Materials for teachers: Working with Classroom Assistants
Section 6Evaluating and developing
• Evaluating informally
• A tool to support development
• Who needs to act?
• Using performance indicators
Evaluating and developing
This section will suggest a variety of practical ways to enable the school to support the development of classroom assistants. Teachers with assistants in their classrooms can take the initiative in providing new opportunities for the assistants and in providing advice on how to perform tasks better. Their identification of development needs will feed into discussion with the promoted member of staff responsible for classroom assistants and their development and will influence decisions about further training.
Classroom assistants will also be actively engaged in identifying their own development needs. Opportunities for reflection and discussion between classroom assistants, teachers and promoted staff will help the development of classroom assistants and will strengthen the partnership with teachers.
Promoted staff can use this section to inform relevant policy and planning decisions. The Classroom Assistants Implementation Guidance and the guidance given by other national bodies and your local authority will also be helpful.
The section aims to help you to:
- consider informal methods for evaluating the work of classroom assistants;
- consider one way to support classroom assistants in identifying their own development needs;
- identify and reflect on factors related to managing the development of classroom assistants;
- use performance indicators as a way of evaluating the effective use of classroom assistants.
Some activities in the section will be more relevant to you than others. The ' Purpose' identified for each activity will help you to decide which will be most useful. You might choose to adapt the activities to suit your own circumstances.
EVALUATING INFORMALLY
In some schools classroom assistants and class teachers keep records of activities carried out by the classroom assistant and make notes of issues arising from these. Informal discussion then takes place, about what went well and what could be done differently. These informal discussions, often based on a diary kept by the classroom assistant, provide good opportunities for evaluation. Possible diary structures are included with this activity.
Purpose
- To consider informal methods to evaluate the work of a classroom assistant.
- To discuss how useful they might be for your own practice.
Suggested timing
30 minutes
Materials
An 'Evaluating informally' sheet for each person.
Two sample diary structures.
Organisation
Class teacher and classroom assistant working together.
Working together read the following comments which have been made by classroom assistants and class teachers. What does each tell you about how the teacher informally evaluates the work of the classroom assistant?
CA = Classroom Assistant | T = Teacher | |
Evaluating informally • Pair
I know what her routine is and I fit in with that routine. I've been keeping a diary since I've been here. We discuss it when we write in the diary, we kind of do it together. (CA) |
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We'll discuss things and identify where it went well or what could be done better next time. (T) |
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The classroom assistant shares her ideas about the children's learning with me after the lesson and we talk about them. (T) |
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If I make a suggestion the teacher thinks about it and is usually quite willing to let me try it out. (CA) |
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I look at the timetable of the day and what the children will be doing. I mark it out to show where I think the classroom assistant should be when she is with me. I think about what the classroom assistant is good at. (T) |
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At the end of the lesson while we're clearing up, we'll talk about how the lesson has gone, whether there's hiccups or anything that could be done better or more efficiently. Sometimes the teacher gives me ideas for doing things differently. (CA) |
Do you use any of these ways?
You might consider choosing one of the ways that you have not used before and try it out together. Your local authority may already have provided you with a diary format. The following diary extracts could also be adapted.
Evaluating informally
Diary Extract A Sample extract from the diary of a classroom assistant. |
Monday
Assisted groups of P2 pupils with Language programme.
Set up listening centre and painting area.
Supervised P2/3 at wet interval.
Assisted groups of P2 pupils with maths programme.
Supervised P5 at wet lunchtime.
Issued information letters to parents. |
Tuesday
Used PC with groups of P7 pupils to create front cover for topic folder.
Accompanied small groups to mobile library.
Monitored playground at lunchtime.
Worked with groups of P5 pupils in non fiction library. |
Wednesday
Worked with pairs of P6 pupils on ICT skills.
Supervised P2/3 at wet interval.
Photocopied and collated booklets for P1/2.
Distributed information to staff.
Worked on developing a software database. |
Thursday
Mounted and labelled children's work.
