Student Choice Assignment Alyssa Andreachuk- Education 4702

Guidelines for New Teachers: Working Effectively with Teacher Aides

Assignment Note
I chose to do this assignment because during my Professional Semester II
practicum I had a teacher aide in each of my classes. While this was great, I found that I
did not know how to utilize them very well. Over the six weeks I found I got better at
delegating appropriate tasks to them but it was definitely awkward for me. My TA even
mentioned that she found it awkward sometimes and was not always sure how to work
with them effectively. I am glad I took the time to research this!
Part 1: Summary of Literature Search
Research during my literature search has revealed that teacher aides are often
unsure about their roles in the classroom. Not only that but teachers are also often unsure
of their roles in relation to teacher aides. Teachers and teacher aides need to work
together to make clear what each others roles are in relation to one another, respect those
roles, and establish support for their roles (Te Kete Ipurangi, 2014).
My literature search has also shown that both teachers and teacher aides often
have not received any training about working together effectively, either preservice or
inservice. None of the teachers or teacher aides in a survey done in Alberta had received
training and most learned how to work effectively together through on-the-job experience
(Thompson, 2002). A few had been to workshops. It is clear that there is a need for
training for both teachers and teacher aides in order to help develop effective
partnerships.
The Alberta Teachers Association (2010) cautions that teachers should be
careful not to delegate duties to teacher aides that are legally the duties of the teacher
such as planning of students educational programs and assessment. In the same survey
done in Alberta described above, this legal caution has caused concerns for teachers
about what to delegate to teacher aides (Thompson, 2002). This concern raises more
support for the need for established and clear roles of both teacher aides and teachers.
It was found that teachers and teacher aides in Alberta believe communication to
be the most important factor in effective partnerships with each other (Thompson, 2002).
Teachers expressed more importance on what is communicated between them and
teacher aides. Whereas teacher aides were less concerned with what was communicated
but how it was communicated. Both groups agreed that the form of communication was
less important than just making sure both groups are kept informed and updated about
pertinent information in the classroom. The teachers and teacher aides surveyed did most
of their communication through weekly meetings, and some also used daily morning
meetings and written communication (Thompson, 2002).
Another important factor in effective partnerships between teachers and teacher
aides is clear expectations. These clear expectations should be given to the teacher aides
from the teachers indicating exactly what they should be doing in the classroom. If these
clear expectations are not given, then teacher aides will often be confused about their role
in the classroom (Thompson, 2002). Teachers will better communicate clear expectations
for teacher aides if the roles of teachers and teacher aides are better defined to begin with.

Collaboration and planning time is also essential to an effective partnership

between teachers and teacher aides. In the survey done in Alberta, both teachers and
teacher aides expressed collaboration time to be needed for their teamwork and success
(Thompson, 2002). They needed this time in order to establish how they would work
together and to discuss how to best benefit the children in the classroom. Although this
time is essential, it can often not be fit in during regular school hours. Most reported
doing this collaboration before or after school or during lunch (Thompson, 2002).
A concern for teachers who have teacher aides is the supervision and evaluation
of them. As mentioned, these teachers do not have training for this role and many feel
uncomfortable managing adults (Thompson, 2002). Although it is the principals
responsibility to evaluate staff, he or she will often delegate this task to teachers since
they spend more time observing and working with teacher aides. This responsibility often
comes as a surprise to many teachers when they begin their career and can cause stress
and discomfort for them. Something that can help ease this stress is if the teacher and the
teacher aide have a good working relationship. This working relationship should ideally
start with the hiring process (Thompson, 2002). If a teacher aide were being hired to
work with a certain teacher, it would be of added value if the teacher sat in on the
interview and hiring process with administration. This would allow for the teacher to
select a candidate that he or she feels is a good fit for the classroom. However, this is not
always possible when selecting assistants.
Overall, my research has shown me that there is a great added value to having a
teacher aide in the classroom, as long as an effective partnership has been established
with the teacher. This partnership relies heavily on a strong relationship, constant
communication, and clear expectations.

