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Discussion in 'Teaching assistants' started by chocolateworshipper, Jan 31, 2012.
The day before they have an observation of course! Not sure whether to laugh or cry!
The day before???????Lucky you, never happened to me !Always on the same day ,probably half an hour before the observation.
....and Ofsted. Funny how they turn up then.
...............because legally a teacher does not have to produce a short term lesson plan.............plans are produced for obs, so that the observer can see what objectives are being covered. duhhhhhhhhhhhhhhhhh
A TA could add much more value to a lesson if they actually had some information about what the lesson was going to cover. Duhhhhhhhhhhhhhhh
So the teacher never says, "Today we are going to be looking at"....at the start of the lesson?? The objectives are never written on the board? That may give a clue as to what is going on.
To be honest, while I think TAs I work with do a fantastic job, I question whether they need a lesson plan in advance in most cases. The reason for this is when I have given lesson plans in the past, they've given them a quick glance, and then thrown them in the bin. So I find it just as effective to show it to the TA in the few minutes before the lesson, discussing any relevant points. This seems to work well for me at the moment.
I think it depends on your TA really. Some may do no more than cast a cursory glance over your plan; whilst others may read them carefully and think how best to work with their group, or maybe research the subject further! I know I would if it was something new to me. In my class we put all the planning in a folder for myself and the teacher to refer to as necessary. I would have thought having a TA that wants to be prepared for the lesson is a good thing ?
If you're not clever enough to work out the advantages of letting a TA know some details about the lesson in advance, I really, really can't be bothered to explain it to you. However, thank-you so much for replying, because having just got back from parents evening I know for sure that you don't teach my child! Made my evening.
All depends on how TAs are used. Ours run guided groups planned for by the teacher on a daily basis so TAs receiving a plan is imperative to their role. They get plans each day and do a great job.
Other practice has TAs simply supporting the same children day in, day out as they complete a variation of the class teacher's input. There is no new teaching going on in that part of the lesson so the plan is pretty pointless (and what the poster meant by following the teacher's input).
Clearly the deployment and expectation of the role varies massively. Some on here disappointed with the lack of planning whereas on another thread, a TA stated that they would be offended to recieve planning.
All our medium term plans are available on the school server for all staff to see. I never do anything more detailed than that. If I have an observation I might produce something more detailed to help the observer, you might see it then. But individual lesson plans? Don't do them - that's why you don't see them. I've been teaching long enough to not need a script.
If OFsted came in to query how much TAs and teachers work together for planning, they would know we discuss general things but we don't plan together. Reasons: I have different people coming in to help with specific students through the day, not one attached to the class. Also I do the vast majority of my planning at home. And TAs aren't paid to stay more than 10 minutes before/after school, so there's not much time to plan together then either.
What would you do then if for example a group of your children did not make the progress expected and OFSTED wanted to look back at your planning to see why. With the new OFSTED framework pupil progress appears to be the most significant thing. How could you show without lesson plans what you had actually taught the children, how you had differentiated etc?
At our school we all plan together our medium term planning but individual plans are done by the teacher. Some teachers are better than others at taking views of TAs. 2 heads better than 1 and all that. I, for example have been in the the same 2 year groups for 12 plus years and have seen many teachers come and go. I like to think I remember the best of all of their lessons so have lots of ideas for planning. Seems a shame not to use that knowledge. I know my last teacher was fantastic and really used my knowledge as she had not worked in this year group before. We did 2 lesson plans together for observations and she got outstanding. I know that wouldn't have been the case without 2 heads coming up with ideas and exploring them.
Time to plan is a problem but in my area we are paid 52 weeks so a bit of time after school is expected. I know it isn't the case in other areas but I do think if schools allowed the TA a bit of time with teachers during PPA time then it would pay off. I think Foundation stage has it right. So much more teamwork going on in that area. People working together for the good of the children.
They wouldn't. http://www.teachers.org.uk/files/Workload-A5-Card-7164.pdf
Never got any planning until OFSTED rocked up and gave them a telling off. Now I get it every friday afternoon.
Friday afternoon for the week ahead - do the teachers recognise that it should be altered on a daily basis to reflect assessment for learning?
Ours have to be filed in communal files by Friday (for the week ahead). I tweak them at the weekend and then on Monday my TA gets every lesson plan for that week- that we tweak together if a day goes disastrously wrong. It's a real pain but that is the expectation. When she has time to read 8 pages of lesson plans per day I have no idea but she does read quickly through before each lesson. We had HMI in not too long ago and they made a real point of the lessons that got good or better did so because of how the TA had an impact on children's learning- not just the teacher- during the main teaching before moving to supporting the group. How TAs are supposed to do this without a heads up on what the lessons are about, who they are supporting and how they are to do that I have no idea. Come September when Ofsted can just turn up without notice hopefully things will change for those of you who don't get the planning. S xx (ps sorry about lack of paragraphs- stupid Chrome)
At last someone who values TA input. I agree how on earth are you supposed to go into a lesson without all the information on the planning. It makes a huge difference.
I get them every week as I annotate them for APP. I also need them to match what I'm doing in my intervention groups to what the children are learning in class.
When i taught in secondary i always gave long term plans to my TAs and progression maps (provisional) for key students.
and emailed lesson plans for the week ahead on the friday so they can read through as they wish and after lesson 1 have a quick chat about any tweaking and such
I have now moved to primary and occasionally get lesson plans but only for observations - i get told sometimes of what i am to do with specific children which is hard but i dont want to stress the teachers out as they seem to have enough on their plate
When would a TA every have time to read a lesson plan anyway? I specialise in science, so a glance around the room tells me what the practical or demo is, if any. The starter and lesson objectives are always given and I know my kids; so I'm clued in from the start. I still get lesson plans thrust into my hand if the lesson's being observed, though!