The Role of the Teacher's Assistant

What is a Teachers Assistant? A Teachers Assistant or (TA) helps to deliver educational

programs in the elementary, secondary or adult education systems. They play an increasingly
vital role in today's classroom. The key role of the TA is to support the teacher by working with
individual, or groups of students. TAs work alongside and under the guidance of teachers. Most
administrators consider them to be support staff or para-professionals and will refer to them as
such. See pages 53-55 in your text.
Teachers' Assistants
Section 18 of the School Act specifies that:
(1) A board may employ persons other than teachers to assist teachers in carrying out their
responsibilities and duties under this Act and the regulations.
(2) Persons employed under subsection (1) shall work under the direction of a teacher and the
general supervision of a teacher or school principal. Teachers are expected to design programs
for students with special needs. Teachers assistants play a key role in many programs for
students with special needs, performing functions which range from personal care to assisting the
teacher with instructional programs. Under the direction of a teacher they may play a key role in
implementing the program.
While teachers assistants may assist in the collection of data for the purpose of evaluating
student progress, the teachers are responsible for evaluating and reporting on the progress of the
student to parents.
In cases where teachers assistants perform health-related procedures they should be given childspecific training by a qualified health professional (See Inter-Ministerial Protocol - Nursing
Support Services for Children and Youth with Special Health Care Needs).

Major Duties
The teachers assistant and the teacher work together as a team. TAs may be assigned to meet the
needs of specific students and/or program needs within the school. The teacher is ultimately
responsible for the education of all students in the class and the TA serves as a support.
The TAs duties will vary depending on the school board, type of school and level of education.
They may include:

assist students with lessons under direct supervision of classroom teacher;

assist special needs' students with intellectual or physical disabilities, with mobility,
communication and personal hygiene;

assist with marking of tests (True/False, Multiple Choice type - assignments or tests not
requiring teacher professional judgment) and worksheets;

assist with completing a classroom inventory;

assist in school library or office and perform other duties assigned by a school principal;

assist the teacher in the completion of daily paperwork utilizing various computer
programs;

monitor and report to classroom teacher on student progress;

monitor students during a break or noon hour;

accompany and supervise students during activities in school gymnasia, laboratories,

libraries, resource centres and on field trips;

prepare classroom displays and bulletins;

operate or assist teacher in operation of projectors, tape recorders and other audio-visual
or electronic equipment;

carry out behaviour modification, personal development and other therapeutic programs
under supervision of professionals such as special education teachers, psychologists,
speech-language pathologists, social workers, etc.; and

administration of prescribed medications and other medical procedures for which they
have been trained.

Qualifications and requirements:

The minimum requirements to be an educational assistant may vary from board to board,
however in general they are:

grade 12 and experience/training in working with young people is stated as minimum

requirements in some schools. However, college diplomas in the human services field
including Early Childhood Education (ECE), Youth Care Worker (YCW), Behavioural
Science Technology (BST) or Educational Assistant (EA), etc. are preferred;

proficiency in one of Canada's official languages English or French;

good interpersonal and communication skills are essential, as are energy and enthusiasm
for the job; and

like anyone else employed in an educational setting, TAs are required to submit a
criminal reference check as a condition of employment.

Depending on the place of work, other special skills and training are useful, such as:

fluency in other languages;

knowledge of sign language (American Sign Language);

Non-violent Crisis Intervention training (NVCI), Understanding and Managing

Aggressive Behaviours training (UMAB) or the Ministry Behaviour Management System
(new as of August 2006);

proficiency with Braille; and

experience providing health care.

Tips for Working With Teacher Assistants:

Encourage collaboration TAs can provide valuable insight into what is going on in the
classroom and in the lives of the students. Use them to assist in problem solving,
planning field trips and in making adaptations and accommodating certain students.

If possible provide the TAs with their own spot to work in the classroom.

Outline the expectations of the job in a meeting before the position begins, if possible
include the school administration in this meeting. This way expectations of roles and
responsibilities can be explained as well as any classroom management strategies you
might use etc.

Encourage TAs to be part of team meetings for the child they work with. They often can
provide insight into the child since they spend the most time with them.

Make sure that all teachers and staff in the building call the TA by their title. TAs should
be addressed the same way as teachers, e.g. Ms, Mrs., Mr.

Communicate with your TAs about the happenings in your school. Let them know of new
projects, activities, or programs that are being started. Route daily announcements or
weekly newsletters so they also get the information. If you have several TAs in your
classroom, a good way to do this might be through a communication book located in a
convenient spot. Encourage them to communicate in it as well.

Role of Paraeducator (TA) (notes p.54-58)

- No usually certified professionals
- Full time or part time with one or more exceptional student

Or support entire class while monitoring the progress of the E.S and offereing
them assistance at key moments
IEP is a good source of assigned work (the principal is responsible for
assigning TA roles
Hill (2003) TAs spend their time:54% instructional tasks, 26% supervision,
13% assisting teachers, 7% on other duties
Hill suggested that when TAs spend time on activities other than direct
instruction, it may help teachers to conduct other important classroom tasks
and enhance the independent learning of exceptional students
In successful inclusive schools, teachers and TAs work as partners (schnell
2001) p. 56
TAs can: continuity for staff, parents and exceptional learners and can
contribute to the planning and delivery of services.
Ensure the TA has a work space, and you have a shared understanding of
roles, include TA in discussions of the school based team and value their
ideas.
Ts Responsibilities: informing TAs of classroom expectations, assigning tasks
and responsibilities, provide copies of tasks to principals, provide input on
eval. Of TA, meet with TAs, recommend training and resources, help them
with obs and data collection, resolve conficts with TAs at classroom level first,
school 2nd and then school board 3rd
it is important that paraeducators contribute to the participation of
exceptional children in regular classrooms and do not come between the
children and their classmates, teachers, or learning tasks (Giangreco, Smith
& Pinckery (2006) in Hutchison, p. 58)
establish clear communication and a good working relationship (Hutchison,
p.58)