Classroom assistants

classroom assistants , assistants of classroom
Classroom assistants (otherwise known as teaching assistants, ‘support staff, ‘teaching support’ and other names) are adults who work alongside teachers in schools, performing different ‘levels’ of task. One of the main rationales for the introduction of classroom/teaching assistants into schools was a general belief that teachers could be relieved of some of their non-teaching duties, thus creating more time for teaching.

A recent study in Scotland shed useful light on the value of classroom assistants, how they are perceived and the way they work alongside teachers (Schlapp et al., 2001). The study found that by 2001, most primary schools had been allocated at least one classroom assistant. Successful appointees were usually women aged between 35 and 44 years, who had previously worked in schools as parent helpers, special needs auxiliaries or playground supervisors. Support for teachers and pupils was usually their main role, but many assistants also undertook some whole-school administrative and supervisory duties. Approximately a quarter of all assistants said they would like to undertake teacher training in three to five years’ time.

The impact of the classroom assistants was reported on in three areas:
  1. Pupil attainment: in general, respondents thought that classroom assistants have had an indirect impact on pupils’ attainment by allowing teachers to devote more of their own time to teaching. However, since several new initiatives aimed at raising attainment were occurring at the same time, it was not possible to quantify the specific contribution of classroom assistants to this improvement.
  2. The way teachers used their time: classroom assistants in this study were said to have influenced the way teachers use their time. Most teachers who worked with classroom assistants thought that they now had more time to spend on teaching, planning and managing learning. The biggest practical impact was on the amount of time teachers were able to devote to working with individuals and groups of pupils. Teachers’ perceptions also changed: many agreed that they now expected more from their pupils and had more enthusiasm for teaching as a consequence. Teachers also indicated that the presence of classroom assistants allowed them to spend less time preparing resources and doing ‘routine’ tasks such as registration, handling discipline, and pastoral care.
  3. Classroom interactions and pupils’ learning experiences: the majority of teachers reported that when a classroom assistant was present pupils spent more time on task and experienced more practical activities and interaction with an adult. Pupils themselves enjoyed working with classroom assistants and appreciated the extra support in the class and elsewhere in school. Pupils were able to distinguish between classroom assistants, whom they saw as ‘helpers’, and teachers.
Generally, across the UK, the introduction of classroom assistants seems to have had a positive effect in schools. It has affected the way teachers work within the classroom, often allowing them more time to devote to teaching. However, in many schools it is still difficult for staff to make or find sufficient time for teachers and classroom assistants to discuss and plan their work together. This collaboration would certainly be of benefit e.g. in joint lesson planning and preparation; in assessment; in achieving differentiation. A few other issues have surfaced as classroom assistants have become more prevalent.

First, the need for recognised training: many assistants have expressed a wish for better training and qualifications. The amount of training provided for classroom assistants has increased considerably. New National Vocational Qualifications (NVQs) have been made available for teaching assistants. These are work-based, i.e. they are for staff who are already in post and want to prove they are competent in their work or who wish to raise their level of practice to national standards.

Candidates are assessed mainly through classroom observation and by examining other things they have done (for example, preparation for lessons). In addition, question and answer sessions and projects/assignments are used to test the candidate’s knowledge and understanding of the teaching assistant’s role. These NVQs are designed for staff in schools in England, Wales and Northern Ireland (slightly different arrangements apply in Scotland). Second, the issue of higher-level teaching assistants.

In 2004, a programme of ‘higherlevel teaching assistants’ (HLTAs) was launched by the Teacher Training Agency (TTA), said to be introduced in recognition of the contribution that support staff can make to pupil attainment. The government of that time proposed to provide every secondary school with at least one HLTA by 2007–2008. These higher-level assistants would be able to take charge of a class and to cover for an absent teacher (in the USA there are four levels of teaching assistant).

There has been some debate between employers of teachers and teacher unions over the role of support staff. Would HLTAs be used to ‘take over’ some of the traditional roles of the fully qualified teacher? Who will actually be in charge of a class? Will HLTAs really be able to cover for absent teachers? One of the main unions (NAS/UWT) welcomed the employment of additional support staff in schools provided that:
  • the role and status of qualified teachers were not diluted or undermined;
  • HLTAs worked under the direction and supervision of qualified teachers;
  • HLTAs were not interchangeable with qualified teachers;
  • regulations and guidance were introduced to define the role of support staff, preventing them from being used as substitutes for qualified teachers, to address current inappropriate use of support staff for whole-class activities and to require that HLTAs meet agreed national standards.