Cut paper for art work.
Made banners and heading for display.
Filed science resources.
Worked with P4 pupils on stained glass pictures
Assisted a group of P4 pupils with spelling sheet. |
Friday
Collected book club money.
Assembled P2/3 art materials.
Assisted P2 pupils with Language worksheets.
Listened to P2 reading group.
Put milskin in corridor and displayed work. |
East Dunbartonshire Council
Evaluating informally
Classroom Assistant Daily Log | Name
| Week Beginning
|
| Monday | Tuesday | Wednesday | Thursday | Friday | Code: | C = Class (supporting teacher within class)
G = Group
I = Individual |
Maths 1. Practical Maths - measure etc
2. Practice in numeracy
3. Problem Solving/Investigations
4. Computer based work | Language 1. Shared/Group reading
2. Practice in basic skills
3. Supporting Writing
4. Supervising listening/talking tasks
5. Computer based work |
General Duties | 1 | Admin Tasks - Collecting forms
- Recording and filing assessments and other paperwork
| 2 | Practical Support - Display
- Preparation of materials/setting up/clearing away equipment
- Supervision of children outside classroom
| 3 | Learning and Teaching Team - Participating in workshops; consultations
- Planning
- Staff Meetings
- Staff Development
- PAT/In-service
- Daily Log
| 4 | Other | |
Adapted fromWest Lothian Council |
9.00 - 10.30 | | | | | |
Interval | | | | | |
10.50 - 12.00 | | | | | |
Lunch | | | | | |
1.00 - 3.00 | | | | | |
Other | | | | | |
A TOOL TO SUPPORT DEVELOPMENT
Purpose
- To consider one way to support classroom assistants in identifying their own development needs.
Suggested timing
30 minutes
Materials
'A tool to support development' sheet.
Organisation
Classroom assistant working with an appropriate member of school staff.
A tool to support development • Pair
Teachers and promoted members of staff can help classroom assistants in a variety of ways as they develop. Encouraging classroom assistants to identify their own development needs can be a useful starting point. This activity is designed for a classroom assistant to work with an appropriate member of school staff.
Working together discuss the skills listed below. These are skills which classroom assistants demonstrate in their day-to-day work with children in the classroom. Together identify the skills which the classroom assistant already has and other skills which would benefit from further development.
Preparation - prepares and gathers resources in advance
- understands the purpose of activities
Communication - listens and responds to children
- gives instructions and explains clearly
- uses praise and gives constructive feedback
Relationships with Children - relates positively to groups and individuals
- manages behaviour, consistently applying class rules
- observes and intervenes appropriately
Organisation - organises space and resources where necessary
- organises groups and activities effectively
- operates class routines
Other areas for discussion |
Reflect together on:
- ways in which the classroom assistant can practise these other skills;
- ways in which you can support the classroom assistant;
- ways in which others can help.
WHO NEEDS TO ACT?
Opportunities for reflection and discussion between classroom assistants, teachers and promoted members of staff will contribute to the development of classroom assistants. This activity gives you the opportunity to discuss wider aspects of the work of classroom assistants in the school, not only their work within the classroom.
Purpose
To identify, reflect on and discuss factors related to managing the development of classroom assistants.
To consider who needs to act to enable the development to take place.
Suggested timing
30 - 45 minutes
Materials
A 'Who needs to act?' sheet for each person.
A flip chart.
Organisation
A promoted member of staff and all of the classroom assistants working within the school for Part 1.
A whole staff group discussion, ideally including classroom assistants, for Part 2.
Who needs to act? Part 1 • Group
The list below, taken from the Classroom Assistants Implementation Guidance, identifies the knowledge and understanding, skills and dispositions that classroom assistants should develop.
Working together, promoted member of staff and classroom assistants, consider the priorities for the development of classroom assistants in your school. Identify the three priority areas where you feel it would be helpful to offer/be offered some support.
