How Gaining Higher Level Teaching Assistant Status Impacts On The Teaching Assistant's Role In English Schools  

Oleh:

Bedford, Jean ; Goddard, Gillian ; Obadan, Felix

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Management in Education vol. 20 no. 1 (2006), page 6-10.
Fulltext: 6.pdf (666.09KB)

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As part of the Department for Education and Skill’s remodelling of the workforce agenda of 2003, the then Teacher Training Agency created a new ‘super teaching assistant’ role that headteachers could integrate into their school organisations. This mirrored other government public service professional reforms, where there has been a conscious breakdown in the strict autonomy of the professional. An instance of the movement towards a paraprofessional teamwork approach is the emergence of the nurse practitioner who works at an advanced practice level, undertaking some of the duties previously undertaken solely by the doctor. Similarly, the new Higher Level Teaching Assistants (HTLA) will be capable of a broad range of roles at an advanced level previously undertaken by teaching staff, such as planning, teaching and assessing whole classes, or the management of all pupils with Special Educational Needs, the SENCO role.

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