to engage in PLD, often alongside teachers, focused on the specific needs of learners at the school. At other times, TAs present to their colleagues about their learning.
â[They are] good at coming back, taking a wee chunk and sharing what theyâve learnt with the SENCO, the TAs, the LSC, teachers ⌠They're released during school time so itâs not another stress.â (Teacher)
Teachers and TAs meet together at least once a week to discuss learners. At the start of each term, careful timetabling of classes and rosters draws on the insights of the wider team. âItâs about listening to what they have to say â they have valuable information.â (Principal)
Planning is online-based and used for daily communication, and all teaching resources are shared. âWe have access to the drive so itâs all at our fingertips ⌠I know where the resources are in the school. Iâve been given keys to things, access throughoutâ (TA).
Leaders, teachers, and TAs share a focus on supporting 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)
During planning and discussion times, the SENCO, teachers, and TAs talk about ways they can reduce their support over time. Theyâve found that having a team brainstorm, and then deciding on clear shared strategies and regular communication, works best. They shared an example of supporting a young learner with complex needs to move towards eating with his friends.
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)
In interviews, TAs, teachers, and leadership at this school all expressed that a collegial, respectful culture is a big part of their success â and that this is consistently modelled by leadership.
âTAs are an integral part of the school â we value each and every one as staff members and treat them as such. They come into a culture where they know that their contribution is highly valued.â (Principal)
In this section, we looked at three key ways that TAs can make a difference by collaboratively supporting students with learning support needs. We also looked at the ways that these good practices need to be enabled by teachers and leaders.
Good TA practices look like⌠|
Good school practices look like⌠|
TAs working with teachers, specialists, and other experts to understand and implement strategies, techniques, and resources. |
Robust training and support around planned strategies, techniques, use of resources, and equipment. Good communication with TAs, including meetings. |
TAs consistently supporting learnersâ autonomy and agency. |
Leaders and teachers providing professional guidance, and using a collaborative approach, to support learnersâ autonomy and agency. |
TAs actively promoting learnersâ inclusion, peer-to-peer learning, and friendships. |
Leaders and teachers carefully arranging timetables, classrooms, and learning contexts. |
Teacher aides can make a real difference for learners. They have a wide range of valued roles and responsibilities, and can enhance learner outcomes by drawing on positive relationships, good training, collaborative practices, and cultural expertise. But teacher aides canât do their best work without good support from their schools.
This research into good TA practice and support uses robust evidence to clarify âwhat good looks likeâ in an Aotearoa New Zealand context.
In the past, many TAs worked side-by-side with students with learning support needs, and these learners didnât spend much time with teachers or their friends. This model was put in place with good intentions, to provide lots of support from an adult that knows the learner well. But we now know that this wasnât the best thing for learnersâ education. These days, a robust evidence base shows that TAs can make a much more positive difference for learners by drawing on positive relationships, good training, collaborative practices, and cultural expertise.
The national and international research highlights four key areas where TAs can have a positive impact on learnersâ wellbeing and learning outcomes:
We found that TAs in Aotearoa New Zealand schools are doing incredible work in these four areas. This report captures their strategies and ideas for making these practices work.
Itâs hard to shift practices that have been around for decades. Research shows that classrooms that attempt to update TA practices can easily drift back into traditional side-by-side TA support, often due to time and resource pressures, or due to teachersâ and TAsâ perceptions of their roles. We heard that it was important for leaders to be clear, explicit, and persistent in their messages and expectations. These messages needed to be backed up with real action: setting up good communication systems, prioritising planning and discussion time for TAs, careful timetabling, and robust professional support school-wideÂ
âThe status quo in terms of TA deployment is no longer an option.â 88
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)
Responding to the diversity of learners in Aotearoa New Zealand classrooms takes real teamwork. This involves leaders and teachers making sure that they: share key information with TAs; discuss plans and strategies with TAs; value TAsâ expertise, insights, and cultural perspectives; involve TAs in meetings and professional learning opportunities; and purposefully build a school culture of including, valuing, and collaborating with TAs. Itâs this sort of teamwork that enables and empowers TAs to make the biggest difference for learners.
âTime is really valued in schools and having that time actually makes the difference for people to be able to have quality conversations that really make quality difference for kids. Thatâs what weâre all in this for, making the difference for kids. People canât do it on the hoof.â (Principal)
The TAs, teachers, SENCOs, LSCs, senior leaders, and RTLBs that we spoke to acknowledged that moving on from traditional ideas about TA support wasnât easy at first. It took a big push to shift mindsets and expectations. However, we also heard that the shift was worth it. These schools were energised by the practices theyâd put in place, and could clearly see their efforts paying off in the classroom and in their learnersâ outcomes.
In this report, we put research and real life stories together to shine a light on the key ways that TAs, teachers, leaders, and other experts can make the most of the TA role. The evidence, and the experiences shared with us, show that making the most of TAs means making a real, positive difference for our learners.Â
âYouâre seeing them achieve and itâs just â itâs fantastic. I love what I do. To see the progress and the joy and the smile on their face.â (TA)
 âWe could not run this school as successfully as we do without these amazing [TAs]. I call them my angels, because they are.â (DP/SENCO)
This report has focused on the ways that TAs can be well supported at a school level.
EROâs report around education for disabled learners looks into the ways that the wider education system works to support learners with support needs, including the deployment of TAs. The report makes 19 system level recommendations in order to improve provision. This report is available on EROâs website, www.ero.govt.nz, or click this link: Thriving at school? Education for disabled learners in schools
Â
ERO worked with the Ministry of Education and NZEI Te Riu Roa to produce a range of useful resources. These can all be downloaded for free from www.ero.govt.nz
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 |
Thriving at school? Education for disabled learners in schools: ERO, in partnership with the Human Rights Commission and the Office for Disability Issues, looked at how well the education system is supporting disabled learners in schools. ERO found that we need to improve education for disabled learners so they can thrive. Along with a comprehensive report about what we found, ERO also produced a range of resources, including summaries and good practice guides for teachers, school leaders, and parents and whÄnau. https://ero.govt.nz/our-research/category/education-for-disabled-learners-in-new-zealand  |
Teachers and teacher aides working together is a set of modules produced by the MoE for teachers and teacher aides to complete together to strengthen working relationships, improve role clarity, and build knowledge of inclusive practice that supports student learning. There is also a self-review tool for school leaders to use to understand where their school is at and what they should do next in supporting teacher aides to be effective in their roles. https://seonline.tki.org.nz/Teachers-and-teacher-aides/  |
Supporting effective teacher aide practice is a MoE site which has short articles, videos, and practical resources around good teacher aide practice and support. It is primarily aimed at school leaders, but may be of interest to teachers and teacher aides too. https://inclusive.tki.org.nz/guides/supporting-effective-teacher-aide-practice/  |
These inclusive education guides, put together by the MoE, provide useful information to recognise, plan for, and meet the needs of a wide range of diverse learners. https://inclusive.tki.org.nz/guides/  |
Poutama Reo, developed by ERO, comprises a range of resources to support English medium schools to review and improve their provision of te reo MÄori school wide, including self-review tools. Â |
TÄtaiako: Cultural competencies for teachers of MÄori learners looks at ways that teachers can support the learning of MÄori learners. Although this resource is aimed at teachers, TAs who work with MÄori learners may find this a valuable resource.  |
TapasÄ: Cultural competencies framework for teachers of Pacific learners looks at ways that teachers can support the learning of Pacific learners. Though this resource is aimed at teachers, TAs who work with Pacific learners may find this a valuable resource.  |
The Teacher Aide pay equity claim report and Pay equity work matrix were put together by the MoE and NZEI Te Riu Roa in 2020. Although these resources are primarily focused on pay equity matters, they also provide useful insights into the day-to-day work and diverse capabilities of the teacher aide workforce. https://assets.education.govt.nz/public/Uploads/Teacher-Aide-pay-equity-claim-report-2020.pdf  |
Teacher aides can make a real difference for learners. They have a wide range of valued roles and responsibilities, and can enhance learner outcomes by drawing on positive relationships, good training, collaborative practices, and cultural expertise. But teacher aides canât do their best work without good support from their schools.
This research into good TA practice and support uses robust evidence to clarify âwhat good looks likeâ in an Aotearoa New Zealand context.
In the past, many TAs worked side-by-side with students with learning support needs, and these learners didnât spend much time with teachers or their friends. This model was put in place with good intentions, to provide lots of support from an adult that knows the learner well. But we now know that this wasnât the best thing for learnersâ education. These days, a robust evidence base shows that TAs can make a much more positive difference for learners by drawing on positive relationships, good training, collaborative practices, and cultural expertise.
The national and international research highlights four key areas where TAs can have a positive impact on learnersâ wellbeing and learning outcomes:
We found that TAs in Aotearoa New Zealand schools are doing incredible work in these four areas. This report captures their strategies and ideas for making these practices work.
Itâs hard to shift practices that have been around for decades. Research shows that classrooms that attempt to update TA practices can easily drift back into traditional side-by-side TA support, often due to time and resource pressures, or due to teachersâ and TAsâ perceptions of their roles. We heard that it was important for leaders to be clear, explicit, and persistent in their messages and expectations. These messages needed to be backed up with real action: setting up good communication systems, prioritising planning and discussion time for TAs, careful timetabling, and robust professional support school-wideÂ
âThe status quo in terms of TA deployment is no longer an option.â 88
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)
Responding to the diversity of learners in Aotearoa New Zealand classrooms takes real teamwork. This involves leaders and teachers making sure that they: share key information with TAs; discuss plans and strategies with TAs; value TAsâ expertise, insights, and cultural perspectives; involve TAs in meetings and professional learning opportunities; and purposefully build a school culture of including, valuing, and collaborating with TAs. Itâs this sort of teamwork that enables and empowers TAs to make the biggest difference for learners.
âTime is really valued in schools and having that time actually makes the difference for people to be able to have quality conversations that really make quality difference for kids. Thatâs what weâre all in this for, making the difference for kids. People canât do it on the hoof.â (Principal)
The TAs, teachers, SENCOs, LSCs, senior leaders, and RTLBs that we spoke to acknowledged that moving on from traditional ideas about TA support wasnât easy at first. It took a big push to shift mindsets and expectations. However, we also heard that the shift was worth it. These schools were energised by the practices theyâd put in place, and could clearly see their efforts paying off in the classroom and in their learnersâ outcomes.