Relationships with pupils, teachers, parents and other staff Understanding of the importance of confidentiality Knowledge of child protection and safety procedures Skills in oral communication, writing and numeracy Administrative and organisational skills Technical and ICT skills Skills in working as a member of a team Skills which facilitate, encourage and support learning Working knowledge of children's development and learning Working knowledge of aspects of the primary curriculum List your three priorities for action. • • • |
These will be used for the whole staff discussion in part 2.
Who needs to act? Part 2 • Group
Working together as a whole school staff group suggest possible actions that would address each priority for development. Consider who you think is responsible for taking the actions.
Use the following format to record you ideas on a flipchart.
Priorities for development | Suggested actions | Who needs to act? |
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This information will influence the work of class teachers and classroom assistants. It will be useful to the head teacher in making decisions about the development of classroom assistants and for development planning within the school. It may also be useful to the local authority in making decision about priorities for the training and development of classroom assistants.
USING PERFORMANCE INDICATORS
When using performance indicators for school self-evaluation it is important to include the work of classroom assistants.
This activity exemplifies how a performance indicator can be used to identify and plan for the effective use of classroom assistants.
Purpose
To illustrate how a performance indicator can be used to identify and plan for the effective use of classroom assistants in the school.
Suggested timing
30 -45 minutes
Materials
Two 'Using performance indicators' sheets for each person.
Organisation
Senior management or other staff team working together.
Using performance indicators • Group
The performance indicator 6.5 'Effectiveness and Deployment of Staff' can be used as an example to illustrate how to identify and plan for the effective use of the classroom assistant in the school. Some key aspects from the Level 4 illustrations have been selected.
Performance Indicator 6.5
Effectiveness and deployment of staff
This performance indicator is concerned with the following themes:
the effectiveness of teachers and teamwork;
formation of classes and deployment of teachers;
provision for liaison to support pupils; and
effectiveness of ancillary staff (where applicable).
It refers to the deployment of all staff.
Level 4 Illustration
Teachers make effective contributions to the work of the school or department. Teachers work well together in teams. In allocating staff to classes account is taken of the qualities, experience and expertise of teachers and matching these to curricular objectives. Where applicable, the deployment of learning support staff and visiting specialist teachers is carefully planned and regularly reviewed to good effect. There is a planned system which allows for regular and effective liaison between all staff jointly involved with any particular pupil or group of pupils. Where applicable, learning support staff and visiting specialist teachers and other specialists or therapists work effectively with class teachers. Where applicable, ancillary staff duties have been carefully defined and are clearly understood by all staff. Ancillary staff (for example, office staff, technicians, auxiliaries, care assistants and behaviour support staff) make a very effective contribution to the work of the school. Within the context of clearly defined duties, care auxiliaries, where appointed, contribute effectively to pupils' wider education. |
Other performance indicators can be used in a similar way for identifying and planning for the effective use of classroom assistants in the school.
Using performance indicators • Group
Working together identify the evidence and the next steps for the aspects which have been chosen from the level 4 illustration.. The questions are there to help focus your discussion.
Performance Indicator 6.5
Effectiveness and deployment of staff
1) "Teachers work well together in teams"
Question: Are classroom assistants included in the teams?
Question: How do we define 'work well together'
Evidence: Next Steps: 2) "Where applicable, ancillary staff duties have been carefully defined..."
Question: Is there a job description for classroom assistants?
Evidence: Next Steps: 3) "...and are clearly understood by all staff."
Question: Does everyone understand what the classroom assistant's job is?
Evidence: Next Steps: 4) "Ancillary staff make a very effective contribution to the work of the school"
Question: What contribution do the classroom assistants make?
Evidence: Next Steps: 5) "Within the context of clearly defined duties 'classroom assistants (our term)', where appointed, contribute effectively to pupils' wider education."
Question: What do we mean, in this school, by 'contribute effectively'?
Question: What does the phrase 'wider education' encompass?
Evidence: Next Steps: |
The next steps that you have identified will inform your development plan.