Part 2: Working Effectively with Teacher Aides: A Guidebook for New Teachers
This guidebook will take you through seven guidelines and suggestions for collaborating
and working effectively with a teacher aide when you are beginning your teaching career.
1. Define the roles and responsibilities
It is important that you are aware of what your legal roles and responsibilities are
in the classroom. Be sure that the roles that you are entrusted with are done solely by you
such as program planning and assessment. Once you are aware of your own roles and
responsibilities, establish the roles and responsibilities that the teacher aide will have in
your classroom. Here are some ideas for each of the defined roles:
Teachers are responsible for:
Learning and behaviour
Planning, implementation, and monitoring
Assessment and evaluation

Teacher aides are responsible for:

Aiding the teacher, not being a helper to
individual students
Working alongside the teacher
Working within the classroom educational
program
Taking guidance from the teacher

2. Set clear expectations

Teacher aides are there to assist you in creating the best learning possible for your
classroom. However, they can only help you properly if they know what they should be
doing in your classroom. Before the school year begins, meet with your teacher aide and
give them explicit expectations for what you would like him or her to be doing while in
your classroom. Refer to the roles and responsibilities you have established for them
when making your clear expectations. It would also be a good idea to share your
classroom management plan and vision of teaching with your teacher aide so that you are
both on the same page. If needed, you could even give your teacher aide copies of your
lesson plans with specific notes about what they should be doing during that period.
3. Communication, Communication, Communication
Make sure that you communicate regularly with your teacher aide to ensure that
you both understand what is going on in the classroom and that your students are
receiving as much benefit as possible. Make time to meet with them at least once a week.
It would also be a good idea to communicate with them informally daily as well. If you
would like, create a logbook for them that they can write in about certain students and
their progress. This logbook is especially useful if a teacher aide works primarily with
one student or a few certain students.
4. Collaboration and Planning Time
Just like with communication, you should set aside time each week to collaborate
and plan with your teacher aide. This time often will need to take place outside of regular
hours such as before or after school, or during lunchtime. Although you are responsible
for planning lessons, it helps to have teacher aide input, especially if he or she works with

a certain student that could use extra modifications to lessons. Including your teacher aide
in part of the planning process will also help he or she have clear expectations for what
the children are to be learning.
5. Supervision and Evaluation
Since the teacher aide will be in your classroom, it will be your responsibility to
supervise them. Although this may be a process that makes you anxious or
uncomfortable, setting clear expectations and defining your specific roles before hand
will help clarify things for both you and your teacher aide. If he or she already knows his
or her role and what you expect, your supervision of him or her will be less stressful and
more straightforward. Although administration has the responsibility of evaluating staff
members, this process may be delegated to you since you spend more time with your
teacher aide. Ask your principal as soon as possible if you are going to be part of the
evaluation process. If you are, be sure to receive copies of any rubrics or sheets you will
be using to guide your evaluation. This will help you to know what to look for and will
allow you to give your teacher aide specific guidance when needed.
6. Establishing an Effective Partnership
If you establish your roles with one another, set clear expectations, and
communicate regularly with your teacher aide you will be well on your way to
establishing an effective partnership. Be sure your teacher aide feels comfortable asking
you any questions. It is also important to make sure that your teacher aide knows that he
or she is a valued and respected member of your classroom community. You can make he
or she feel this way by including him or her in all classroom activities and ensuring the
students treat him or he with as much respect as they do with you. If possible it would
beneficial to sit in on the hiring process of your teacher aide with your administration.
That way you are able to help select a candidate that you see as a good fit for you and
your classroom.
7. Seek Out Training
It is unlikely that you received any formal training on how to effectively work
with teacher aides during your preservice education. A lot of what you learn will come
from on-the-job experience. However, if possible, seek out any workshops or conferences
you can attend on this topic. If your teacher aide is able to attend with you that would be
even better! Competencies you may want to seek out workshops on include:
communication, planning and scheduling, instructional support, modeling for assistants,
training teacher aides, and management and supervision of teacher aides.

References:
Alberta Teachers Association (2010). Teachers and teachers assistants: Roles and
responsibilities. Edmonton, Alberta: Author.

Te Kete Ipurangi (2014). Teachers and teachers' aides: Who does what?. Retrieved
December 1, 2014.

Thompson, D.M. (2002). Teachers and teacher Assistants: Building effective

relationships. University of Lethbridge.