In this report, we put research and real life stories together to shine a light on the key ways that TAs, teachers, leaders, and other experts can make the most of the TA role. The evidence, and the experiences shared with us, show that making the most of TAs means making a real, positive difference for our learners.Â
âYouâre seeing them achieve and itâs just â itâs fantastic. I love what I do. To see the progress and the joy and the smile on their face.â (TA)
 âWe could not run this school as successfully as we do without these amazing [TAs]. I call them my angels, because they are.â (DP/SENCO)
This report has focused on the ways that TAs can be well supported at a school level.
EROâs report around education for disabled learners looks into the ways that the wider education system works to support learners with support needs, including the deployment of TAs. The report makes 19 system level recommendations in order to improve provision. This report is available on EROâs website, www.ero.govt.nz, or click this link: Thriving at school? Education for disabled learners in schools
Â
ERO worked with the Ministry of Education and NZEI Te Riu Roa to produce a range of useful resources. These can all be downloaded for free from www.ero.govt.nz
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 |
Thriving at school? Education for disabled learners in schools: ERO, in partnership with the Human Rights Commission and the Office for Disability Issues, looked at how well the education system is supporting disabled learners in schools. ERO found that we need to improve education for disabled learners so they can thrive. Along with a comprehensive report about what we found, ERO also produced a range of resources, including summaries and good practice guides for teachers, school leaders, and parents and whÄnau. https://ero.govt.nz/our-research/category/education-for-disabled-learners-in-new-zealand  |
Teachers and teacher aides working together is a set of modules produced by the MoE for teachers and teacher aides to complete together to strengthen working relationships, improve role clarity, and build knowledge of inclusive practice that supports student learning. There is also a self-review tool for school leaders to use to understand where their school is at and what they should do next in supporting teacher aides to be effective in their roles. https://seonline.tki.org.nz/Teachers-and-teacher-aides/  |
Supporting effective teacher aide practice is a MoE site which has short articles, videos, and practical resources around good teacher aide practice and support. It is primarily aimed at school leaders, but may be of interest to teachers and teacher aides too. https://inclusive.tki.org.nz/guides/supporting-effective-teacher-aide-practice/  |
These inclusive education guides, put together by the MoE, provide useful information to recognise, plan for, and meet the needs of a wide range of diverse learners. https://inclusive.tki.org.nz/guides/  |
Poutama Reo, developed by ERO, comprises a range of resources to support English medium schools to review and improve their provision of te reo MÄori school wide, including self-review tools. Â |
TÄtaiako: Cultural competencies for teachers of MÄori learners looks at ways that teachers can support the learning of MÄori learners. Although this resource is aimed at teachers, TAs who work with MÄori learners may find this a valuable resource.  |
TapasÄ: Cultural competencies framework for teachers of Pacific learners looks at ways that teachers can support the learning of Pacific learners. Though this resource is aimed at teachers, TAs who work with Pacific learners may find this a valuable resource.  |
The Teacher Aide pay equity claim report and Pay equity work matrix were put together by the MoE and NZEI Te Riu Roa in 2020. Although these resources are primarily focused on pay equity matters, they also provide useful insights into the day-to-day work and diverse capabilities of the teacher aide workforce. https://assets.education.govt.nz/public/Uploads/Teacher-Aide-pay-equity-claim-report-2020.pdf  |
1 Ministry of Education. (2020). Teacher Aide pay equity claim report: Processes, evidence and information for assessing pay inequity for teacher aides. https://assets.education.govt.nz/public/Uploads/Teacher-Aide-pay-equity-claim-report-2020.pdf
2 Sharples, J., Webster, R., & Blatchford, P. (2018). Making best use of teaching assistants: Guidance report. Education Endowment Foundation.
Wilson, V., Schlapp, U., & Davidson, J. (2003). An âextra pair of handsâ? Managing classroom assistants in Scottish primary schools. Educational management & administration, 31(2), 189-205.
3 Blatchford, P., Russell, A., & Webster, R. (2012). Reassessing the impact of teaching assistants: How research challenges practice and policy. Routledge.
Rubie-Davies, C. M., Blatchford, P., Webster, R., Koutsoubou, M., & Bassett, P. (2010). Enhancing learning? A comparison of teacher and teaching assistant interactions with pupils. School Effectiveness and School Improvement, 21(4), 429-449.
Sharples, J., Webster, R., & Blatchford, P. (2018). Making best use of teaching assistants: Guidance report. Education Endowment Foundation.
4 Broer, S. M., Doyle, M. B., & Giangreco, M. F. (2005). Perspectives of students with intellectual disabilities about their experiences with paraprofessional support. Exceptional children, 71(4), 415
Pinkard, H. (2021). The perspectives and experiences of children with special educational needs in mainstream primary schools regarding their individual teaching assistant support. European Journal of Special Needs Education, 36(2), 248-264.
[5] Blatchford, P., Russell, A., & Webster, R. (2012). Reassessing the impact of teaching assistants: How research challenges practice and policy. Routledge.
Griffin, C., & Blatchford, P. (2021). Give them wings to fly: Critiquing the Special Needs Assistant scheme through the lens of pupil independence. European Journal of Special Needs Education, 36(2), 198-214.
Malmgren, K. W., & Causton-Theoharis, J. N. (2006). Boy in the bubble: effects of paraprofessional proximity and other pedagogical decisions on the interactions of a student with behavioral disorders. Journal of Research in Childhood Education, 20(4), 301â312.
Mulholland M., & O'Connor, U. (2016). Collaborative classroom practice for inclusion: perspectives of classroom teachers and learning support/ resource teachers, 20(10), 1070-1083.
Sharples, J., Webster, R., & Blatchford, P. (2018). Making best use of teaching assistants: Guidance report. Education Endowment Foundation.
[6] Rubie-Davies, C. M., Blatchford, P., Webster, R., Koutsoubou, M., & Bassett, P. (2010). Enhancing learning? A comparison of teacher and teaching assistant interactions with pupils. School Effectiveness and School Improvement, 21(4), 429-449. [see page 445]
[7] Blatchford, P., Russell, A., & Webster, R. (2012). Reassessing the impact of teaching assistants: How research challenges practice and policy. Routledge.
Slater, E., & Gazeley, L. (2019). Deploying teaching assistants to support learning: from models to typologies. Educational Review, 71(5), 547â563.
[8] Butt, R. (2016). Teacher assistant support and deployment in mainstream schools. International Journal of Inclusive Education, 20(9): 995-1007.
[9] Rubie-Davies, C. M., Blatchford, P., Webster, R., Koutsoubou, M., & Bassett, P. (2010). Enhancing learning? A comparison of teacher and teaching assistant interactions with pupils. School Effectiveness and School Improvement, 21(4), 429-449. [See page 430]
[10] Rutherford, G. (2012). In, out or somewhere in between? Disabled students' and teacher aides' experiences of school. International Journal of Inclusive Education, 16(8), 757-774.
Sharples, J., Webster, R., & Blatchford, P. (2018). Making best use of teaching assistants: Guidance report. Education Endowment Foundation.
Woodhams, C. M. (2018). Perspectives on the role of teacher aides and the implications for inclusive practice in Aotearoa classrooms: a thesis presented in partial fulfilment of the requirements for the degree of Master of Education (Inclusive Education) at Massey University, Albany, New Zealand (Dissertation, Massey University).
Ministry of Education. (2017a). Teachers and teachersâ aides working together. https://seonline.tki.org.nz/Teachers-and-teacher-aides/
[11] Causton-Theoharis, J. N. (2009). The golden rule of providing support in inclusive classrooms: Support others as you would wish to be supported. Teaching Exceptional Children, 42(2), 36-43. [See page 39]
[12] Lehane, T. (2016). âCooling the mark outâ: experienced teaching assistantsâ perceptions of their work in the inclusion of pupils with special educational needs in mainstream secondary schools. Educational Review, 68(1), 4-23. [See page 5]
[13] Sharma, U., & Salend, S. J. (2016). Teaching assistants in inclusive classrooms: A systematic analysis of the international research. Australian Journal of Teacher Education (Online), 41(8), 118-134.
Vogt, F., Koechlin, A., Truniger, A., & Zumwald, B. (2021). Teaching assistants and teachers providing instructional support for pupils with SEN: results from a video study in Swiss classrooms. European Journal of Special Needs Education, 36(2), 215-230.
[14] Education Review Office. (2022). Thriving at school? Education for disabled learners in schools. https://ero.govt.nz/our-research/thriving-at-school-education-for-disabled-learners-in-schools
[15] JardĂ, A., PuigdellĂvol, I., & PetreĂąas, C. (2021). Teacher assistantsâ roles in Catalan classrooms: Promoting fair and inclusion-oriented support for all. International Journal of Inclusive Education, 25(3), 313-328.
Mulholland M., & O'Connor, U. (2016). Collaborative classroom practice for inclusion: Perspectives of classroom teachers and learning support/ resource teachers, 20(10), 1070-1083.
Sharma, U., & Salend, S. J. (2016). Teaching assistants in inclusive classrooms: A systematic analysis of the international research. Australian Journal of Teacher Education (Online), 41(8), 118-134.
Vogt, F., Koechlin, A., Truniger, A., & Zumwald, B. (2021). Teaching assistants and teachers providing instructional support for pupils with SEN: Results from a video study in Swiss classrooms. European Journal of Special Needs Education, 36(2), 215-230.
[16] Mulholland M., & O'Connor, U. (2016). Collaborative classroom practice for inclusion: perspectives of classroom teachers and learning support/ resource teachers, 20(10), 1070-1083. DOI: 10.1080/13603116.2016.1145266
Sharma, U., & Salend, S. J. (2016). Teaching assistants in inclusive classrooms: A systematic analysis of the international research. Australian Journal of Teacher Education (Online), 41(8), 118-134.
Rutherford, G. (2012). In, out or somewhere in between? Disabled students' and teacher aides' experiences of school. International Journal of Inclusive Education, 16(8), 757-774.
[17] Education Review Office. (2022). Thriving at school? Education for disabled learners in schools. https://ero.govt.nz/our-research/thriving-at-school-education-for-disabled-learners-in-schools
[18] Rutherford, G. (2012). In, out or somewhere in between? Disabled students' and teacher aides' experiences of school. International Journal of Inclusive Education, 16(8), 757-774.
