TAs will gain an understanding of behaviour and the typical ways of identifying and addressing expressions of distress and challenging behaviour. TAs will have an understanding of the main behavioural theories and approach to supporting healthy behaviours and practices, particularly in relation to learning-related social and classroom behaviours (or social-emotional learning).

Courses:

1. Introduction to neurodiversity (online next week) – Brooke Trenwith

Understand: the benefits of diversity

Know: the preferred language terms

Do: identify the strengths that neurodiverse students bring to the classroom 

2. Introduction to ADHD – Brooke Trenwith

Understand: the strengths and challenges of ADHD

Know: what ADHD looks like

Do: identify which practical strategies to trial with students you work with

3. Introduction to Dyslexia – Brooke Trenwith

Understand: The strengths and challenges of dyslexia

Know: The different types of dyslexia

Do: Identify strategies to trial in your classes

4. Introduction to Dyspraxia – Brooke Trenwith

Understand: The strengths and challenges of dyspraxia

Know: The meaning of dyspraxia

Do: Identify strategies to trial in your classes

5. Introduction to Dyscalculia – Brooke Trenwith

Understand: The strengths and challenges of dyscalculia

Know: What dyscalculia impacts

Do: Identify strategies to trial in your classes

6. Introduction to autism (in development) – Lara Nettle

(Competency Category 8)

TAs will be able to apply foundational knowledge of learning theories (e.g., behaviourism, constructivism, social cognitive theory) and child/youth development stages to support the diverse needs of learners. TAs will learn techniques for observing and assessing learning and development, and best practices for building positive relationships with learners, teachers, and whānau.

(Competency Category 4)

TAs will understand neurodiversity, and the profiles of the five most prevalent conditions in students in Aotearoa (i.e., ASD, ADHD, Dyslexia, Dyscalculia, and Dyspraxia). TAs will also learn practical strategies for creating an inclusive learning environment for their learners that is safe, engaging, reduces barriers, and promotes inclusion within the classroom environment. 

To deepen understanding, TAs will learn the five main neurodivergent profiles (i.e., ASD, ADHD, Dyslexia, Dyscalculia, and Dyspraxia), and practical strategies for supporting learners with associated learning needs (e.g., clear and structured instruction; tasks-to-steps; flexibility; learner self-advocacy; visual aids; multi-sensory instruction etc.). 

(Competency Category 3, 5)

To deepen understanding, TAs will learn the five main neurodivergent profiles (i.e., ASD, ADHD, Dyslexia,

Dyscalculia, and Dyspraxia), and practical strategies for supporting learners with associated learning needs

(e.g., clear and structured instruction; tasks-to-steps; flexibility; learner self-advocacy; visual aids; multi-

sensory instruction etc.).

(Competency Category 3, 5)

TAs will understand learner wellbeing and the role they play in maintaining a safe and supportive learning

environment. They will be equipped with practical strategies to identify and respond to learners at risk, work

collaboratively with families to address pastoral issues, and implement trauma-informed practices to support

the wellbeing of all learners. The concept of hauora will be discussed and the interconnectedness of a

learner's, cultural values and the role of whanau in providing collective care and support.

(Competency Category 7)

TAs will understand how the Teaching, Learning and Assessment Cycle can support them to create better outcomes for learners. This includes:

• Utilising progressions, supporting learners to know - Where am I at? Where am I going? and How am I going to get there?  

• Interpreting needs and adapting planning for the group of learners

• Core curriculum resources to support teacher planning

• Building a positive learning environment (competency category 6)

(Competency Category 8, 6)

• How to use evidence, progress data and progressions to work with small groups and differentiate learning

• How to give effective and constructive feedback to learners Interpreting and applying teacher planning for the group of learners

(Competency Category 8)

TAs will develop an understanding of :

• The key capabilities of a learner who demonstrates agency and provide examples of what this looks like in practice 

• Principles to consider when designing learning tasks that enable learner agency

• How to effectively monitor learner engagement and use these insights to create fluid learning groups and plan effective learning 

• Creating a positive learning environment

(Competency Category 6, 8)

The work of Thomas Hoerr (2016) suggests that students become most engaged when they find their work both deeply challenging and highly enjoyable.  Our job, is to make the content meaningful, design interesting lessons, and require students to stretch a bit in learning.  Finding the sweet spot through utilising students passion, purpose and gifts support engagement. 

(Competency Category 8)