Welcome to the C O A T S website

What's New This Month

What's New Archives
(prior months)

Related Websites

WHAT'S NEW - JUNE 2004

USING TEACHING ASSISTANTS EFFECTIVELY AND RESPONSIBLY

Welcome to the website for the Council on Alberta Teaching Standards (COATS). This area of the website changes monthly. The theme for this month will be of interest to teachers, administrators and parents who are investigating the topic of using teaching assistants effectively and responsibly. We hope that you find this website to be a valuable resource. For quick reference bookmark http://www.teachingquality.ab.ca today!

WEBSITES RELATED TO USING TEACHING ASSISTANTS EFFECTIVELY AND RESPONSIBLY

2004 Educational Assistant Conference Welcome
Grant MacEwan Community College
Edmonton, Alberta
http://teacherassistant.gmcc.ab.ca/

This web page presents information about the Educational Assistant Conference hosted by Grant MacEwan Community College in February 2004. This two-day conference was intended to provide teacher assistants with information to make their work more successful. The teacher assistant is portrayed as a paraeducator who makes a vital contribution to students' learning. In their role, teacher assistants interact with students, teachers and parents. Their role is of particular importance for students with special needs. Under the sidebar "Sessions" there is an extensive account of the many and varied topics touched on at this conference as well as mention of the names of presenters.

About the Teacher Assistant Program
University of Calgary
Calgary, Alberta
http://www.cted.ucalgary.ca/tacert/program.html

This web page presents a description of the Teacher Assistant Certificate Program offered by the University of Calgary. The existence of the program testifies to the current demand for teacher assistant personnel to be adequately prepared for their role. The program's objectives address the knowledge base and practical skills required by paraeducators in nine core courses. The program is offered in Calgary as well as online and by teleconferencing. Program participants who lack experience in the classroom are required to complete a practicum. A set of frequently asked questions (FAQs) regarding entrance into this program can be found at http://www.cted.ucalgary.ca/tacert/faq.html.

The Employment and Preparation of Paraeducators: The State of The Art-2002
National Resource Center for Paraprofessionals
Utah SLogan, Utahtate University

http://www.nrcpara.org/resources/stateoftheart/parateacher2b.php

This online document prepared by the Utah-based National Resource Center for Paraprofessionals is suggestive of recent advances in occupational status being made by American paraeducators. Successive education reforms over the last decades have made the tasks of paraeducators necessary in schools. While their responsibilities are distinct from those of teachers, who continue to occupy a professional role, paraeducators can competently perform a broad range of tasks. The identification of which tasks paraeducators may be permitted to perform remains a focus of concern. The development of standards for the preparation of paraeducators likewise remains a focus of concern. Appendix 2 of this document explicitly addresses the scope of practice for paraeducators.

Making a Difference: Best Practices for Teacher Assistants
Edmonton Public School Board
Edmonton, Alberta
http://consultingservices.epsb.net/support/Data/makingadifferencebrochure.doc

Teacher assistants make invaluable contributions to the learning that occurs in schools and their contributions can be enhanced through professional development. This online brochure identifies the titles of various sessions that have been offered to teacher assistants by the Edmonton Public School Board as professional development activities. A first set of nine sessions deals with helping teacher assistants to improve their personal and professional skills. A further set of six sessions concerns the areas of student literacy, numeracy and thinking. The sessions are offered by the staff of Consulting Services of Edmonton Public Schools.

Role Description for Teacher Assistants
Battle River Regional Division #31
Camrose, Alberta
http://www.brrd.ab.ca/ta/

This web page offers a clear example of a role description for teacher assistants adopted in Alberta's Battle River Regional Division #31. The detailed description falls into three major parts: (1) teacher assistants work under the supervision of a certificated teacher; (2) identifies a range of responsibilities that may be assigned to a teacher assistant (such duties typically include, by way of example, general supervision of students, assisting students with special needs in the classroom, and preparation of learning materials for classroom use); (3) classroom duties that must be performed only by a certificated teacher.

Roles and Responsibilities of Teachers and Teacher Assistants
Copyright © 2001 British Columbia Teachers' Federation
http://www.bctf.ca/education/InclusiveEd/TeacherTA-Roles/

This online paper provides some comparative information from British Columbia regarding the roles of teachers and the teacher assistants. The purpose of this paper is to assist teachers and teacher assistants in establishing a collaborative relationship. The paper's ultimate aim is to help students with special needs. The document distinguishes three sorts of specific responsibilities: (1) those that pertain to teachers, (2) those that belong to teacher assistants, and (3) those that are shared. Teaching responsibilities are assumed to affect the design of service, delivery of service, student evaluation, and the development of a supportive environment. Overall, the joint paper maps out the terrain in which teachers and teacher assistants are to collaborate.

