Date
26 March 2019

Develop an induction programme

Suggestion for implementing the strategy ‘Developing systems and processes for teacher aide recruitment, induction, and ongoing professional learning’

Develop an induction checklist

Develop an induction checklist

Establish a clear set of actions to guide induction.
  • The teacher aide job description matches the knowledge and skills of the teacher aide.
  • The roles of teachers and teacher aides are clearly defined.
  • The teacher aide has an induction to the school that includes introductions to key people, to policies such as the policy on confidentiality, and to resources, classrooms, playground areas, and rules.
  • The teacher aide’s initial and ongoing professional learning programme is planned.
  • Ongoing appraisal and feedback systems are set up for teacher aides.
  • Communication systems are agreed.
  • A process for inducting teacher aides into the classroom is agreed with teachers.

Source: Directing paraprofessional work, M.F Giangreco and M.B. Doyle (opens in a new tab/window)

Support the sharing of experiences and motivations

Support the sharing of experiences and motivations

During induction, create opportunities for new teacher aides to share some of their own insights and experiences.

Background

  • What did you do before this?
  • Have you been involved in this kind of work before?
  • What made you want to be a teacher aide?
  • What skills do you bring to this role?
  • Have you had any professional development for being a teacher aide? If yes, when and what kind?
  • How has previous training helped your work?

Perception of the role

  • What activities have you done with children that you are proud of?
  • What is most satisfying about your work?
  • What is most difficult in your role?
  • Have you any frustrations or issues?
  • What else would you like to mention?

Source: Adapted from Working with English language learners: A handbook for teacher aides and bilingual tutors (opens in a new tab/window)

Communi­cation channels

Communi­cation channels

Establish a range of communication channels to keep TAs plugged into school news and important information.
  • Social media, such as Facebook or SMS messaging.
  • Noticeboards.
  • Email, when support staff have access to computers.
  • Daily verbal notices and staff meetings.
  • Distribution of minutes from meetings.
  • Bulletins.
  • Newsletters.

Source: Adapted from School support staff: Collectively making resources count (opens in a new tab/window)

Establish privacy protocols

Establish privacy protocols

 At the outset of employment outline and illustrate your school's confidentiality protocols.
  • Discussions about students happen in private spaces, such as an office or classroom when students are not present.
  • If a discussion arises in a public space, the conversation is stopped and moved to an appropriate space.
  • Students are discussed only with people who require information about them for their work.
  • Staff members, school issues, or student issues are discussed only with those in school directly involved in the situation.
  • When teacher aides have responsibilities for discussing information about students with specialists, visiting teachers, and family/whānau, this is agreed and documented.
  • School guidelines are followed when accessing or contributing to information about students for data collection, e-portfolios, or special needs registers.

Source: Teachers and Teachers’ Aides Working Together – What does confidentiality mean? Module 2: Activity 4 (p. 25). Ministry of Education (opens in a new tab/window)

Provide medical training if needed

Provide medical training if needed

Provide training for teacher aides when they are required to assist with medication, physical, and/or personal care for students.

Useful resources

Useful resources

Website

Teachers and teachers' aides working together: Module 1 – Who does what?

Publisher: Ministry of Education | Te Tāhuhu o te Mātauranga

Visit website

Website

Teachers and teachers' aides working together: Module 2 – Keeping our work professional, confidential and safe

Publisher: Ministry of Education | Te Tāhuhu o te Mātauranga

Visit website

File

Example of survey questions on preparedness

Publisher: Centre for Inclusive Education

Download PDF

Next steps

More suggestions for implementing the strategy “Develop effective recruitment, induction, and PLD processes”:

Return to the guide “Supporting effective teacher aide practice ”

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