Induction training for teaching assistants and school support staff

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Induction training for teaching assistants and
school support staff
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Overview of session

• Developments to date (2005/2006)
• Support staff induction The bigger picture
• Feedback on evaluation of induction materials
• Table discussions

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Background to induction training

• Responsibility for developing induction training
  handed over to TDA in 2004
• Materials produced by DfES in 2000
• Lack of formal training for TAs
• Changing focus of materials implications for
  future induction training?

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Developments to date 2005-2006

• Common core guidance booklets
• Response to Every Child Matters agenda
• Set of skills and knowledge that all people
  working with children should have
• To be incorporated into NOS and training

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Developments to date 2005-2006

• Guidance for trainers and teaching
  assistants/support staff
• Can be used when identifying future training and
  development needs
• Materials available on TDA website
  www.tda.gov.uk

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Updates for 2006-2007

• All materials fully updated to incorporate the
  common core
• Updated materials available on TDA website in
  spring 2006
• Online ordering system
• Distribution in August 2006

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Continuous Training and Development
Pre-employment
Professional personal development
Recruitment
Performance management
Deployment Duties
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Specific skills
Essential skills
Childrens workforce core skills
School workforce specific
Life skills
Role specific
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The Evaluation of the Teaching Assistants
Induction, and Support Staff Introductory
Training Materials for the Academic Year 2004/5
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Introduction

• University of Luton commissioned to undertake the
  evaluation
• Overall aim of the study- to collect evidence on
  quality and impact
• A broader view

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The evaluation

• Phase 1 Survey of all LAs
  
• Information on take-up and delivery
• Phase 2 Follow-up survey of 40 LAs
• In-depth information on delivery and impact
• Phase 3 Interviews with TAs, support staff, head
  teachers and other school staff (Oct Dec)
• Phase 4 Interviews with LA staff and other
  stakeholders e.g. providers (Nov Dec)
• Information about their experiences and
  perceptions of the training materials

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Phase 1 survey

• Over 100 responses from LAs
• Covering over 10,500 trainees
• 8,500 Teaching assistants and
• 2,000 Support staff

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Emerging results from Phase 1

• Delivery approaches vary, for example
• 55 offer 4 full days for TAs
• 75 of LAs offer at least 1 optional module for
  TAs e.g. EAL
• 51 offer 5x2 hour sessions for SS
• 22 offer 2 full days for SS
• Barriers to training include
• Release time and supply costs

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Outcomes

• The evaluation will report to the TDA in February
  2006.
• Findings will inform induction from 2007.
• For more information
• Linda Kitchener, University of Luton
  linda.kitchener_at_luton.ac.uk or www.luton.ac.uk/est
  im
• Helen Russell, TDA
• helen.russell_at_tda.gov.uk

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Give us your thoughts

• To help us evaluate the current induction
  materials for both TAs and support staff
• What works well?
• What could be improved?
• What have you felt the need to amend or adapt?