Sharples, J., Webster, R., & Blatchford, P. (2018). Making best use of teaching assistants: Guidance report. Education Endowment Foundation.
[19] Mulholland M., & O'Connor, U. (2016). Collaborative classroom practice for inclusion: perspectives of classroom teachers and learning support/ resource teachers, 20(10), 1070-1083.
Sharples, J., Webster, R., & Blatchford, P. (2018). Making best use of teaching assistants: Guidance report. Education Endowment Foundation.
Webster, R., Russell, A., & Blatchford, P. (2015). Maximising the impact of teaching assistants: Guidance for school leaders and teachers (2nd ed.). Routledge.
[20] JardĂ, A., PuigdellĂvol, I., & PetreĂąas, C. (2021). Teacher assistantsâ roles in Catalan classrooms: Promoting fair and inclusion-oriented support for all. International Journal of Inclusive Education, 25(3), 313-328.
Mulholland M., & O'Connor, U. (2016). Collaborative classroom practice for inclusion: Perspectives of classroom teachers and learning support/ resource teachers, 20(10), 1070-1083.
Vogt, F., Koechlin, A., Truniger, A., & Zumwald, B. (2021). Teaching assistants and teachers providing instructional support for pupils with SEN: Results from a video study in Swiss classrooms. European Journal of Special Needs Education, 36(2), 215-230.
[21] Sharples, J., Webster, R., & Blatchford, P. (2018). Making best use of teaching assistants: Guidance report. Education Endowment Foundation.
Ministry of Education. (2017a). Teachers and teachersâ aides working together. https://seonline.tki.org.nz/Teachers-and-teacher-aides/
Ministry of Education. (2017b). Teachers and teachersâ aides working together: A leadersâ tool for self-review. https://seonline.tki.org.nz/Teachers-and-teacher-aides/Self-review-tool
MacArthur, J., & Kelly, B. (2004). Inclusion from the perspectives of students with disabilities. SET: Research Information for Teachers, 2(1), 44-48.
[22] Causton-Theoharis, J. N. (2009). The golden rule of providing support in inclusive classrooms: Support others as you would wish to be supported. Teaching Exceptional Children, 42(2), 36-43.Â
Griffin, C., & Blatchford, P. (2021). Give them wings to fly: Critiquing the Special Needs Assistant scheme through the lens of pupil independence. European Journal of Special Needs Education, 36(2), 198-214.
[23] Blatchford, P., Russell, A., & Webster, R. (2012). Reassessing the impact of teaching assistants: How research challenges practice and policy. Routledge.
Griffin, C., & Blatchford, P. (2021). Give them wings to fly: Critiquing the Special Needs Assistant scheme through the lens of pupil independence. European Journal of Special Needs Education, 36(2), 198-214.
Malmgren, K. W., & Causton-Theoharis, J. N. (2006). Boy in the bubble: effects of paraprofessional proximity and other pedagogical decisions on the interactions of a student with behavioral disorders. Journal of Research in Childhood Education, 20(4), 301â312.
Mulholland M., & O'Connor, U. (2016). Collaborative classroom practice for inclusion: perspectives of classroom teachers and learning support/ resource teachers, 20(10), 1070-1083.
[24] Blatchford, P., Russell, A., & Webster, R. (2012). Reassessing the impact of teaching assistants: How research challenges practice and policy. Routledge.
Sharples, J., Webster, R., & Blatchford, P. (2018). Making best use of teaching assistants: Guidance report. Education Endowment Foundation.
Griffin, C., & Blatchford, P. (2021). Give them wings to fly: Critiquing the Special Needs Assistant scheme through the lens of pupil independence. European Journal of Special Needs Education, 36(2), 198-214.
Slater, E., & Gazeley, L. (2019). Deploying teaching assistants to support learning: from models to typologies. Educational Review, 71(5), 547â563.
Ward, A. (2011). Let's talk about teacher aides. Kairaranga, 12(1), 43-50.
[25] Butt, R. (2016). Teacher assistant support and deployment in mainstream schools. International Journal of Inclusive Education, 20(9): 995-1007.
Webster, R., Russell, A., & Blatchford, P. (2015). Maximising the impact of teaching assistants: Guidance for school leaders and teachers (2nd ed.). Routledge.
Rose, Richard. (2020). The use of teacher assistant and education support personnel in inclusive education. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000373692.locale=en
[26] Blatchford, P., Russell, A., & Webster, R. (2012). Reassessing the impact of teaching assistants: How research challenges practice and policy. Routledge.
Radford, J., Blatchford, P., & Webster, R. (2011). Opening up and closing down: How teachers and TAs manage turn-taking, topic and repair in mathematics lessons. Learning and Instruction, 21(5), 625-635.
Rubie-Davies, C. M., Blatchford, P., Webster, R., Koutsoubou, M., & Bassett, P. (2010). Enhancing learning? A comparison of teacher and teaching assistant interactions with pupils. School Effectiveness and School Improvement, 21(4), 429-449.
Vogt, F., Koechlin, A., Truniger, A., & Zumwald, B. (2021). Teaching assistants and teachers providing instructional support for pupils with SEN: Results from a video study in Swiss classrooms. European Journal of Special Needs Education, 36(2), 215-230.
[27] Education Review Office. (2018). Responding to language diversity in Auckland. https://ero.govt.nz/our-research/responding-to-language-diversity-in-auckland
Lehane, T. (2016). âCooling the mark outâ: Experienced teaching assistantsâ perceptions of their work in the inclusion of pupils with special educational needs in mainstream secondary schools. Educational Review, 68(1), 4-23.
Radford, J., Blatchford, P., & Webster, R. (2011). Opening up and closing down: How teachers and TAs manage turn-taking, topic and repair in mathematics lessons. Learning and Instruction, 21(5), 625-635.
Sharples, J., Webster, R., & Blatchford, P. (2018). Making best use of teaching assistants: Guidance report. Education Endowment Foundation.
Teaching Council. (2011). TÄtaiako: Cultural competencies for teachers of MÄori learners  https://teachingcouncil.nz/resource-centre/tataiako-cultural-competencies-for-teachers-of-maori-learners/
Teaching Council. (2018). TapasÄ: Cultural competency framework for teachers of Pacific learners. https://teachingcouncil.nz/resource-centre/tapasa/
Webster, R., Russell, A., & Blatchford, P. (2015). Maximising the impact of teaching assistants: Guidance for school leaders and teachers (2nd ed.). Routledge.
[28] Blatchford, P., Russell, A., & Webster, R. (2012). Reassessing the impact of teaching assistants: How research challenges practice and policy. Routledge.
Griffin, C., & Blatchford, P. (2021). Give them wings to fly: Critiquing the Special Needs Assistant scheme through the lens of pupil independence. European Journal of Special Needs Education, 36(2), 198-214.
Hurrell, D., & Day, L. (2015). Visiting teachersâ perceptions about working with teacher assistants and teachers. In Working with Teaching Assistants and Other Support Staff for Inclusive Education (Vol. 4, pp. 153-172). Emerald Group Publishing Limited.
Lehane, T. (2016). âCooling the mark outâ: experienced teaching assistantsâ perceptions of their work in the inclusion of pupils with special educational needs in mainstream secondary schools. Educational Review, 68(1), 4-23.
[29] Ministry of Education. (2020). Teacher Aide pay equity claim report: Processes, evidence and information for assessing pay inequity for teacher aides. https://assets.education.govt.nz/public/Uploads/Teacher-Aide-pay-equity-claim-report-2020.pdf
[30] Slater, E., & Gazeley, L. (2019). Deploying teaching assistants to support learning: from models to typologies. Educational Review, 71(5), 547â563.
Webster, R., Russell, A., & Blatchford, P. (2015). Maximising the impact of teaching assistants: Guidance for school leaders and teachers (2nd ed.). Routledge.
[31] Sharples, J., Webster, R., & Blatchford, P. (2018). Making best use of teaching assistants: Guidance report. Education Endowment Foundation.
Webster, R., Russell, A., & Blatchford, P. (2015). Maximising the impact of teaching assistants: Guidance for school leaders and teachers (2nd ed.). Routledge.
[32] Sharples,J., Webster, R., & Blatchford, P. (2018). Making best use of teaching assistants: Guidance report. Education Endowment Foundation.
[33] Blatchford, P., Russell, A., & Webster, R. (2012). Reassessing the impact of teaching assistants: How research challenges practice and policy. Routledge.
Rubie-Davies, C. M., Blatchford, P., Webster, R., Koutsoubou, M., & Bassett, P. (2010). Enhancing learning? A comparison of teacher and teaching assistant interactions with pupils. School Effectiveness and School Improvement, 21(4), 429-449.
Webster, R., Russell, A., & Blatchford, P. (2015). Maximising the impact of teaching assistants: Guidance for school leaders and teachers (2nd ed.). Routledge.
[34] Mulholland M., & O'Connor, U. (2016). Collaborative classroom practice for inclusion: perspectives of classroom teachers and learning support/ resource teachers, 20(10), 1070-1083. DOI: 10.1080/13603116.2016.1145266
[35] Lehane, T. (2016). âCooling the mark outâ: Experienced teaching assistantsâ perceptions of their work in the inclusion of pupils with special educational needs in mainstream secondary schools. Educational Review, 68(1), 4-23.
Mulholland M., & O'Connor, U. (2016). Collaborative classroom practice for inclusion: Perspectives of classroom teachers and learning support/resource teachers, 20(10), 1070-1083.
Sharma, U., & Salend, S. J. (2016). Teaching assistants in inclusive classrooms: A systematic analysis of the international research. Australian Journal of Teacher Education (Online), 41(8), 118-134.
[36] Education Review Office. (2022). Thriving at school? Education for disabled learners in schools. Thriving at school? Education for disabled learners in schools | Education Review Office (ero.govt.nz)
[37] Sharples, J., Webster, R., & Blatchford, P. (2018). Making best use of teaching assistants: Guidance report. Education Endowment Foundation. [See page 18]
[38] Sharples, J., Webster, R., & Blatchford, P. (2018). Making best use of teaching assistants: Guidance report. Education Endowment Foundation.
Vogt, F., Koechlin, A., Truniger, A., & Zumwald, B. (2021). Teaching assistants and teachers providing instructional support for pupils with SEN: results from a video study in Swiss classrooms. European Journal of Special Needs Education, 36(2), 215-230.