Special Needs Teacher Assistant. 2001
Lethbridge Community College
Lethbridge, Alberta
http://www.lethbridgecollege.ab.ca/departments/academic/hjhs/special.shtml

As its name indicates, the Special Needs Teacher Assistant Certificate Program offered by Lethbridge Community College focuses on preparing teacher assistants to serve the needs of exceptional students. The program requires a year of full-time study, and highlights the study of topics such as human development and developmental disabilities among others. The program directs specific attention to examining the role of the teacher assistant. Part-time and distance learning options are available for those program participants who are already working in the classroom. The program, which includes a workplace-field component, is described as taking in both theory and hands-on experience.

Supporting Paraeducators: A Summary of Current Practices. 2002
ERIC/OSEP Digest.
Warger, C.
http://www.ericfacility.net/databases/ERIC_Digests/ed475383.html

This ERIC/OSEP Digest (ED475383) provides one American perspective on teacher assistants. The terms "paraeducators" and "paraprofessionals" refer to personnel who assist in instruction of students and provide classroom support but who are not licensed as teachers. The role of paraeducators has changed over time. In the past paraeducators were assigned predominantly clerical duties. This digest dwells on the beneficial role of paraeducators in providing classroom support for students with special needs. The digest also states examples of appropriate duties for the paraeducators. An abiding concern is that paraeducators receive suitable training to carry out their role. In conclusion, the digest provides resources for further study.

What does a typical teacher assistant do? This web page presents an occupational profile of a teacher assistant and states the general duties of teacher assistants. It identifies the range of their classroom activities, which may vary, and specifies the conditions under which teacher assistants work as well as providing personal characteristics of successful teacher assistants. The profile ends by providing a listing of post-secondary institutions in Alberta where teacher assistants can receive appropriate specialized training.

Teacher Assistant Handbook
Saskatoon Catholic Schools
Saskatoon, Saskatchewan
http://www.scs.sk.ca/instructional_services/ta/roles.asp

This web page from an online teacher assistant handbook presents an opportunity for comparing the profile of teacher assistants in a neighboring province. The content is presented concisely in point form under three major headings: (1) job functions, (2) role of the teacher assistant, and (3) performance expectations. Teacher assistants work under the supervision of professional staff and are part of a collaborative team. Part of their role consists of reinforcing the skills taught by the teacher as well as assisting the teacher in a number of ways, which are spelled out in detail. The handbook also points out duties, both instructional and non-instructional, that a teacher assistant should not perform. Lastly, the responsibilities of the teacher assistant vis-à-vis students are articulated in considerable detail.

Teacher Assistant Program
©2002 Blue Quills First Nations College
St. Paul, Alberta
http://www.bluequills.ca/teacher_assist.html

This web page describes the Teacher Assistant Program offered by Blue Quills First Nations College, which is one of Canada's first Native controlled education centres. This program is offered full-time or part-time and is designed to be flexible enough to meet the needs of various communities. The prospective clientele for the program includes individuals who work in schools, those who want to work in schools, and those community members who wish to conduct home education or to improve their interaction with their children. The course descriptions exhibit appreciation for Native values as well as concern for child development and psychology within educational settings. The web page presents a full listing of courses currently offered in the program.

What Are the Guidelines for Paraeducator Roles and Responsibilities?
Railsback, J., Reed, B., & Schmidt, K.
© 2001 Northwest Regional Educational Laboratory
http://www.nwrel.org/request/may2002/whatare.html

This online booklet offers extensive comments on the role of the paraeducators from an American perspective. Their beneficial role for students is considered a "hot topic." The booklet begins by acknowledging that the role of the paraeducator has changed from being chiefly clerical to become instructional and supportive in character. In many jurisdictions, policy initiatives are under way to ensure that these personnel are suitably prepared for their responsibilities. A first major section of the document is directed to paraeducators and to initiatives they can make to assist teachers. A second section is directed to teachers, while a third section provides recommendations to principals. Case illustrations of sound practice round out the recommendations advanced here. The document also includes resources for further study.