The revised standards for HLTA status

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The revised standards for HLTA status
Maxine Prince Training and Development Agency for
Schools
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Contents

• Key changes
• Implementing the revised standards

The standards review process
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Why revise the HLTA standards?

• Wider policy developments
• Changing contexts for teaching assistants work
• New policy developments across the Childrens
  Workforce
• Revision of the teachers standards
• Refinements to the current HLTA standards
• Broadly fit for purpose but
• Overlaps/duplication across standards
• Composite standards

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Framework of standards
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Features of the revised standards
I feel the revised standards are much clearer
than the current ones and it will be much easier
for candidates to understand what evidence is
required because they are a better reflection of
the role of the TA in the classroom. Im
impressed with the revised standards they cover
everything needed far more concisely and clearly,
with less overlap and repetition.

• The standards are succinct and clear
• Candidates able to link their practice to the
  standards more clearly
• Future-proof to ensure ongoing relevance
• Clearer standards but not easier
• Initial feedback has been positive

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Contents

• The standards review process
• Implementing the revised standards

Key changes
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Main changes for the 2007 standards

• Changes can be categorised
• in terms of

• structure
• language
• content
• application

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Changes in structure

• Revised 2007 standards contain 33 standards
• Grouped in the same way as the teachers
  standards, in three interrelated sections
  covering
• professional attributes
• professional knowledge and understanding
• professional skills

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Changes in structure

• Each group of standards has a stem that applies
  to all the standards in that group
• Those awarded HLTA status will demonstrate
  through their practice that they
• To reinforce that candidates should write about
  their practice

Separation of elements within composite
standards, e.g. 3.3.5 is now three separate
standards
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ECM and the common core
Have high expectations
Know how to contribute to effective personalised
provision
Demonstrate a commitment to collaborative and
cooperative working with colleagues.
Be healthy Stay safe Enjoy and achieve Make a
positive contribution Achieve economic
well-being Effective communication Engagement
with children, young people, families and
carers Child and young person development Safeguar
ding and promoting welfare Supporting
transitions Sharing information Multi-agency
working
Contribute to the selection and preparation of
resources suitable for children and young
peoples interests and abilities.
Establish fair, respectful, trusting, supportive
and constructive relationships with children and
young people.
Understand the key factors that affect children
and young peoples learning and progress.
Organise and manage learning activities in ways
which keep learners safe
Devise clearly structured activities that
interest and motivate learners and advance their
learning.
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Changes in language

• Shorter and clearer statements
• Learners or children and young people,
  instead of pupils
• Learning activities, instead of lessons

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Changes in content

• Many standards show only slight changes
• Emphases within some standards strengthened e.g.
  on safe practice

3.3.8 Organise and manage safely the learning
activities, the physical teaching space and
resources Sometimes interpreted at a low
level without specific mention of learners safety
Standard 32 Organise and manage learning
activities which keep learners safe
Replaces
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Some new content emphases (1)

• Personalised learning
• Standard 9
• Know how to contribute to effective personalised
  learning by taking practical account of
  diversity

Personalising learning and teaching means taking
a highly structured and responsive approach to
each childs and young persons learning, in
order that all are able to progress, achieve and
participate. It means strengthening the link
between learning and teaching by engaging pupils
and their parents as partners in
learning Personalised learning is
learner-centred, and knowledge-centred, and
assessment-centred 2020 Vision Report of the
teaching and learning in 2020 review group, 2007
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Some new content emphases (2)
Role of parents/carers Standard 5 Recognise and
respect the contribution that parents and carers
can make to the development and well-being of
children and young people Standard 4 Communicate
effectively and sensitively with children, young
people, colleagues, parents and carers
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Some new content emphases (3)

• Curriculum and well-being frameworks
• Standard 13
• Know how statutory and non-statutory frameworks
  for the school curriculum relate to the age and
  ability ranges of the learners they support
• Standard 16
• Know how other frameworks that support the
  development and well-being of children and young
  people impact upon their practice

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Some new content emphases (4)

• Standard 10
• Have sufficient knowledge of their area(s) of
  expertise to support
• Standard 17
• Use their area of expertise to contribute to the
  planning and preparation of learning activities
• Standard 18
• Use their area of expertise to plan their role
  in learning activities

2.1a have sufficient knowledge of their
specialist area to support pupils learning
3.1.2 plan their role in lessons
Replaces
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What remains the same?

• The expectations and level of the HLTA standards
• During the review there was a consistent focus on
  
• ensuring the 2007 standards are not more or less
• demanding than the 2003 standards

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Changes to the assessment process?

• The assessment structure and process remains
  essentially the same
• preparation
• tasks and assessment grid
• documentary evidence
• school visit including interviews
• One change area of expertise will be tracked
  through tasks, documents and interviews

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How will expertise be tracked?

• Tasks should reflect area(s) of expertise
• Documentary evidence should support area(s) of
  expertise
• Interviews assessor to confirm area(s) of
  expertise with teacher
• or headteacher

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Contents

• The review process
• Key changes
• Implementing the revised standards

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Revised guidance to the standards

• Work book style
• Easier to navigate
• Guidance for each standard includes
• Scope of the standard
• Things to consider
• Updated examples of practice
• Space for notes

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Implementation timeline

• Preparation that starts before 31 December 2007
  should be against the current (2003) standards
• Preparation that begins from 1 January 2008
  should be against the revised (2007) standards
• Where possible, flexible approach to take account
  of individual candidate circumstances
• RPAs will manage the assessment process using the
  appropriate set of standards for individual
  candidates

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Implications for stakeholders

• Ensuring smooth transition
• Communication between stakeholders to manage
  overlap
• Familiarisation with 2007 standards and
  documentation
• Reassurance that changes are not extensive
• Revised assessment forms from TDA website

• Local Authorities
• Training Providers
• Providers of Preparation
• Regional Providers of Assessment
• Assessors
• School colleagues
• Candidates

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Materials to support implementation

• Revised handbooks
• Clearer information about the process
• Now include guidance to the standards
• Training pack that includes
• FAQs
• Powerpoint presentation
• Training activities provided as a bank of
  ideas, to use and adapt as appropriate to the
  context.
• All available on TDA website from November 2007

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Further information and support

• Publications order line 0845 6060 323
• TDA website provides more information and case
  studies
• www.tda.gov.uk/hlta
• For customisation of HLTA posters please email
  info_at_skills4schools.org.uk from 1 December 2007
• Contact the HLTA team at TDA