[39] Ministry of Education. (2017a). Teachers and teachersâ aides working together. https://seonline.tki.org.nz/Teachers-and-teacher-aides/
Ministry of Education. (2017b). Teachers and teachersâ aides working together: A leadersâ tool for self-review. https://seonline.tki.org.nz/Teachers-and-teacher-aides/Self-review-tool
Sharples, J., Webster, R., & Blatchford, P. (2018). Making best use of teaching assistants: Guidance report. Education Endowment Foundation.
[40] Butt, R. (2016). Teacher assistant support and deployment in mainstream schools. International Journal of Inclusive Education, 20(9): 995-1007. doi: 10.1080/13603116.2016.1145260.
Rutherford, G. (2012). In, out or somewhere in between? Disabled students' and teacher aides' experiences of school. International Journal of Inclusive Education, 16(8), 757-774.
[41] Sharma, U., & Salend, S. J. (2016). Teaching assistants in inclusive classrooms: A systematic analysis of the international research. Australian Journal of Teacher Education (Online), 41(8), 118-134.
Webster, R., & Blatchford, P. (2017). The Special Educational Needs in Secondary Education (SENSE) study: Final Report: A study of the teaching and support experienced by pupils with Statements and Education, Health and Care Plans in mainstream and special schools.
Vogt, F., Koechlin, A., Truniger, A., & Zumwald, B. (2021). Teaching assistants and teachers providing instructional support for pupils with SEN: results from a video study in Swiss classrooms. European Journal of Special Needs Education, 36(2), 215-230.
[42] Chopra, R. V., & Giangreco, M. F. (2019). Effective use of teacher assistants in inclusive classrooms. The SAGE handbook on inclusion and diversity in education, 193-207.
Slater, E., & Gazeley, L. (2019). Deploying teaching assistants to support learning: from models to typologies. Educational Review, 71(5), 547â563. https://doi.org/10.1080/00131911.2018.1457011
[43] Chopra, R. V., & Giangreco, M. F. (2019). Effective use of teacher assistants in inclusive classrooms. The SAGE handbook on inclusion and diversity in education, 193-207.
Ministry of Education. (2011). School support staff: Collectively making resources count. https://www.educationcounts.govt.nz/publications/schooling2/workforce/school-support-staff-collectively-making-resource-count
[44] Butt, R. (2016). Teacher assistant support and deployment in mainstream schools. International Journal of Inclusive Education, 20(9): 995-1007. doi: 10.1080/13603116.2016.1145260.
Giangreco, M. F., and S. M. Broer. 2007. âSchool-based screening to determine overreliance on paraprofessionals.â Focus on Autism and Other Developmental Disabilities 22 (3): 149â158.
[45] Education Review Office. (2018). Responding to language diversity in Auckland. https://ero.govt.nz/sites/default/files/2021-05/ALD-report2.pdf
Education Review Office. (2022). Thriving at school? Education for disabled learners in schools. Thriving at school? Education for disabled learners in schools | Education Review Office (ero.govt.nz)
Haddock, D., Nicholls, H., and Stacey, K. (2008). Working with English Language Learners: A Handbook for Teacher Aides and Bilingual Tutors. Wellington: Ministry of Education.
Scott, C., Alkema, A., & Piesse, N. (2021). Evaluation of the nature and efficacy of support for English language learners. https://www.educationcounts.govt.nz/__data/assets/pdf_file/0019/216136/09032022-FINAL-REPORT-Evaluation-of-support-for-ELLs-Accessible.pdf
[46] Blatchford, P., Russell, A., & Webster, R. (2012). Reassessing the impact of teaching assistants: How research challenges practice and policy. Routledge.
Causton-Theoharis, J.N., Giangreco, M.F., Doyle, M.B. and Vadasy, P.F. (2007) "The âsous-chefsâ of literacy instruction." Teaching Exceptional Children 40.1 (2007): 56-62.
Sharples, J., Webster, R., & Blatchford, P. (2018). Making best use of teaching assistants: Guidance report. Education Endowment Foundation.
Webster, R., Blatchford, P., Bassett, P., Brown, P., Martin, C., & Russell, A. (2011). The wider pedagogical role of teaching assistants. School Leadership and Management, 31(1), 3-20.
[47] Sharples, J., Webster, R., & Blatchford, P. (2018). Making best use of teaching assistants: Guidance report. Education Endowment Foundation.
[48]Â Ministry of Education. (2017a). Teachers and teachersâ aides working together. https://seonline.tki.org.nz/Teachers-and-teacher-aides/
Ministry of Education. (2017b). Teachers and teachersâ aides working together: A leadersâ tool for self-review. https://seonline.tki.org.nz/Teachers-and-teacher-aides/Self-review-tool
Sharples, J., Webster, R., & Blatchford, P. (2018). Making best use of teaching assistants: Guidance report. Education Endowment Foundation.
[49] Sharples, J., Webster, R., & Blatchford, P. (2018). Making best use of teaching assistants: Guidance report. Education Endowment Foundation.
[50]Â Ibid.
[51]Â Ibid.
[52] Education Review Office. (2022). Thriving at school? Education for disabled learners in schools. Thriving at school? Education for disabled learners in schools | Education Review Office (ero.govt.nz)
[53] Sharples, J., Webster, R., & Blatchford, P. (2018). Making best use of teaching assistants: Guidance report. Education Endowment Foundation.
[54]Â Ibid.
[55]Â Ibid.
[56]Â Ibid.
[57] Coffin, R. M. (2013). Kia mau ki tĹ MÄoritanga-The role of MÄori teachers in English medium primary schools (Doctoral dissertation, University of Waikato). [See page 93]
[58] Ministry of Education. (2020). Teacher Aide pay equity claim report: Processes, evidence and information for assessing pay inequity for teacher aides. https://assets.education.govt.nz/public/Uploads/Teacher-Aide-pay-equity-claim-report-2020.pdf
Ministry of Education. (2021). Pay equity work matrix. https://www.education.govt.nz/school/people-and-employment/pay-equity/teacher-aide-pay-equity-claim/the-work-matrix/
[59] Gilgen, R. (2016). TÄŤhei Mauri Ora: Negotiating primary school teachers' personal and professional identities as MÄori (Doctoral dissertation, University of Waikato).
Torepe, T., Macfarlane, A. H., Macfarlane, S., Fletcher, J., & Manning, R. (2018). Leading schooling in Aotearoa New Zealand: understanding and supporting the weight of culture for Maori teachers. Journal of Educational Leadership, Policy and Practice, 33(2), 48-59.
Coffin, R. M. (2013). Kia mau ki tĹ MÄoritanga-The role of MÄori teachers in English medium primary schools (Doctoral dissertation, University of Waikato).
[60] Teaching Council. (2017). Our code our standards: Code of professional responsibility and standards for the teaching profession: NgÄ tikanga matatika ngÄ paerewa: NgÄ tikanga matatika mĹ te haepapa ngaiotanga me ngÄ paerewa mĹ te umanga whakaakoranga. Ministry of EducationâTe TÄhuhu o te MÄtauranga.Â
[61] Barnes, A., Hutchings, J., Bright, N., & Taupo, K. (2012). Critical issues for whÄnau in English-medium schools. Set: Research Information for Teachers, (2), 12-19.
Coffin, R. M. (2013). Kia mau ki tĹ MÄoritanga-The role of MÄori teachers in English medium primary schools (Doctoral dissertation, University of Waikato).
Hunt, A. M. (2016). Teachersâ cultural capital: Enabling factors for MÄori teacher success. Kairaranga, 17(2), 31-36.
McRae, H., Macfarlane, A., Webber, M., & Cookson-Cox, C. (2010). MÄori students experiencing success: A pilot research project.
[62] Cain, G. (2015). Support staff and indigenous education. In Working with Teaching Assistants and Other Support Staff for Inclusive Education. Emerald Group Publishing Limited.
Santoro, N., Reid, J., Simpson, L., & McConaghy, C. (2004, November). Exploring the career experiences of Indigenous teachers: beyond policy and resource initiatives. In Positioning Education Research: Doing the public good: AARE national conference.
Santoro, N., & Reid, J. A. (2006). âAll things to all peopleâ: Indigenous teachers in the Australian teaching profession. European journal of teacher education, 29(3), 287-303.
Santoro, N., Reid, J. A., Crawford, L., & Simpson, L. (2011). Teaching Indigenous children: Listening to and learning from Indigenous teachers. Australian journal of Teacher Education (online), 36(10), 65-76.
[63] Ministry of Education. (2020). Teacher Aide pay equity claim report: Processes, evidence and information for assessing pay inequity for teacher aides. https://assets.education.govt.nz/public/Uploads/Teacher-Aide-pay-equity-claim-report-2020.pdf
Ministry of Education. (2021). Pay equity work matrix. https://www.education.govt.nz/school/people-and-employment/pay-equity/teacher-aide-pay-equity-claim/the-work-matrix/
[64] Teaching Council. (2017). Our code our standards: Code of professional responsibility and standards for the teaching profession: NgÄ tikanga matatika ngÄ paerewa: NgÄ tikanga matatika mĹ te haepapa ngaiotanga me ngÄ paerewa mĹ te umanga whakaakoranga. Ministry of EducationâTe TÄhuhu o te MÄtauranga.Â
[65]Â Ministry of Education. (2021). Pay equity work matrix. https://www.education.govt.nz/school/people-and-employment/pay-equity/teacher-aide-pay-equity-claim/the-work-matrix/
[66] Barnes, A., Hutchings, J., Bright, N., & Taupo, K. (2012). Critical issues for whÄnau in English-medium schools. Set: Research Information for Teachers, (2), 12-19.
Cain, G. (2015). Support staff and indigenous education. In Working with Teaching Assistants and Other Support Staff for Inclusive Education. Emerald Group Publishing Limited.
McRae, H., Macfarlane, A., Webber, M., & Cookson-Cox, C. (2010). MÄori students experiencing success: A pilot research project.
[67] Barnes, A., Hutchings, J., Bright, N., & Taupo, K. (2012). Critical issues for whÄnau in English-medium schools. Set: Research Information for Teachers, (2), 12-19.
