Overview of role and responsibilities of the TA and good practice

In this workshop, we introduce the scope of the TA role which includes a wide range of potential tasks and responsibilities. We focus on:

Values associated with enhancing learner agency by obtaining consent and maintaining dignity. TA participants will be asked to reflect on their professional and school values and how these need to be demonstrated in the day to day practices and interactions that they have with learners, teachers, specialist staff and whānau. Scenarios will provoke reflection on how to “live the values” in dealing with the challenges presented in each scenario. 

Building positive learning environments and applying principles of inclusive practice for diverse learners. We focus on how to have critical conversations with learners - asking the right questions and engaging learners by understanding the “sweet spot” for learning. We unpack what a positive learning environment looks/feels/sounds like and highlight the research behind the principles of inclusive learning. 

Developing professional skills which explores relevant research and scenarios to “demonstrate” responses in a professional manner in the real world when called upon to:

• Build trusting professional relationships with learners and teaching staff 

• Work as a member of a team with learners, families, and staff members 

• Develop and maintain networks and collaborative partnerships 

• Meet legal and ethical obligations in an education support environment and 

• Improve your own professional practice.

Collaborating with others - We unpack relevant research into collaborative practices in educational settings and focus on honing collaboration skills so that learners get the benefits of working with a cohesive and aligned group of specialists and whanau, to progress their learning. 

Enhancing Cultural Competence -  we support and guide the understanding of culturally responsive pedagogies and practice and engaging learners by honouring identity and building respectful and reciprocal relationships. Using the cultural competency frameworks of Tātaiako, Tapasā, Ka Hikitia with support from approaches such as He Pikorua in Action, we will support TA’s to reflect on their practice and challenge them to explore a variety of implementation approaches to foster effective learning. 

(Competency Category: 1, 2)

Trainers: Traci Sietu, Kylie Dawson and Katherine Jackson

This workshop focuses on understanding the learner and how to develop effective strategies for working with each one.   The following topics are explored in depth:

The Behavior Blueprint: Navigating Classroom Challenges for Teacher Aides

TAs will gain an understanding of behaviour and the typical ways of identifying and addressing expressions of distress and challenging behaviour. We explore the main behavioural theories and approaches to supporting healthy behaviours and practices, particularly in relation to learning-related social and classroom behaviours (or social-emotional learning). TAs will learn to work with other professionals and parents to develop effective behaviour programs and the importance of evaluating, monitoring and the adaptation of these behavioural programmes.

Bridging Theory & Practice: Observations, Assessments, and Learning Foundations for Teacher Aides

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. You will learn techniques for observing and assessing learning and development, and best practices for building positive relationships with learners, teachers, and whānau. 

Diverse Minds, Unified Hearts I: A Teacher Aide's Guide to Neurodiversity and Inclusion 

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

Diverse Minds, Unified Hearts II: A Teacher Aide's Guide to Neurodiversity and Strategies

To deepen understanding, you 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.).

The Caring Classroom: Practical Strategies for Teacher Aides in Social-Emotional Learning: 

This workshop focuses on learner well-being and the role TAs play in maintaining a safe and supportive learning environment. You 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 well-being of all learners.The concept of hauora will be discussed and the interconnectedness of a learner's, cultural values and the role of whānau in providing collective care and support.

(Competency Category: 3, 4, 5, 7, 8)

Trainer: Dr Heidi Leeson

This workshop explores the various elements that work together to create an effective learning process for akonga:

Building a positive learning environment 

TAs will explore the key elements of the learning process and how to design learning that is going to meet the mark for each learner. This requires an understanding of the passions, interests and learning needs of each learner

Teaching, learning and assessment cycle

TAs will develop an understanding of how the Teaching, Learning and Assessment (TLA) Cycle can support them to create better outcomes for learners. This includes: 

• Designing and planning learning based on data and evidence as to a learner's progress and learning gaps

• Utilising progressions to support learners to know where they are in their learning journey, where they are going to next and how they are going to get there  

• Practical strategies for collecting evidence to assess learning against clear learning intentions and success criteria.

• Using the TLA Cycle everyday to ensure every learner makes progress.

Enhancing learner agency and maintaining learner engagement

TAs will develop insight into the key capabilities of a learner who demonstrates agency and unpack examples of what this looks like in practice . You will then consider principles to guide the design of learning tasks that enable learner agency. You will learn how to effectively monitor learner engagement and use these insights to create fluid learning groups and plan effective learning. 

Assessment for learning 

Assessing learner progress on an ongoing basis is fundamental to an effective learning process. You will develop insights and skills to help you:

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

• give effective and constructive feedback to learners 

• Interpret evidence and apply effective planning principles for individuals and groupa of learners

• Access core curriculum resources to support your planning.

(Competency Category: 6, 8)

Trainer: Dr Jana Benson