- Häftad (Paperback / softback)
- Antal sidor
- Continuum International Publishing Group Ltd.
- 209 x 133 x 12 mm
- Antal komponenter
- 204 g
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Supporting and Supervising Your Teaching Assistant239Skickas inom 7-10 vardagar.
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Teachers have a myriad of responsibilities and are often faced with the challenge of how to best use their Teaching Assistant in the classroom. This book provides a wealth of strategies that teachers can use in order to get the best out of their TA in order to facilitate effective teaching and learning.In this highly practical book, the authors provide strategies for teachers to help them get the best out of their working relationship with their teaching assistant (TA). The topics covered include: What responsibilities can be delegated to the TA; Who's accountable for the work the TA does; How to provide continuing professional development for the TA; and Creating an effective team which will enhance the pupils' school experience. This book is a must for anyone who shares their classroom with a TA.
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Jill Morgan has worked with Teaching Assistants for the last 14 years both in the US and the UK. She currently teaches on the Foundation Degree in Learning Support at Swansea Institute of Higher Education, (SIHE), and is also an Independent Education and Training Consultant. Betty Ashbaker has been developing and delivering training for Teaching Assistants and their supervising teachers for the last 14 years. Formerly an elementary school teacher, she is now a senior lecturer at Brigham Young University in Provo, Utah (USA).
Introduction; 1. Supervising the classroom team - who are you responsible for? - what is supervision? - government/legal guidelines; 2. Delegating responsibilities - analysis of what can be delegated (within law, reason, preferences and purpose of school) - job descriptions for each TA based on their skills, training, experience, children's needs and legal constraints; 3. Accountability - monitoring the quality of the TA's work - methods of observation and monitoring - setting priorities for improvement; 4. Providing continuous professional development - treating your TA as an adult learner - making professional resources available - evidencing development (portfolios, etc) - NOS/HLTA standards; 5. Reflective practice - being a reflective practitioner - helping your TA become a reflective practitioner; 6. Communication - you and the TA - TA and TA TA and other teachers; 7. Logistics - time (to prepare, plan, meet etc.) - evaluation - advocating for your TA; Conclusion; Appendix; Recommended reading useful websites/organisations - for teacher and TAs.