McRae, H., Macfarlane, A., Webber, M., & Cookson-Cox, C. (2010). MÄori students experiencing success: A pilot research project.
[68] Hunt, A. M. (2016). Teachersâ cultural capital: Enabling factors for MÄori teacher success. Kairaranga, 17(2), 31-36. [See page 34]
[69]Â Bloor, D J. (1996). The workloads of MÄori secondary school teachers: A national survey: Final report. A report of a national survey of MÄori secondary school teachers, commissioned by Te Hurarahi Maori Motuhake. Massey University, Educational research and development centre.
Ministry of Education. (2016). Secondary teacher workload working group report. https://assets.education.govt.nz/public/Documents/School/working-in-a-school/Secondary-Teacher-Workload-Working-Group-Report.pdf
Gilgen, R. (2016). TÄŤhei Mauri Ora: Negotiating primary school teachers' personal and professional identities as MÄori (Doctoral dissertation, University of Waikato).
Torepe, T., Macfarlane, A. H., Macfarlane, S., Fletcher, J., & Manning, R. (2018). Leading schooling in Aotearoa New Zealand: Understanding and supporting the weight of culture for MÄori teachers. Journal of Educational Leadership, Policy and Practice, 33(2), 48-59.
Santoro, N., Reid, J., Simpson, L., & McConaghy, C. (2004, November). Exploring the career experiences of Indigenous teachers: beyond policy and resource initiatives. In Positioning Education Research: Doing the public good: AARE national conference.
Santoro, N., & Reid, J. A. (2006). âAll things to all peopleâ: Indigenous teachers in the Australian teaching profession. European journal of teacher education, 29(3), 287-303.
[70] Gilgen, R. (2016). TÄŤhei Mauri Ora: Negotiating primary school teachers' personal and professional identities as MÄori (Doctoral dissertation, University of Waikato).
Santoro, N., Reid, J., Simpson, L., & McConaghy, C. (2004, November). Exploring the career experiences of Indigenous teachers: beyond policy and resource initiatives. In Positioning Education Research: Doing the public good: AARE national conference.
Santoro, N., & Reid, J. A. (2006). âAll things to all peopleâ: Indigenous teachers in the Australian teaching profession. European journal of teacher education, 29(3), 287-303.
Santoro, N., Reid, J. A., Crawford, L., & Simpson, L. (2011). Teaching Indigenous children: Listening to and learning from Indigenous teachers. Australian journal of Teacher Education (online), 36(10), 65-76.
Torepe, T., Macfarlane, A. H., Macfarlane, S., Fletcher, J., & Manning, R. (2018). Leading schooling in Aotearoa New Zealand: understanding and supporting the weight of culture for Maori teachers. Journal of Educational Leadership, Policy and Practice, 33(2), 48-59.
[71] Villeneuve, M. A., & Hutchinson, N. L. (2015). Incorporating therapy into the regular curriculum: Working together with occupational therapists. In Working with teaching assistants and other support staff for inclusive education. Emerald Group Publishing Limited.
[72]Â Bevan-Brown, J., Berryman, M., Hickey,H., Macfarlane, S., Smiler, K., & Walker, T. (Eds.). (2015). Working with MÄori children with special education needs. He mahi whatahirahira. NZCER Press.
[73] Cologon, K. (2019). Towards inclusive education: A necessary process of transformation. Macquarie University for Children and Young People with Disability Australia (CYDA). https://www.cyda.org.au/images/pdf/towards_ inclusive_education_a_necessary_transformation.pdf
Rutherford, G. (2012). In, out or somewhere in between? Disabled students' and teacher aides' experiences of school. International Journal of Inclusive Education, 16(8), 757-774.
Villeneuve, M. A., & Hutchinson, N. L. (2015). Incorporating therapy into the regular curriculum: Working together with occupational therapists. In Working with teaching assistants and other support staff for inclusive education. Emerald Group Publishing Limited.
[74] Education Review Office. (2022). Thriving at school? Education for disabled learners in schools. Thriving at school? Education for disabled learners in schools | Education Review Office (ero.govt.nz)
[75] Gibson, D., Paatsch, L., & Toe, D. (2016). An analysis of the role of teachersâ aides in a state secondary school: Perceptions of teaching staff and teachersâ aides. Australasian Journal of Special Education, 40(1), 1-20.
Mulholland M., & O'Connor, U. (2016). Collaborative classroom practice for inclusion: Perspectives of classroom teachers and learning support/ resource teachers, 20(10), 1070-1083.
Rutherford, G. (2012). In, out or somewhere in between? Disabled students' and teacher aides' experiences of school. International Journal of Inclusive Education, 16(8), 757-774.
Sharma, U., & Salend, S. J. (2016). Teaching assistants in inclusive classrooms: A systematic analysis of the international research. Australian Journal of Teacher Education (Online), 41(8), 118-134.
[76] Education Review Office. (2022). Thriving at school? Education for disabled learners in schools. Thriving at school? Education for disabled learners in schools | Education Review Office (ero.govt.nz)
[77] Mulholland M., & O'Connor, U. (2016). Collaborative classroom practice for inclusion: perspectives of classroom teachers and learning support/ resource teachers, 20(10), 1070-1083.
Rutherford, G. (2012). In, out or somewhere in between? Disabled students' and teacher aides' experiences of school. International Journal of Inclusive Education, 16(8), 757-774.
Villeneuve, M. A., & Hutchinson, N. L. (2015). Incorporating therapy into the regular curriculum: Working together with occupational therapists. In Working with teaching assistants and other support staff for inclusive education. Emerald Group Publishing Limited.
[78] Blatchford, P., Russell, A., & Webster, R. (2012). Reassessing the impact of teaching assistants: How research challenges practice and policy. Routledge.
Causton-Theoharis, J. N. (2009). The golden rule of providing support in inclusive classrooms: Support others as you would wish to be supported. Teaching Exceptional Children, 42(2), 36-43.
Griffin, C., & Blatchford, P. (2021). Give them wings to fly: Critiquing the Special Needs Assistant scheme through the lens of pupil independence. European Journal of Special Needs Education, 36(2), 198-214.
Malmgren, K. W., & Causton-Theoharis, J. N. (2006). Boy in the bubble: effects of paraprofessional proximity and other pedagogical decisions on the interactions of a student with behavioral disorders. Journal of Research in Childhood Education, 20(4), 301â312.
Rubie-Davies, C. M., Blatchford, P., Webster, R., Koutsoubou, M., & Bassett, P. (2010). Enhancing learning? A comparison of teacher and teaching assistant interactions with pupils. School Effectiveness and School Improvement, 21(4), 429-449.
Slater, E., & Gazeley, L. (2019). Deploying teaching assistants to support learning: From models to typologies. Educational Review, 71(5), 547â563. https://doi.org/10.1080/00131911.2018.1457011
Ward, A. (2011). Let's Talk about Teacher Aides. Kairaranga, 12(1), 43-50
[79] Griffin, C., & Blatchford, P. (2021). Give them wings to fly: Critiquing the Special Needs Assistant scheme through the lens of pupil independence. European Journal of Special Needs Education, 36(2), 198-214. [See page 206]
[80] Causton-Theoharis, J. N. (2009). The golden rule of providing support in inclusive classrooms: Support others as you would wish to be supported. Teaching Exceptional Children, 42(2), 36-43.
Griffin, C., & Blatchford, P. (2021). Give them wings to fly: Critiquing the Special Needs Assistant scheme through the lens of pupil independence. European Journal of Special Needs Education, 36(2), 198-214.
Rutherford, G. (2012). In, out or somewhere in between? Disabled students' and teacher aides' experiences of school. International Journal of Inclusive Education, 16(8), 757-774.
Ward, A. (2011). Let's talk about teacher aides. Kairaranga, 12(1), 43-50.
[81] Causton-Theoharis, J. N. (2009). The golden rule of providing support in inclusive classrooms: Support others as you would wish to be supported. Teaching Exceptional Children, 42(2), 36-43.
Ministry of Education. (2011). School support staff: Collectively making resources count. ttps://www.educationcounts.govt.nz/publications/schooling2/workforce/school-support-staff-collectively-making-resource-count
Villeneuve, M. A., & Hutchinson, N. L. (2015). Incorporating therapy into the regular curriculum: Working together with occupational therapists. In Working with teaching assistants and other support staff for inclusive education. Emerald Group Publishing Limited.
[82] JardĂ, A., PuigdellĂvol, I., & PetreĂąas, C. (2021). Teacher assistantsâ roles in Catalan classrooms: Promoting fair and inclusion-oriented support for all. International Journal of Inclusive Education, 25(3), 313-328.
JardĂ, A., PuigdellĂvol, I., PetreĂąas, C., & Sabando, D. (2021). The role of teaching assistants in managing behaviour in inclusive Catalan schools. European Journal of Special Needs Education, 36(2), 265-277.
Gibson, D., Paatsch, L., & Toe, D. (2016). An analysis of the role of teachersâ aides in a state secondary school: Perceptions of teaching staff and teachersâ aides. Australasian Journal of Special Education, 40(1), 1-20.Â
Ministry of Education. (2011). School support staff: Collectively making resources count. ttps://www.educationcounts.govt.nz/publications/schooling2/workforce/school-support-staff-collectively-making-resource-count
[83] Teaching Council. (2017). Our code our standards: Code of professional responsibility and standards for the teaching profession: NgÄ tikanga matatika ngÄ paerewa: NgÄ tikanga matatika mĹ te haepapa ngaiotanga me ngÄ paerewa mĹ te umanga whakaakoranga. Ministry of EducationâTe TÄhuhu o te MÄtauranga.Â
[84]Â Griffin, C., & Blatchford, P. (2021). Give them wings to fly: Critiquing the Special Needs Assistant scheme through the lens of pupil independence. European Journal of Special Needs Education, 36(2), 198-214. DOI: 10.1080/08856257.2021.1901372
JardĂ, A., PuigdellĂvol, I., PetreĂąas, C., & Sabando, D. (2021). The role of teaching assistants in managing behaviour in inclusive Catalan schools. European Journal of Special Needs Education, 36(2), 265-277.
Pinkard, H. (2021). The perspectives and experiences of children with special educational needs in mainstream primary schools regarding their individual teaching assistant support. European Journal of Special Needs Education, 36(2), 248-264.
