This tool is for school leaders in New Zealand, including principals, other senior leaders and learning support coordinators (SENCOs). It is intended to grow leaders’ confidence and capability in applying the evidence about effective use of teacher aides. Working through the tool will: give you a clear picture of where your school is at in providing the support that teacher aides need to be effective in their roles help you plan next steps to strengthen support for teacher aides and teacher aide practice in your school. Background Teacher aides are a valued resource in most New Zealand schools. A growing body of evidence supports this view. It demonstrates that when schools have effective systems and processes for recruiting and supporting their support staff, their teacher aides can “have a positive impact on student confidence, behaviour, self-esteem, and motivation, and on teacher workload, job satisfaction and stress levels” (Ministry of Education, 2016). Recent describes the kinds of systems, processes, and practices that help schools make the best use of their teacher aides. It demonstrates the importance of ensuring that the teacher is always the leader of learning for all students in the classroom, including those who need additional support with their learning or well-being. It shows that inclusion for these students often means stepping back and giving them space to interact independently with the learning task and with their peers.
This tool is for school leaders in New Zealand, including principals, other senior leaders and learning support coordinators (SENCOs). It is intended to grow leaders’ confidence and capability in applying the evidence about effective use of teacher aides. Working through the tool will: give you a clear picture of where your school is at in providing the support that teacher aides need to be effective in their roles help you plan next steps to strengthen support for teacher aides and teacher aide practice in your school. Background Teacher aides are a valued resource in most New Zealand schools. A growing body of evidence supports this view. It demonstrates that when schools have effective systems and processes for recruiting and supporting their support staff, their teacher aides can “have a positive impact on student confidence, behaviour, self-esteem, and motivation, and on teacher workload, job satisfaction and stress levels” (Ministry of Education, 2016). Recent describes the kinds of systems, processes, and practices that help schools make the best use of their teacher aides. It demonstrates the importance of ensuring that the teacher is always the leader of learning for all students in the classroom, including those who need additional support with their learning or well-being. It shows that inclusion for these students often means stepping back and giving them space to interact independently with the learning task and with their peers.
A-Leaders-Tool-for-Self-Review.docx