Higher Level Teaching Assistants

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Higher Level Teaching Assistants
Senior Assessor National Training Event Slides
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Programme objectives

• Ensure that Senior Assessors
• Are confident about the structure and operation
  of the assessment process
• Are familiar with the requirements for each
  element of the assessment process and their role
  in those elements
• Have a good understanding of the ways in which
  candidates can demonstrate the HLTA Standards
• Are familiar with the requirements for School
  Visits
• Have practised using all the agreed documentation
  to record candidates' achievements
• Are secure in their own judgements in order to
  provide consistency across providers
• Feel equipped to run their own training events
  for assessors

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Higher Level Teaching Assistant training and
assessment stages

• Assessment is about enabling candidates to
  demonstrate that they meet the Standards
• It is based on what TAs normally do in the
  classroom and school
• It is not intended to demand more from
  headteachers and other colleagues than normal
  arrangements for management and performance review

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Diamond ranking
Highest Priority
1
2
2
3
3
3
4
4
5
Lowest Priority
5
Self review

• Not part of the Assessment Process
• Related directly to the Standards so helps
  candidate familiarisation
• Identifies where and how Standards are already
  being met
• Identifies areas for development and in future
  may form the basis of a diagnostic tool for a
  tailored development route
• Can provide a source of situations for Task 4

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Assessment tasks 1-3

• Working with individuals
• Working with a small group
• Working with a whole class
• Evidence from work that is naturally occurring

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Assessment tasks 1-3

• Identify an appropriate Task
• Identify opportunities to support lesson/activity
  planning
• Deliver the planned activity
• Carry out any related assessment
• Report outcomes to teacher
• Complete documentation

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Recording Evidence

• A Response sheet for each of tasks 1-3
• Recording sheets for each event in task 4
• Assessment Grid for all tasks

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Recording Evidence

• Keep your record keeping brief
• 300-500 words maximum, for task 4 per
  event/situation could be less
• You can use bullet points if you wish
• Recording documents are available electronically

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Recording Evidence

• As you meet each Standard mark it in the column
  on the Response sheet
• Also record it on the Assessment Grid. This is a
  map of your progress for you and your assessor

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Supporting/Documentary Evidence

• Only include documentary evidence if it shows how
  you have met a Standard
• Be very specific about how the documents evidence
  you meeting particular standards
• Keep only relevant papers and documentation
• Could include planning sheets or notes,
  monitoring and assessment information, pupils
  work etc.

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Organising your file

• Put all the work for each task in the appropriate
  section of your folder.
• Task 1 Response sheet and then task 1 evidence
  etc.
• This is not a big portfolio and everything should
  be contained within your folder
• In exceptional circumstances you could include a
  tape or video but your assessor will need to have
  access to equipment to listen/view when they come
  to your school

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Standards for which Candidates may require
support in providing evidence

• 1.1 They have high expectations of all
  pupils respect their social, cultural,
  linguistic, religious and ethnic backgrounds and
  are committed to raising their educational
  achievement
• 1.5 They are able to liaise sensitively and
  effectively with parents and carers, recognising
  their roles in pupils learning
• 1.6 They are able to improve their own
  practice, including through observation,
  evaluation and discussion with colleagues
• 2.6 They have achieved a qualification in
  English/literacy and mathematics/numeracy,
  equivalent to at least Level 2 of the National
  Qualifications Framework.
• 2.7 They are aware of the statutory
  frameworks relevant to their role
• 2.8 They know the legal definition of
  Special Educational Needs (SEN), and are familiar
  with the guidance about meeting SEN given in the
  SEN Code of Practice
• 3.3.5 They advance pupils learning in a
  range of classroom settings, including working
  with individuals, small groups and whole classes
  where the assigned teacher is not present.
• 3.3.6 They are able, where relevant, to guide
  the work of other adults supporting teaching and
  learning in the classroom
• 3.3.7 They recognise and respond effectively
  to equal opportunities issues as they arise,
  including by challenging stereotyped views, and
  by challenging bullying or harassment, following
  relevant policies and procedures.

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Standards for which Candidates will have to
evidence several elements

• 1.1 They have high expectations of all
  pupils
• They respect their different
  backgrounds
• They are committed to raising their
  educational achievement
• 2.1 They understand their specialist area
  sufficiently to support pupils learning
• They acquire further knowledge to contribute
  effectively and with confidence to their
  classes
• 2.4 They know how to use ICT to advance
  pupils learning
• They use common ICT tools for their own and
  pupils benefit
• 3.2.3 They monitor pupils participation and
  progress then provide feedback to teachers
• They monitor pupils participation and progress
  then give constructive support to pupils as they
  learn
• 3.3.5 They advance pupils learning when
  working with
• - Individual pupils
• - Small groups
• - Whole classes where the assigned teacher is
  not present

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Higher Level Teaching Assistant training and
assessment stages

• Assessment is about enabling candidates to
  demonstrate that they meet the Standards
• It is based on what TAs normally do in the
  classroom and school
• It is not intended to demand more from
  headteachers and other colleagues than normal
  arrangements for management and performance review

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Documentation checklist

• This is not a big portfolio and everything should
  be contained within your folder
• Only include documentary evidence if it shows how
  you have met a Standard
• Be very specific about how the documents evidence
  you meeting particular standards
• Keep only relevant papers and documentation
• Could include planning sheets or notes,
  monitoring and assessment information, pupils
  work etc.
• Put all the work for each task in the appropriate
  section of your folder.
• Task 1 Response sheet and then Task 1 evidence,
  etc.
• Number all documents and annotate, explaining
  relevance
• Cross reference documents to tasks and assessment
  grid

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Evaluating evidence provided

• Does the evidence provided consist of observable
  events and activities?
• Remember
• - restating the standards
• - statements of what you know
• - assertions about what you can do
• are not sufficient!
• How has the knowledge, skill, experience been
  applied/demonstrated to meet the standard?
• Have the standards demonstrated been
  appropriately identified?

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Preparing for the School Visit Responsibilities

• PROVIDER
• Makes and confirms with the school, all the
  arrangements for the visit
• Provides a contact point for Candidates,
  Assessors and Schools
• Ensures assessors have all required documentation
• Deferring the School Visit (Handbook for
  Providers Stage 4)
• ASSESSORS
• Preparation (1.5 to 2hrs per Candidate)
• Completion of assessment documentation
• CANDIDATES
• Selects the appropriate member of teaching staff
  to provide verbal evidence
• Ensures that Headteacher/Class Teacher are
  briefed about the process
• Ensures that all the supporting evidence is
  available including certificates where
  appropriate
• SCHOOL
• Provides space in which discussions, preparation
  and interviews can be conducted confidentially

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The School Visit Process
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The School Visit
0900 or 1300 Introduce Assessor to
Headteacher 0905 or 1305 Assessors meeting
with Candidate (documentation) 0935 or
1335 Assessors study time 1045 or
1445 Assessors meeting with Teacher(s) 1115
or 1515 Assessors meeting with
Headteacher 1130 or 1530 Assessors final
discussion with candidate 1200 or 1600 Visit
ends
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The School Visit Protocols

• Assessors
• Arrive in plenty of time, carrying appropriate ID
• Fully prepared and with all the documentation
  required
• to carry out the assessment
• Dress appropriately and conduct themselves in a
  friendly but professional
• manner
• Ensure that all those involved in the process are
  fully briefed about what to expect
• for example, the nature of the interview
• Do not indicate in any way, to the Candidate or
  any member of school staff,
• what they believe to be the likely outcome of
  the assessment