Rubie-Davies, C. M., Blatchford, P., Webster, R., Koutsoubou, M., & Bassett, P. (2010). Enhancing learning? A comparison of teacher and teaching assistant interactions with pupils. School Effectiveness and School Improvement, 21(4), 429-449.
Rutherford, G. (2012). In, out or somewhere in between? Disabled students' and teacher aides' experiences of school. International Journal of Inclusive Education, 16(8), 757-774.
[85] Blatchford, P., Russell, A., & Webster, R. (2012). Reassessing the impact of teaching assistants: How research challenges practice and policy. Routledge.
Ministry of Education. (2017a). Teachers and teachersâ aides working together. https://seonline.tki.org.nz/Teachers-and-teacher-aides/
Ministry of Education. (2017b). Teachers and teachersâ aides working together: A leadersâ tool for self-review. https://seonline.tki.org.nz/Teachers-and-teacher-aides/Self-review-tool
Sharples, J., Webster, R., & Blatchford, P. (2018). Making best use of teaching assistants: Guidance report. Education Endowment Foundation.
Ward, A. (2011). Let's talk about teacher aides. Kairaranga, 12(1), 43-50.
Webster, R., & Blatchford, P. (2017). The Special Educational Needs in Secondary Education (SENSE) study: Final Report: A study of the teaching and support experienced by pupils with Statements and Education, Health and Care Plans in mainstream and special schools.
[86] Butt, R. (2016). Teacher assistant support and deployment in mainstream schools. International Journal of Inclusive Education, 20(9): 995-1007.
Giangreco, M. F., and S. M. Broer. (2007). âSchool-based screening to determine overreliance on paraprofessionals.â Focus on Autism and Other Developmental Disabilities 22 (3): 149â158.
[87] Sharples, J., Webster, R., & Blatchford, P. (2018). Making best use of teaching assistants: Guidance report. Education Endowment Foundation. [See page 14]
[88] Sharples, J., Webster, R., & Blatchford, P. (2018). Making best use of teaching assistants: Guidance report. Education Endowment Foundation. [See page 13]
1 Ministry of Education. (2020). Teacher Aide pay equity claim report: Processes, evidence and information for assessing pay inequity for teacher aides. https://assets.education.govt.nz/public/Uploads/Teacher-Aide-pay-equity-claim-report-2020.pdf
2 Sharples, J., Webster, R., & Blatchford, P. (2018). Making best use of teaching assistants: Guidance report. Education Endowment Foundation.
Wilson, V., Schlapp, U., & Davidson, J. (2003). An âextra pair of handsâ? Managing classroom assistants in Scottish primary schools. Educational management & administration, 31(2), 189-205.
3 Blatchford, P., Russell, A., & Webster, R. (2012). Reassessing the impact of teaching assistants: How research challenges practice and policy. Routledge.
Rubie-Davies, C. M., Blatchford, P., Webster, R., Koutsoubou, M., & Bassett, P. (2010). Enhancing learning? A comparison of teacher and teaching assistant interactions with pupils. School Effectiveness and School Improvement, 21(4), 429-449.
Sharples, J., Webster, R., & Blatchford, P. (2018). Making best use of teaching assistants: Guidance report. Education Endowment Foundation.
4 Broer, S. M., Doyle, M. B., & Giangreco, M. F. (2005). Perspectives of students with intellectual disabilities about their experiences with paraprofessional support. Exceptional children, 71(4), 415
Pinkard, H. (2021). The perspectives and experiences of children with special educational needs in mainstream primary schools regarding their individual teaching assistant support. European Journal of Special Needs Education, 36(2), 248-264.
[5] Blatchford, P., Russell, A., & Webster, R. (2012). Reassessing the impact of teaching assistants: How research challenges practice and policy. Routledge.
Griffin, C., & Blatchford, P. (2021). Give them wings to fly: Critiquing the Special Needs Assistant scheme through the lens of pupil independence. European Journal of Special Needs Education, 36(2), 198-214.
Malmgren, K. W., & Causton-Theoharis, J. N. (2006). Boy in the bubble: effects of paraprofessional proximity and other pedagogical decisions on the interactions of a student with behavioral disorders. Journal of Research in Childhood Education, 20(4), 301â312.
Mulholland M., & O'Connor, U. (2016). Collaborative classroom practice for inclusion: perspectives of classroom teachers and learning support/ resource teachers, 20(10), 1070-1083.
Sharples, J., Webster, R., & Blatchford, P. (2018). Making best use of teaching assistants: Guidance report. Education Endowment Foundation.
[6] Rubie-Davies, C. M., Blatchford, P., Webster, R., Koutsoubou, M., & Bassett, P. (2010). Enhancing learning? A comparison of teacher and teaching assistant interactions with pupils. School Effectiveness and School Improvement, 21(4), 429-449. [see page 445]
[7] Blatchford, P., Russell, A., & Webster, R. (2012). Reassessing the impact of teaching assistants: How research challenges practice and policy. Routledge.
Slater, E., & Gazeley, L. (2019). Deploying teaching assistants to support learning: from models to typologies. Educational Review, 71(5), 547â563.
[8] Butt, R. (2016). Teacher assistant support and deployment in mainstream schools. International Journal of Inclusive Education, 20(9): 995-1007.
[9] Rubie-Davies, C. M., Blatchford, P., Webster, R., Koutsoubou, M., & Bassett, P. (2010). Enhancing learning? A comparison of teacher and teaching assistant interactions with pupils. School Effectiveness and School Improvement, 21(4), 429-449. [See page 430]
[10] Rutherford, G. (2012). In, out or somewhere in between? Disabled students' and teacher aides' experiences of school. International Journal of Inclusive Education, 16(8), 757-774.
Sharples, J., Webster, R., & Blatchford, P. (2018). Making best use of teaching assistants: Guidance report. Education Endowment Foundation.
Woodhams, C. M. (2018). Perspectives on the role of teacher aides and the implications for inclusive practice in Aotearoa classrooms: a thesis presented in partial fulfilment of the requirements for the degree of Master of Education (Inclusive Education) at Massey University, Albany, New Zealand (Dissertation, Massey University).
Ministry of Education. (2017a). Teachers and teachersâ aides working together. https://seonline.tki.org.nz/Teachers-and-teacher-aides/
[11] Causton-Theoharis, J. N. (2009). The golden rule of providing support in inclusive classrooms: Support others as you would wish to be supported. Teaching Exceptional Children, 42(2), 36-43. [See page 39]
[12] Lehane, T. (2016). âCooling the mark outâ: experienced teaching assistantsâ perceptions of their work in the inclusion of pupils with special educational needs in mainstream secondary schools. Educational Review, 68(1), 4-23. [See page 5]
[13] Sharma, U., & Salend, S. J. (2016). Teaching assistants in inclusive classrooms: A systematic analysis of the international research. Australian Journal of Teacher Education (Online), 41(8), 118-134.
Vogt, F., Koechlin, A., Truniger, A., & Zumwald, B. (2021). Teaching assistants and teachers providing instructional support for pupils with SEN: results from a video study in Swiss classrooms. European Journal of Special Needs Education, 36(2), 215-230.
[14] Education Review Office. (2022). Thriving at school? Education for disabled learners in schools. https://ero.govt.nz/our-research/thriving-at-school-education-for-disabled-learners-in-schools
[15] JardĂ, A., PuigdellĂvol, I., & PetreĂąas, C. (2021). Teacher assistantsâ roles in Catalan classrooms: Promoting fair and inclusion-oriented support for all. International Journal of Inclusive Education, 25(3), 313-328.
Mulholland M., & O'Connor, U. (2016). Collaborative classroom practice for inclusion: Perspectives of classroom teachers and learning support/ resource teachers, 20(10), 1070-1083.
Sharma, U., & Salend, S. J. (2016). Teaching assistants in inclusive classrooms: A systematic analysis of the international research. Australian Journal of Teacher Education (Online), 41(8), 118-134.
Vogt, F., Koechlin, A., Truniger, A., & Zumwald, B. (2021). Teaching assistants and teachers providing instructional support for pupils with SEN: Results from a video study in Swiss classrooms. European Journal of Special Needs Education, 36(2), 215-230.
[16] Mulholland M., & O'Connor, U. (2016). Collaborative classroom practice for inclusion: perspectives of classroom teachers and learning support/ resource teachers, 20(10), 1070-1083. DOI: 10.1080/13603116.2016.1145266
Sharma, U., & Salend, S. J. (2016). Teaching assistants in inclusive classrooms: A systematic analysis of the international research. Australian Journal of Teacher Education (Online), 41(8), 118-134.
Rutherford, G. (2012). In, out or somewhere in between? Disabled students' and teacher aides' experiences of school. International Journal of Inclusive Education, 16(8), 757-774.
[17] Education Review Office. (2022). Thriving at school? Education for disabled learners in schools. https://ero.govt.nz/our-research/thriving-at-school-education-for-disabled-learners-in-schools
[18] Rutherford, G. (2012). In, out or somewhere in between? Disabled students' and teacher aides' experiences of school. International Journal of Inclusive Education, 16(8), 757-774.
Sharples, J., Webster, R., & Blatchford, P. (2018). Making best use of teaching assistants: Guidance report. Education Endowment Foundation.
[19] Mulholland M., & O'Connor, U. (2016). Collaborative classroom practice for inclusion: perspectives of classroom teachers and learning support/ resource teachers, 20(10), 1070-1083.
Sharples, J., Webster, R., & Blatchford, P. (2018). Making best use of teaching assistants: Guidance report. Education Endowment Foundation.
Webster, R., Russell, A., & Blatchford, P. (2015). Maximising the impact of teaching assistants: Guidance for school leaders and teachers (2nd ed.). Routledge.
[20] JardĂ, A., PuigdellĂvol, I., & PetreĂąas, C. (2021). Teacher assistantsâ roles in Catalan classrooms: Promoting fair and inclusion-oriented support for all. International Journal of Inclusive Education, 25(3), 313-328.
Mulholland M., & O'Connor, U. (2016). Collaborative classroom practice for inclusion: Perspectives of classroom teachers and learning support/ resource teachers, 20(10), 1070-1083.
Vogt, F., Koechlin, A., Truniger, A., & Zumwald, B. (2021). Teaching assistants and teachers providing instructional support for pupils with SEN: Results from a video study in Swiss classrooms. European Journal of Special Needs Education, 36(2), 215-230.
