Teaching Assitant Development Pathway
This flexible TA Development Pathway provides evidence-informed, foundational training for both new and experienced TAs/LSAs/HLTAs.
Academies must ensure that their SLT have attended the MBUTA course or assessed their readiness using the checklist below prior to engaging in MPTA.
MPTA Readiness Checklist
The first three sessions cover the content of the Maximising the Practice of Teaching Assistants: Improving pupil independence (Core).This course provides TAs with the skills to scaffold learning and help pupils become confident, independent learners.
The MPTA training content has been developed and approved by UCL Institute of Education. The course is based on the book The Teaching Assistant’s Guide to Effective Interaction: How to maximise your practice (Second Edition), by Bosanquet, Radford and Webster.
Academies must ensure that their SLT have attended the MBUTA course or assessed their readiness using this checklist prior to engaging in MPTA.
The last three sessions provide an introduction to the EEF ‘Learning Behaviours’ framework, exploring the five guidance reports: Metacognition & Self-regulated Learning, Improving Behaviour in Schools, Improving Social and Emotional Learning in Primary Schools, Working with Parents to Support Children’s Learning and Special Educational Needs in Mainstream Schools.
The guidance reports and associated recommendations will be examined in relation to teaching assistant practice and the sessions will offer practical strategies to implement in the classroom.
Session 1 – Maximising the Practice of TAs (MPTA): Building Knowledge – Research background & learning theories
Session 2 – Maximising the Practice of TAs (MPTA): Developing Teaching Techniques – Exploring the Scaffolding Framework
Session 3 – Maximising the Practice of TAs (MPTA): Embedding Practice – The Scaffolding Framework in action, assessment for learning and action planning to embed learning
Session 4 – An introduction to metacognition & self-regulated learning and effective questioning techniques
Session 5 – An introduction to social & emotional learning and improving behaviour
Session 6 – An introduction to working with others: parents/carers, teachers & other professionals
This course is for TAs, LSAs and HLTAs
Course length – 9 hours
Course dates – Tuesday 10th January (session 1), 24th January (session 2), 7th February (session 3), 21st February (session 4), 14th March (session 5) & 28th March 2023 (session 6) either 9.30-11.00 or 13.00-14.30
Course delivery – Six 90-minute sessions delivered virtually (see plan on page 3)
Each session will be supported by a reflective learning journal, including gap tasks to embed learning.
Sessions 1-3 – Maximising the Practice of Teaching Assistants (MPTA)
- Summarising latest research and guidance on complementary roles of TAs and teachers
- Scaffolding as a framework for developing pupil independence
- Reflecting on current practice and developing specific scaffolding strategies
- Making an effective contribution to assessment for learning
- Next steps: putting the strategies into action
- Understanding the ‘Learning Behaviours’ Framework and why it is relevant to the work of TAs/LSAs
- Exploring the EEF ‘Metacognition & Self-regulated Learning’ guidance in relation to the role of the TA/LSA to develop practical strategies to support children to become independent, self-regulated learners
- Exploring the EEF ‘Improving Social and Emotional Learning in Primary Schools’ guidance in relation to the role of the TA/LSA to develop practical strategies to support children’s social and emotional development
- Exploring the EEF ‘Improving Behaviour in Schools’ guidance in relation to the role of the TA/LSA to develop practical strategies to support pupils with the entire range of behaviours they may encounter
- Exploring the EEF ‘Working with Parents to Support Children’s Learning’ guidance in relation to the role of the TA/LSA to develop positive parental engagement practices
- Examining and developing effective collaborative working practices with teachers and external professionals
- Considering how the EEF ‘Special Educational Needs in Mainstream Schools’ guidance runs through all other areas to support TAs/LSAs to contribute to an inclusive school environment, which removes barriers to learning and participation