Requirements for Higher Level Teaching Assistants (HTLA) Essay

The employment of the HLTA is to actualize tuition for all children. Historically commandment Assistants were none t severallying adults who helped qualified instructors carry out twenty-four hour period to day preparatory and administrative tasks and provide pastoral c ar to children (Calyton 1993). In 1998 the local anesthetic Government Chronicle published a summary of a leafy vegetable Paper (LGC 1998) which outlined that a greater number of better accomplished teaching assistants would be to a greater extent effective. In range to choke learning for all children all championship staff regard to bugger off a good understanding of how children learn. HLTAs do not take the portion of teacher but take ups to admit noesis and understanding of how to take in with respective(prenominal) and groups of children or in classes. Training is required to understand the responsibilities that are complex and the level of autonomy they have compared to opposite classroom supp ort staff. The HLTA bequeath have to take responsibility for tasks that are detailed and unique(predicate) under the teacher of head teacher that is being assisted.Every HTLA forgeting have different training and victimisation demand as each will have existing skills, noesis and experience they will need to be able to demonstrate competence in management skills to civilise and guide other support staff, in line with the trains and head teachers requirements. Understanding the broadcast a HTLA will contribute to the mental home of education plans and timetables for children. Working in a pastoral capacity the HTLA will need to be able to contribute to healthy and beneficial relationships in the midst of parents/carers and the school.The training requirements for the HLTA hold the understanding of the HLTA standards and qualifications. Numeracy and Literacy skills are essential in order to maintain the National Occupational Standards (NOS) STL6 fight back Literacy and Num eracy activities, as a stripped understanding to NVQ level 2 in English and Math. Training should include development of skills and training in learning strategies in order to be able to adapt to specific learning needs of individuals and groups.To adequately support teachers and children the HLTA should develop skills and training in curriculum development and delivery. The HLTA should have knowledge and competence in the white plague of ICT and have the ability to demonstrate the exercise of basic ICT course of studys, use of electronic communication, social media and accessing the internet. The HLTAwill develop knowledge and understanding of Policies, procedures, regulations and laws specially relevant to education, imprinting with early days people and schools. The HLTA should be able to identify personal development goals and targets as well as have the skills, knowledge and experience to assess other individuals. Within the role of HLTA the development and maintenance of relationships at all levels is mention to the enabling children and young people to develop to the maximum of their individual ability, encouraging them to prouder aspirations and achievements.The HLTA will need know and understand the mandatory policies, practices, activities that promote inclusion as well as a working knowledge of the requirements of health, hygiene and guard duty in a school environment. What are the National Occupational Standards (NOS)? What get do they serve? The National Occupational Standards were developed in federation with school leaders to give clear advocate and standards to describe the support staff role within the classroom and school. The standards set out what article of belief Assistants who are working at a higher level need to know and what they are able to do.Some of the elements of the NOS are applicable to other industries and commercial roles, these elements primarily involve development of staff identifying development needs and imp ramble staff performance for business benefit. The clearness of the standards provides structure for a wide range of training and development, without being prescriptive. Schools can access a range of options to meet their specific needs and standards within their school curriculum and staffing capacity and capability. The key benefits of the NOS are that they are transparent and provide clarity that enables schools to manage the recruitment, development and elevateion of support staff. There are 69 elements within the 33 NOS standards which assessed done demonstration These are broken crush into-Professional values and practice (standards 1-7)Encouraging children and young adults to have high expectations to achieve their full potential in school and adult life. construct relationships based on respect and trust with children, young people, colleagues, parents and carers. Personal development of knowledgeProfessional knowledge and understanding (standards 8-16)Within this sec tion HLTAs must demonstrate by dint of practice that ehy Understand diversity and key factors that affect children and young peoples learning and progress They have sufficient understanding of their area(s) of expertise to develop learning They have a level 2 qualification or above English and maths hit the hay how to use ICT to support their professional activities Understand the curriculum , statutory and non statutory frameworks and can relate it to age range and abilities. Understand content, objectives and think outcomes for specific learning activities. Know how to support learners accessing the curriculum in concord with Special Educational Needs (SEN) code of practice and disabilities legislation Know how other frameworks, that support the development and wellbeing of children and young people extend to on their practice. Professional Skills working under the direction and supervision of an delegate teacher and in accordance with arrangements made by the head teacher o f the school. be afterning and expectations (standards 17 21) recitation of their area of expertise contribute the the prep and preparation of learning activies and plan their role in learning activities Plan and devise clearly structured activities that interest, motivate and advance learning as well as financial backing inclusion of children and young people in their learning activities Contribute to the selection and preparation of resources suitable for learning monitor and assessment (standards 22-26)Monitor learners responses and progress and modify approaches and provide focused feedback Support the evaluation of learners progress using a range of assessments techniques Contribute to maintaining and analysing records of learners progress Teaching and Learning activities (standards 26 33)Recognise and respond appropriately to situations that scrap equality of opportunity and use effective strategies to promote positive behaviours.Use ICT skills to advance learningAdvanc e learning when working with individuals, small groups and classes without the aim of the assigned teacher Organise and manage learning activities in ways which keep learners safe Direct the work where relevant, of other adults in supporting learning.How do Higher Level TeachingAssistants support children in school? The HLTA role is to assist the teaching staff to support the learning of individuals and groups. They work with greater autonomy than other classroom support but do not replace the role of the teacher. Helping manage and provide guidance to other support staff in their responsibilities and duties. The HLTA will only assume support activities with agreement and guidance from the teacher or head teacher being assisted, contributing to the development and delivery of education plans and timetables for children. The HLTA will use their experience and knowledge to identify opportunities for improvement in the performance of learners by setting goals and targets for learnin g and behaviours.The HLTA will monitor and maintain records of learning as well as school records which will include personal reading in line with the Data Protection Act 1998. HLTAs have a more one to one relationship with children assisting with learning through a more sustained interaction, the HLTA will have a roving role as well as a specific allocated individual or group support for learning. HLTAs have a more generalist approach to learning and offer support to teaching through specialist help e.g. technology skills, counselling, careers advice providing a positive impact on pupil behaviour, discipline and improving social skills.ReferencesResearch Brief DCSF-RB0287 ISBN 978 1 84775 111 9 Deployment and Impact of Support Staff in Schools Peter Blatchford, capital of Minnesota Bassett, Penelope Brown, Claire Martin, Anthony Russell and Robert Webster with Selma Babayigit and Naomi Haywood, Institute of Education, University of London Department of Education, National College for Teaching and Leadership, HLTA programme Professional Standards TDA, National Occupation Standards booklet, updated October 2010 www.ukessays.com