The work of support staff is shown to be effective – but only when they are deployed properly.

There are about 400,000 Teaching Assistants (TAs) working in English and Welsh schools. Teaching Assistants are professionals who can enhance students’ learning, reduce teachers’ stress, and improve classroom behaviour.

However, there is a lack of clarity about what TAs should do, and there is a lack of investment in making sure that Teaching Assistants have the resources and training to do those things.

What is an ineffective deployment of Teaching Assistants?

The way that TAs work varies hugely between classrooms, and consequently their effectiveness varies. The research shows that when TAs are deployed ineffectively, there is no benefit on students’ academic achievement at all. This is what this might look like:
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• TAs provide administrative support.
• TAs provide general classroom support.  
• The support from the TA substitutes (rather than supplements) support from the teacher.
• The TA becomes a substitute teacher for lower-achieving students.

What is an effective use of Teaching Assistants?

Conversely, when TAs are deployed effectively, there is a moderate positive benefits on students’ academic achievement. An effective use of TAs might look like:
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• The teacher and TA work together effectively. For example, they make time for discussion before and after lessons, and they have been trained in how to work together well.
• The TA gives 1-to-1 or small group support.
• The TA is trained in delivering a clearly specified approach.

What does the research say?

The research about TAs is limited. There are a number of systematic reviews of the impact of support staff, but there aren’t any meta-analyses which specifically investigate the impact of TAs on learning.

Recent studies strongly indicate that TAs can improve learning, as long as they are trained and deployed effectively. If TAs aren’t deployed effectively, research shows that this has no effect or even a negative effect on student achievement.

How can Teaching Assistants work effectively?

Schools already invest in TAs, so the resources are already there. The key is to adapt how TAs are trained and deployed so that they can work as effectively as possible. The evidence shows that focusing on upskilling TAs is a more effective investment than just employing more TAs.

 Effective TAs enhance the work of the teacher.

The idea here is that TAs add value to and supplement the work of the teacher, rather than substitute it.

It’s common for TAs to be assigned to lower-achieving students. However, these students need as much time with the teacher as the other students. When TAs work 1-to-1 with lower-achieving students, interventions should be short but intensive.

 Effective TAs help students to develop metacognitive skills.

The conversations that a TA has with students can support their development of independent learning skills. These skills are important as they are linked with improved learning outcomes.

For example, TAs should help students to develop ownership of their work and the task, and this should take priority over trying to help students finish the task.

 Effective TAs do this by using process-based feedback.

Process-based feedback involves asking questions which encourage the student to think about the task.

For example, instead of saying: “You need to put a full stop at the end”, the TA might ask: “What do you need at the end of a sentence?”.

This is more effective than personal feedback (such as praise, or a mark or grade) and task-based feedback (such as giving an answer or an instruction). There’s more on effective feedback here.

 Effective TAs deliver high-quality individual and small group structured interventions.

Some of the most effective examples of TA work is in small groups or working with an individual.

The TA should be extensively trained in the specific intervention by experienced trainers or teachers.

Effective interventions are brief (20-50 mins), regular (3-5 times a week), and sustained (over a period of 8-20 weeks).

The intervention should be carefully structured. It should have structured supporting resources and lesson plans and it should have clear lesson plans.

The intervention needs to be the right kind of support for the right child. In order to find this out, assessments can be used to identify students, guide areas for focus, and monitor progress.

The intervention should happen within context. It should integrate with and extend the work that is done in the classroom, and the student should understand how the two link together. It’s essential for TAs and teachers to liaise and work together to make sure that these links are possible.

 Effective TAs are evidence-based.

The work of TAs should follow the same principles and use the same evidence-based methods as teachers.

The use of process-based feedback, as described above, is a good example of this. Feedback is Step 4 of our Six Steps for Outstanding Learning, and is an essential part of effective teaching.

 Effective TAs need effective staff training.

All of the above require training to make sure that TAs have the skills and knowledge to be able to deliver evidence-based classroom support.

As with staff training for teachers, the training also needs to be evidence-based, and needs to allow the time and space for TAs to practise, reflect on, and refine their skills. For more information on evidence-based staff training, have a look here.

Find out more

The Educational Endowment Foundation has summarised the evidence about TAs and produced a Guidance Report on deploying TAs effectively. This also includes an online course. Have a look here.

Image credits

Header image: https://www.tes.com/news/school-news/breaking-views/lets-stop-taking-our-teaching-assistants-granted

TA image 1: https://tatips.com/what-are-your-strengths-as-a-teacher-assistant-answers.html

TA image 2: http://www.open.ac.uk/choose/unison/develop/my-understanding/role-teaching-assistant

TA image 3: http://www.teaching-support.com/candidates.html

TA image 4: http://www.sec-ed.co.uk/best-practice/inclusion-and-the-teaching-assistant/

TA image 5: http://www.teachin.co.uk/teaching-jobs/teaching-assistant-jobs/

TA image 6: https://cft.vanderbilt.edu/orientations/tao/