[21] Sharples, J., Webster, R., & Blatchford, P. (2018). Making best use of teaching assistants: Guidance report. Education Endowment Foundation.
Ministry of Education. (2017a). Teachers and teachersâ aides working together. https://seonline.tki.org.nz/Teachers-and-teacher-aides/
Ministry of Education. (2017b). Teachers and teachersâ aides working together: A leadersâ tool for self-review. https://seonline.tki.org.nz/Teachers-and-teacher-aides/Self-review-tool
MacArthur, J., & Kelly, B. (2004). Inclusion from the perspectives of students with disabilities. SET: Research Information for Teachers, 2(1), 44-48.
[22] Causton-Theoharis, J. N. (2009). The golden rule of providing support in inclusive classrooms: Support others as you would wish to be supported. Teaching Exceptional Children, 42(2), 36-43.Â
Griffin, C., & Blatchford, P. (2021). Give them wings to fly: Critiquing the Special Needs Assistant scheme through the lens of pupil independence. European Journal of Special Needs Education, 36(2), 198-214.
[23] Blatchford, P., Russell, A., & Webster, R. (2012). Reassessing the impact of teaching assistants: How research challenges practice and policy. Routledge.
Griffin, C., & Blatchford, P. (2021). Give them wings to fly: Critiquing the Special Needs Assistant scheme through the lens of pupil independence. European Journal of Special Needs Education, 36(2), 198-214.
Malmgren, K. W., & Causton-Theoharis, J. N. (2006). Boy in the bubble: effects of paraprofessional proximity and other pedagogical decisions on the interactions of a student with behavioral disorders. Journal of Research in Childhood Education, 20(4), 301â312.
Mulholland M., & O'Connor, U. (2016). Collaborative classroom practice for inclusion: perspectives of classroom teachers and learning support/ resource teachers, 20(10), 1070-1083.
[24] Blatchford, P., Russell, A., & Webster, R. (2012). Reassessing the impact of teaching assistants: How research challenges practice and policy. Routledge.
Sharples, J., Webster, R., & Blatchford, P. (2018). Making best use of teaching assistants: Guidance report. Education Endowment Foundation.
Griffin, C., & Blatchford, P. (2021). Give them wings to fly: Critiquing the Special Needs Assistant scheme through the lens of pupil independence. European Journal of Special Needs Education, 36(2), 198-214.
Slater, E., & Gazeley, L. (2019). Deploying teaching assistants to support learning: from models to typologies. Educational Review, 71(5), 547â563.
Ward, A. (2011). Let's talk about teacher aides. Kairaranga, 12(1), 43-50.
[25] Butt, R. (2016). Teacher assistant support and deployment in mainstream schools. International Journal of Inclusive Education, 20(9): 995-1007.
Webster, R., Russell, A., & Blatchford, P. (2015). Maximising the impact of teaching assistants: Guidance for school leaders and teachers (2nd ed.). Routledge.
Rose, Richard. (2020). The use of teacher assistant and education support personnel in inclusive education. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000373692.locale=en
[26] Blatchford, P., Russell, A., & Webster, R. (2012). Reassessing the impact of teaching assistants: How research challenges practice and policy. Routledge.
Radford, J., Blatchford, P., & Webster, R. (2011). Opening up and closing down: How teachers and TAs manage turn-taking, topic and repair in mathematics lessons. Learning and Instruction, 21(5), 625-635.
Rubie-Davies, C. M., Blatchford, P., Webster, R., Koutsoubou, M., & Bassett, P. (2010). Enhancing learning? A comparison of teacher and teaching assistant interactions with pupils. School Effectiveness and School Improvement, 21(4), 429-449.
Vogt, F., Koechlin, A., Truniger, A., & Zumwald, B. (2021). Teaching assistants and teachers providing instructional support for pupils with SEN: Results from a video study in Swiss classrooms. European Journal of Special Needs Education, 36(2), 215-230.
[27] Education Review Office. (2018). Responding to language diversity in Auckland. https://ero.govt.nz/our-research/responding-to-language-diversity-in-auckland
Lehane, T. (2016). âCooling the mark outâ: Experienced teaching assistantsâ perceptions of their work in the inclusion of pupils with special educational needs in mainstream secondary schools. Educational Review, 68(1), 4-23.
Radford, J., Blatchford, P., & Webster, R. (2011). Opening up and closing down: How teachers and TAs manage turn-taking, topic and repair in mathematics lessons. Learning and Instruction, 21(5), 625-635.
Sharples, J., Webster, R., & Blatchford, P. (2018). Making best use of teaching assistants: Guidance report. Education Endowment Foundation.
Teaching Council. (2011). TÄtaiako: Cultural competencies for teachers of MÄori learners  https://teachingcouncil.nz/resource-centre/tataiako-cultural-competencies-for-teachers-of-maori-learners/
Teaching Council. (2018). TapasÄ: Cultural competency framework for teachers of Pacific learners. https://teachingcouncil.nz/resource-centre/tapasa/
Webster, R., Russell, A., & Blatchford, P. (2015). Maximising the impact of teaching assistants: Guidance for school leaders and teachers (2nd ed.). Routledge.
[28] Blatchford, P., Russell, A., & Webster, R. (2012). Reassessing the impact of teaching assistants: How research challenges practice and policy. Routledge.
Griffin, C., & Blatchford, P. (2021). Give them wings to fly: Critiquing the Special Needs Assistant scheme through the lens of pupil independence. European Journal of Special Needs Education, 36(2), 198-214.
Hurrell, D., & Day, L. (2015). Visiting teachersâ perceptions about working with teacher assistants and teachers. In Working with Teaching Assistants and Other Support Staff for Inclusive Education (Vol. 4, pp. 153-172). Emerald Group Publishing Limited.
Lehane, T. (2016). âCooling the mark outâ: experienced teaching assistantsâ perceptions of their work in the inclusion of pupils with special educational needs in mainstream secondary schools. Educational Review, 68(1), 4-23.
[29] Ministry of Education. (2020). Teacher Aide pay equity claim report: Processes, evidence and information for assessing pay inequity for teacher aides. https://assets.education.govt.nz/public/Uploads/Teacher-Aide-pay-equity-claim-report-2020.pdf
[30] Slater, E., & Gazeley, L. (2019). Deploying teaching assistants to support learning: from models to typologies. Educational Review, 71(5), 547â563.
Webster, R., Russell, A., & Blatchford, P. (2015). Maximising the impact of teaching assistants: Guidance for school leaders and teachers (2nd ed.). Routledge.
[31] Sharples, J., Webster, R., & Blatchford, P. (2018). Making best use of teaching assistants: Guidance report. Education Endowment Foundation.
Webster, R., Russell, A., & Blatchford, P. (2015). Maximising the impact of teaching assistants: Guidance for school leaders and teachers (2nd ed.). Routledge.
[32] Sharples,J., Webster, R., & Blatchford, P. (2018). Making best use of teaching assistants: Guidance report. Education Endowment Foundation.
[33] Blatchford, P., Russell, A., & Webster, R. (2012). Reassessing the impact of teaching assistants: How research challenges practice and policy. Routledge.
Rubie-Davies, C. M., Blatchford, P., Webster, R., Koutsoubou, M., & Bassett, P. (2010). Enhancing learning? A comparison of teacher and teaching assistant interactions with pupils. School Effectiveness and School Improvement, 21(4), 429-449.
Webster, R., Russell, A., & Blatchford, P. (2015). Maximising the impact of teaching assistants: Guidance for school leaders and teachers (2nd ed.). Routledge.
[34] Mulholland M., & O'Connor, U. (2016). Collaborative classroom practice for inclusion: perspectives of classroom teachers and learning support/ resource teachers, 20(10), 1070-1083. DOI: 10.1080/13603116.2016.1145266
[35] Lehane, T. (2016). âCooling the mark outâ: Experienced teaching assistantsâ perceptions of their work in the inclusion of pupils with special educational needs in mainstream secondary schools. Educational Review, 68(1), 4-23.
Mulholland M., & O'Connor, U. (2016). Collaborative classroom practice for inclusion: Perspectives of classroom teachers and learning support/resource teachers, 20(10), 1070-1083.
Sharma, U., & Salend, S. J. (2016). Teaching assistants in inclusive classrooms: A systematic analysis of the international research. Australian Journal of Teacher Education (Online), 41(8), 118-134.
[36] Education Review Office. (2022). Thriving at school? Education for disabled learners in schools. Thriving at school? Education for disabled learners in schools | Education Review Office (ero.govt.nz)
[37] Sharples, J., Webster, R., & Blatchford, P. (2018). Making best use of teaching assistants: Guidance report. Education Endowment Foundation. [See page 18]
[38] Sharples, J., Webster, R., & Blatchford, P. (2018). Making best use of teaching assistants: Guidance report. Education Endowment Foundation.
Vogt, F., Koechlin, A., Truniger, A., & Zumwald, B. (2021). Teaching assistants and teachers providing instructional support for pupils with SEN: results from a video study in Swiss classrooms. European Journal of Special Needs Education, 36(2), 215-230.
[39] Ministry of Education. (2017a). Teachers and teachersâ aides working together. https://seonline.tki.org.nz/Teachers-and-teacher-aides/
Ministry of Education. (2017b). Teachers and teachersâ aides working together: A leadersâ tool for self-review. https://seonline.tki.org.nz/Teachers-and-teacher-aides/Self-review-tool
Sharples, J., Webster, R., & Blatchford, P. (2018). Making best use of teaching assistants: Guidance report. Education Endowment Foundation.
[40] Butt, R. (2016). Teacher assistant support and deployment in mainstream schools. International Journal of Inclusive Education, 20(9): 995-1007. doi: 10.1080/13603116.2016.1145260.
Rutherford, G. (2012). In, out or somewhere in between? Disabled students' and teacher aides' experiences of school. International Journal of Inclusive Education, 16(8), 757-774.
[41] Sharma, U., & Salend, S. J. (2016). Teaching assistants in inclusive classrooms: A systematic analysis of the international research. Australian Journal of Teacher Education (Online), 41(8), 118-134.
Webster, R., & Blatchford, P. (2017). The Special Educational Needs in Secondary Education (SENSE) study: Final Report: A study of the teaching and support experienced by pupils with Statements and Education, Health and Care Plans in mainstream and special schools.
