Hlta
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- Date Submitted: 03/22/2015 08:35 AM
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Discuss the training requirements for HLTA’s
Schools are constantly changing, standards are rising, the number and range of teaching and support staff is forever growing, as time is found for teachers to focus more on their professional roles.
Support staff roles were highlighted in the National Agreement back in 2003. A key focus of hat agreement was the use of Ta’s to support teaching staff and take on a more enhanced role within the classroom-thus creating a more superior form of support staff-the HLTA.
Support staff makes a strong contribution in schools towards a pupils learning and achievements. The workload of a HLTA is to compliment that of the teacher. They take on a wide variety of roles, from working across the curriculum, to specialist assistants in various areas depending on their training. Their work varies according to the individual student, need, type and phase of school.
In addition to this, HLTA’s can be used to work across a range of settings:
Working on a one to one basis
Small groups and even whole classes with the full support, direction and supervision of the teacher, thus allowing qualified teachers to make more effective use of their time and their particular professional knowledge, skills and understanding to push each individual learner to develop to his/her potential
HLTA’s have a variety of training requirements to adhere to.
Firstly they are required to have maths and English skills at NVQ level 2 or equivalent, which will ensure they are competent and confident in what they are delivering.
Ideally they will already have basic knowledge and experience of the children they are working with. They should have a broad knowledge of the learning strategies teachers use to allow pupils to fulfil their full potential from independent to group.
HLTA’s should also have a solid knowledge of the curriculum along with the skills in curriculum development and delivery-this is to allow HLTA’s to deliver a high standard and be aware of...
Schools are constantly changing, standards are rising, the number and range of teaching and support staff is forever growing, as time is found for teachers to focus more on their professional roles.
Support staff roles were highlighted in the National Agreement back in 2003. A key focus of hat agreement was the use of Ta’s to support teaching staff and take on a more enhanced role within the classroom-thus creating a more superior form of support staff-the HLTA.
Support staff makes a strong contribution in schools towards a pupils learning and achievements. The workload of a HLTA is to compliment that of the teacher. They take on a wide variety of roles, from working across the curriculum, to specialist assistants in various areas depending on their training. Their work varies according to the individual student, need, type and phase of school.
In addition to this, HLTA’s can be used to work across a range of settings:
Working on a one to one basis
Small groups and even whole classes with the full support, direction and supervision of the teacher, thus allowing qualified teachers to make more effective use of their time and their particular professional knowledge, skills and understanding to push each individual learner to develop to his/her potential
HLTA’s have a variety of training requirements to adhere to.
Firstly they are required to have maths and English skills at NVQ level 2 or equivalent, which will ensure they are competent and confident in what they are delivering.
Ideally they will already have basic knowledge and experience of the children they are working with. They should have a broad knowledge of the learning strategies teachers use to allow pupils to fulfil their full potential from independent to group.
HLTA’s should also have a solid knowledge of the curriculum along with the skills in curriculum development and delivery-this is to allow HLTA’s to deliver a high standard and be aware of...