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Teacher aides (TAs)Â have been vital members of Aotearoa New Zealand schools for more than fifty years. Weâve learnt a lot about what good education looks like over that time, and we also know more about how TAs can have the most impact.
This study is all about good TA practice and support. We started with a deep dive into the evidence base, looking at a wide range of research about TAs from Aotearoa New Zealand and overseas. Then we talked to TAs, teachers, principals, Special Education Needs Coordinators (SENCOs), Learning Support Coordinators (LSCs), Resource Teachers: Learning and Behaviour (RTLBs), learners, and whÄnau, from 11 diverse primary and secondary schools. We wanted to hear about how theyâve put quality TA practices into action.
This research builds off recent 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, to fund their professional learning, and improve their access to career pathways.
EROâs research into good TA practice and support will support schools by using robust evidence to clarify âwhat good looks likeâ in an Aotearoa New Zealand context.
Note:Â 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.
Teacher aides (TAs)Â have been vital members of Aotearoa New Zealand schools for more than fifty years. Weâve learnt a lot about what good education looks like over that time, and we also know more about how TAs can have the most impact.
This study is all about good TA practice and support. We started with a deep dive into the evidence base, looking at a wide range of research about TAs from Aotearoa New Zealand and overseas. Then we talked to TAs, teachers, principals, Special Education Needs Coordinators (SENCOs), Learning Support Coordinators (LSCs), Resource Teachers: Learning and Behaviour (RTLBs), learners, and whÄnau, from 11 diverse primary and secondary schools. We wanted to hear about how theyâve put quality TA practices into action.
This research builds off recent 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, to fund their professional learning, and improve their access to career pathways.
EROâs research into good TA practice and support will support schools by using robust evidence to clarify âwhat good looks likeâ in an Aotearoa New Zealand context.
Note:Â 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.
In the past, many TAs worked side-by-side with students with learning support needs, and those 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 who knows the learner well. However, we now know that this isnât the best thing for learnersâ education and is strongly linked to poor learning and wellbeing outcomes. It works much better for these learners to have times where they work with the classroom teacher, times where they work with a TA, times when they work with their peers, and times working by themselves. Even for learners that need constant support, this should come from more than one person, including the teacher.
The national and international research shows that there are 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. We collected their strategies and ideas about how they make these practices work.
The TA role is diverse. Not all TAs will work in these four key areas, and some TAs may work across a combination of them.
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 side-by-side support, often due to time and resource pressures, or due to teachersâ and TAsâ perceptions of their roles. School leaders can promote lasting change through clear and explicit professional guidance, and practical supports like good training, careful timetabling, and opportunities to collaborate.
Responding to the diversity of learners in Aotearoa New Zealand classrooms takes 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; and involve TAs in meetings and professional learning opportunities. Itâs this sort of teamwork that enables and empowers TAs to make the biggest difference for learners.
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, they affirmed that it 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 the past, many TAs worked side-by-side with students with learning support needs, and those 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 who knows the learner well. However, we now know that this isnât the best thing for learnersâ education and is strongly linked to poor learning and wellbeing outcomes. It works much better for these learners to have times where they work with the classroom teacher, times where they work with a TA, times when they work with their peers, and times working by themselves. Even for learners that need constant support, this should come from more than one person, including the teacher.
The national and international research shows that there are 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. We collected their strategies and ideas about how they make these practices work.
The TA role is diverse. Not all TAs will work in these four key areas, and some TAs may work across a combination of them.
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 side-by-side support, often due to time and resource pressures, or due to teachersâ and TAsâ perceptions of their roles. School leaders can promote lasting change through clear and explicit professional guidance, and practical supports like good training, careful timetabling, and opportunities to collaborate.
Responding to the diversity of learners in Aotearoa New Zealand classrooms takes 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; and involve TAs in meetings and professional learning opportunities. Itâs this sort of teamwork that enables and empowers TAs to make the biggest difference for learners.
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, they affirmed that it 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.
To understand what good really looks like in Aotearoa New Zealand classrooms, ERO talked to schools that have put quality TA practices into action. Below is a summary of what we learnt about making the four key areas of practice work well for learners. We set out what good TA practices look like, along with the school practices that need to be in place to support TAs to do their best work.
TAs make a difference for learners by working with the wider class, rather than focusing on learners with learning support needs. This enables teachers to spend more time with learners who need extra support.
Good TA practices look like⌠|
Good school practices look like⌠|
TAs focusing most of their interactions on the wider class. |
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. |
Leaders and teachers sharing information with TAs, and prioritising time for teachers and TAs to discuss lesson plans and objectives. |
TAs consistently and capably using good teaching interaction practices, 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. |
â[The TA] will work with the student [with support 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.âÂ
-Principal
TAs make a difference for learners by holding brief, focused sessions with individuals and small groups, using evidence-based interventions or programmes.
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. |
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 make a difference for learners by supporting staff and students with their cultural expertise.
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.  |
TAs make a difference for learners by using a highly collaborative, autonomy-focused approach, to contribute to the wellbeing and learning of students with learning support needs.
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 supporting 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. |
âItâs about encouraging independence. What are [TAs] doing today for the students that they can be doing less of tomorrow?â
- SENCO
To understand what good really looks like in Aotearoa New Zealand classrooms, ERO talked to schools that have put quality TA practices into action. Below is a summary of what we learnt about making the four key areas of practice work well for learners. We set out what good TA practices look like, along with the school practices that need to be in place to support TAs to do their best work.
TAs make a difference for learners by working with the wider class, rather than focusing on learners with learning support needs. This enables teachers to spend more time with learners who need extra support.
Good TA practices look like⌠|
Good school practices look like⌠|
TAs focusing most of their interactions on the wider class. |
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. |
Leaders and teachers sharing information with TAs, and prioritising time for teachers and TAs to discuss lesson plans and objectives. |
TAs consistently and capably using good teaching interaction practices, 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. |
â[The TA] will work with the student [with support 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.âÂ
-Principal
TAs make a difference for learners by holding brief, focused sessions with individuals and small groups, using evidence-based interventions or programmes.
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. |
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 make a difference for learners by supporting staff and students with their cultural expertise.
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.  |
TAs make a difference for learners by using a highly collaborative, autonomy-focused approach, to contribute to the wellbeing and learning of students with learning support needs.
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 supporting 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. |
âItâs about encouraging independence. What are [TAs] doing today for the students that they can be doing less of tomorrow?â
- SENCO
To find out more about these good practice and support strategies, check out our main research report and practical guides, which can be downloaded for free from EROâs website, www.ero.govt.nz. These resources have been designed to be practical and useful, to help schools with manageable shifts in practice that will make a real difference for learners.
To find out more about these good practice and support strategies, check out our main research report and practical guides, which can be downloaded for free from EROâs website, www.ero.govt.nz. These resources have been designed to be practical and useful, to help schools with manageable shifts in practice that will make a real difference for learners.
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 |
We appreciate the work of all those who supported this research, particularly the teacher aides, teachers, school leaders, sector experts, learners, and whÄnau who shared with us. Their experiences and insights are at the heart of what we have learnt. In interview after interview, we heard evidence that TAs are working alongside schools, experts, and whÄnau to do innovative, thoughtful, life-changing work for our learners â every day.
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 |
We appreciate the work of all those who supported this research, particularly the teacher aides, teachers, school leaders, sector experts, learners, and whÄnau who shared with us. Their experiences and insights are at the heart of what we have learnt. In interview after interview, we heard evidence that TAs are working alongside schools, experts, and whÄnau to do innovative, thoughtful, life-changing work for our learners â every day.