Vogt, F., Koechlin, A., Truniger, A., & Zumwald, B. (2021). Teaching assistants and teachers providing instructional support for pupils with SEN: results from a video study in Swiss classrooms. European Journal of Special Needs Education, 36(2), 215-230.
[42] Chopra, R. V., & Giangreco, M. F. (2019). Effective use of teacher assistants in inclusive classrooms. The SAGE handbook on inclusion and diversity in education, 193-207.
Slater, E., & Gazeley, L. (2019). Deploying teaching assistants to support learning: from models to typologies. Educational Review, 71(5), 547â563. https://doi.org/10.1080/00131911.2018.1457011
[43] Chopra, R. V., & Giangreco, M. F. (2019). Effective use of teacher assistants in inclusive classrooms. The SAGE handbook on inclusion and diversity in education, 193-207.
Ministry of Education. (2011). School support staff: Collectively making resources count. https://www.educationcounts.govt.nz/publications/schooling2/workforce/school-support-staff-collectively-making-resource-count
[44] Butt, R. (2016). Teacher assistant support and deployment in mainstream schools. International Journal of Inclusive Education, 20(9): 995-1007. doi: 10.1080/13603116.2016.1145260.
Giangreco, M. F., and S. M. Broer. 2007. âSchool-based screening to determine overreliance on paraprofessionals.â Focus on Autism and Other Developmental Disabilities 22 (3): 149â158.
[45] Education Review Office. (2018). Responding to language diversity in Auckland. https://ero.govt.nz/sites/default/files/2021-05/ALD-report2.pdf
Education Review Office. (2022). Thriving at school? Education for disabled learners in schools. Thriving at school? Education for disabled learners in schools | Education Review Office (ero.govt.nz)
Haddock, D., Nicholls, H., and Stacey, K. (2008). Working with English Language Learners: A Handbook for Teacher Aides and Bilingual Tutors. Wellington: Ministry of Education.
Scott, C., Alkema, A., & Piesse, N. (2021). Evaluation of the nature and efficacy of support for English language learners. https://www.educationcounts.govt.nz/__data/assets/pdf_file/0019/216136/09032022-FINAL-REPORT-Evaluation-of-support-for-ELLs-Accessible.pdf
[46] Blatchford, P., Russell, A., & Webster, R. (2012). Reassessing the impact of teaching assistants: How research challenges practice and policy. Routledge.
Causton-Theoharis, J.N., Giangreco, M.F., Doyle, M.B. and Vadasy, P.F. (2007) "The âsous-chefsâ of literacy instruction." Teaching Exceptional Children 40.1 (2007): 56-62.
Sharples, J., Webster, R., & Blatchford, P. (2018). Making best use of teaching assistants: Guidance report. Education Endowment Foundation.
Webster, R., Blatchford, P., Bassett, P., Brown, P., Martin, C., & Russell, A. (2011). The wider pedagogical role of teaching assistants. School Leadership and Management, 31(1), 3-20.
[47] Sharples, J., Webster, R., & Blatchford, P. (2018). Making best use of teaching assistants: Guidance report. Education Endowment Foundation.
[48]Â Ministry of Education. (2017a). Teachers and teachersâ aides working together. https://seonline.tki.org.nz/Teachers-and-teacher-aides/
Ministry of Education. (2017b). Teachers and teachersâ aides working together: A leadersâ tool for self-review. https://seonline.tki.org.nz/Teachers-and-teacher-aides/Self-review-tool
Sharples, J., Webster, R., & Blatchford, P. (2018). Making best use of teaching assistants: Guidance report. Education Endowment Foundation.
[49] Sharples, J., Webster, R., & Blatchford, P. (2018). Making best use of teaching assistants: Guidance report. Education Endowment Foundation.
[50]Â Ibid.
[51]Â Ibid.
[52] Education Review Office. (2022). Thriving at school? Education for disabled learners in schools. Thriving at school? Education for disabled learners in schools | Education Review Office (ero.govt.nz)
[53] Sharples, J., Webster, R., & Blatchford, P. (2018). Making best use of teaching assistants: Guidance report. Education Endowment Foundation.
[54]Â Ibid.
[55]Â Ibid.
[56]Â Ibid.
[57] Coffin, R. M. (2013). Kia mau ki tĹ MÄoritanga-The role of MÄori teachers in English medium primary schools (Doctoral dissertation, University of Waikato). [See page 93]
[58] Ministry of Education. (2020). Teacher Aide pay equity claim report: Processes, evidence and information for assessing pay inequity for teacher aides. https://assets.education.govt.nz/public/Uploads/Teacher-Aide-pay-equity-claim-report-2020.pdf
Ministry of Education. (2021). Pay equity work matrix. https://www.education.govt.nz/school/people-and-employment/pay-equity/teacher-aide-pay-equity-claim/the-work-matrix/
[59] Gilgen, R. (2016). TÄŤhei Mauri Ora: Negotiating primary school teachers' personal and professional identities as MÄori (Doctoral dissertation, University of Waikato).
Torepe, T., Macfarlane, A. H., Macfarlane, S., Fletcher, J., & Manning, R. (2018). Leading schooling in Aotearoa New Zealand: understanding and supporting the weight of culture for Maori teachers. Journal of Educational Leadership, Policy and Practice, 33(2), 48-59.
Coffin, R. M. (2013). Kia mau ki tĹ MÄoritanga-The role of MÄori teachers in English medium primary schools (Doctoral dissertation, University of Waikato).
[60] Teaching Council. (2017). Our code our standards: Code of professional responsibility and standards for the teaching profession: NgÄ tikanga matatika ngÄ paerewa: NgÄ tikanga matatika mĹ te haepapa ngaiotanga me ngÄ paerewa mĹ te umanga whakaakoranga. Ministry of EducationâTe TÄhuhu o te MÄtauranga.Â
[61] Barnes, A., Hutchings, J., Bright, N., & Taupo, K. (2012). Critical issues for whÄnau in English-medium schools. Set: Research Information for Teachers, (2), 12-19.
Coffin, R. M. (2013). Kia mau ki tĹ MÄoritanga-The role of MÄori teachers in English medium primary schools (Doctoral dissertation, University of Waikato).
Hunt, A. M. (2016). Teachersâ cultural capital: Enabling factors for MÄori teacher success. Kairaranga, 17(2), 31-36.
McRae, H., Macfarlane, A., Webber, M., & Cookson-Cox, C. (2010). MÄori students experiencing success: A pilot research project.
[62] Cain, G. (2015). Support staff and indigenous education. In Working with Teaching Assistants and Other Support Staff for Inclusive Education. Emerald Group Publishing Limited.
Santoro, N., Reid, J., Simpson, L., & McConaghy, C. (2004, November). Exploring the career experiences of Indigenous teachers: beyond policy and resource initiatives. In Positioning Education Research: Doing the public good: AARE national conference.
Santoro, N., & Reid, J. A. (2006). âAll things to all peopleâ: Indigenous teachers in the Australian teaching profession. European journal of teacher education, 29(3), 287-303.
Santoro, N., Reid, J. A., Crawford, L., & Simpson, L. (2011). Teaching Indigenous children: Listening to and learning from Indigenous teachers. Australian journal of Teacher Education (online), 36(10), 65-76.
[63] Ministry of Education. (2020). Teacher Aide pay equity claim report: Processes, evidence and information for assessing pay inequity for teacher aides. https://assets.education.govt.nz/public/Uploads/Teacher-Aide-pay-equity-claim-report-2020.pdf
Ministry of Education. (2021). Pay equity work matrix. https://www.education.govt.nz/school/people-and-employment/pay-equity/teacher-aide-pay-equity-claim/the-work-matrix/
[64] Teaching Council. (2017). Our code our standards: Code of professional responsibility and standards for the teaching profession: NgÄ tikanga matatika ngÄ paerewa: NgÄ tikanga matatika mĹ te haepapa ngaiotanga me ngÄ paerewa mĹ te umanga whakaakoranga. Ministry of EducationâTe TÄhuhu o te MÄtauranga.Â
[65]Â Ministry of Education. (2021). Pay equity work matrix. https://www.education.govt.nz/school/people-and-employment/pay-equity/teacher-aide-pay-equity-claim/the-work-matrix/
[66] Barnes, A., Hutchings, J., Bright, N., & Taupo, K. (2012). Critical issues for whÄnau in English-medium schools. Set: Research Information for Teachers, (2), 12-19.
Cain, G. (2015). Support staff and indigenous education. In Working with Teaching Assistants and Other Support Staff for Inclusive Education. Emerald Group Publishing Limited.
McRae, H., Macfarlane, A., Webber, M., & Cookson-Cox, C. (2010). MÄori students experiencing success: A pilot research project.
[67] Barnes, A., Hutchings, J., Bright, N., & Taupo, K. (2012). Critical issues for whÄnau in English-medium schools. Set: Research Information for Teachers, (2), 12-19.
McRae, H., Macfarlane, A., Webber, M., & Cookson-Cox, C. (2010). MÄori students experiencing success: A pilot research project.
[68] Hunt, A. M. (2016). Teachersâ cultural capital: Enabling factors for MÄori teacher success. Kairaranga, 17(2), 31-36. [See page 34]
[69]Â Bloor, D J. (1996). The workloads of MÄori secondary school teachers: A national survey: Final report. A report of a national survey of MÄori secondary school teachers, commissioned by Te Hurarahi Maori Motuhake. Massey University, Educational research and development centre.
Ministry of Education. (2016). Secondary teacher workload working group report. https://assets.education.govt.nz/public/Documents/School/working-in-a-school/Secondary-Teacher-Workload-Working-Group-Report.pdf
Gilgen, R. (2016). TÄŤhei Mauri Ora: Negotiating primary school teachers' personal and professional identities as MÄori (Doctoral dissertation, University of Waikato).
Torepe, T., Macfarlane, A. H., Macfarlane, S., Fletcher, J., & Manning, R. (2018). Leading schooling in Aotearoa New Zealand: Understanding and supporting the weight of culture for MÄori teachers. Journal of Educational Leadership, Policy and Practice, 33(2), 48-59.
Santoro, N., Reid, J., Simpson, L., & McConaghy, C. (2004, November). Exploring the career experiences of Indigenous teachers: beyond policy and resource initiatives. In Positioning Education Research: Doing the public good: AARE national conference.
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