Teacher aide expertise and practice EMERGING DEVELOPING CONSOLIDATING Teacher aides’ 1 2 3 4 5 scaffolding Teacher aides tend to focus on Teacher aides’ interactions with Teacher aides provide the right task completion and are yet to students sometimes include amount of scaffolding at the right understand the concept of appropriate scaffolding to time, consistently giving less scaffolding intended learning. support learning and support at first. understanding. Teacher aides’ 1 2 3 4 5 questioning skills Teacher aides ask mainly closed Teacher aides sometimes Teacher aides use open-ended questions. demonstrate the appropriate use questions strategically to ensure of open-ended questions. students are ‘making meaning’ for themselves. Teacher aides’ use of 1 2 3 4 5 wait time Further training is required for Teacher aides sometimes use Teacher aides always use ‘wait teacher aides to learn about the ‘wait time’ effectively and are time’ effectively to allow students importance of using ‘wait time’ gradually learning to avoid to think and respond. effectively to allow students to supplying answers or clues too process and respond to soon. questions. Teacher aides’ 1 2 3 4 5 positioning and Teacher aides tend to position Teacher aides sometimes move In agreement with teachers, movement in the themselves very near to around the classroom but teacher aides regularly scan and classroom students with additional generally sit with students with rove around the room, listening in learning needs; they need additional needs. and looking for opportunities to support to understand the support students’ engagement in importance of moving around their learning. the room and being available to
Teacher aide expertise and practice EMERGING DEVELOPING CONSOLIDATING Teacher aides’ scaffolding 1 2 3 4 5 Teacher aides tend to focus on task completion and are yet to understand the concept of scaffolding intended learning. Teacher aides’ interactions with students sometimes include appropriate scaffolding to support learning and understanding. Teacher aides provide the right amount of scaffolding at the right time, consistently giving less support at first. Teacher aides’ questioning skills 1 2 3 4 5 Teacher aides ask mainly closed questions. Teacher aides sometimes demonstrate the appropriate use of open-ended questions. Teacher aides use open-ended questions strategically to ensure students are ‘making meaning’ for themselves. Teacher aides’ use of wait time 1 2 3 4 5 Further training is required for teacher aides to learn about the importance of using ‘wait time’ effectively to allow students to process and respond to questions. Teacher aides sometimes use ‘wait time’ effectively and are gradually learning to avoid supplying answers or clues too soon. Teacher aides always use ‘wait time’ effectively to allow students to think and respond. Teacher aides’ positioning and movement in the classroom 1 2 3 4 5 Teacher aides tend to position themselves very near to students with additional learning needs; they need support to understand the importance of moving around the room and being available to Teacher aides sometimes move around the classroom but generally sit with students with additional needs. In agreement with teachers, teacher aides regularly scan and rove around the room, listening in and looking for opportunities to support students’ engagement in their learning.