Learning Support Tool Kil 1 Effective Partnerships .pdf

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Title: 1 Effective Partnerships

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Autumn Term 2017

A Guide to Making Partnerships More Effective


Empower your TA/LSA to be active during
your lessons. Involve them in lessons and
build a rapport to bounce off each other
during sessions. This will help to develop
an engaging environment and raise the
TA/LSA profile in your classroom.

Be clear and specific: don’t assume that your TA/LSA knows what you want
them to do. Think about how you might feel being sat in a lesson trying to
decipher how best to support the learners while listening to the teaching

Ask the TA/LSA to lead a
small group activity or
involve your support in
classroom discussions
encouraging interaction with
The teachers and TA/LSA roles are
different but both are important. Your TA/
LSA might have a lot of experience in the
College or with a particular learner. Be
sure to acknowledge this, always speak in
a professional manner and when there is
conflict, clear the air and address the
issue appropriately.


Not all teachers have dedicated time to share and discuss lessons with
their TA/LSA. It is essential to discuss your lesson plans, expectations,
focus learners and so on; this will help you build a relationship with your TA/
LSA and enable them to anticipate what you and the learners will need
throughout the year.

• Do you invite TA/LSAs to curriculum meetings and/or involve
them in your classroom/activity planning?

• Do you provide the SoW and/or a lesson plan?
• Do you discuss target setting with TA/LSAs?
The most effective support will happen when the TA/LSAs know what is
going to be delivered and what strategies/activities they can plan for.
Target setting is predominately the role of the teacher but support staff are
crucial in assisting the learner(s) to meet their targets and outcomes.
Good team work is essential and collaborative working can only enhance
the effective partnership in the classroom!


Everyone benefits from feedback and
your TA/LSA is no different. Regularly
provide details about what works well,
remain positive and give clear requests.

Ask your TA/LSA about their experiences
and interests. Find out what they would
like to do in the classroom. This will give
you a greater insight into their strengths,
skills and interests. Building on your TA/
Make sure the feedback is constructive
LSAs skills and strengths will enable you
and help your TA/LSA to see the bigger
to get the best out of them, to benefit you
picture of what you are trying to achieve in
and your learners.
your setting.
Be aware that an increasing
Approach exchanging
number of TA/LSAs are
feedback confidently and use
graduates and have very
it as a tool to plan effectively.
valuable transferable skills.


While the roles are similar, there are some important differences to be aware of.
A Teaching Assistant is generally there to support you with the group of learners during
a session/activity. They are to be directed by you.
An LSA has been assigned to work with specific learner(s) in the group. They will have
key strategies to support and this will be their priority. However, they should be directed
if/when assigned learners are coping well. This will help to encourage independence in
supported learners!
Please be aware that behavioural and classroom management is not an LSA
responsibility, however they are expected to support your strategies effectively.

Allowing your TA/LSA to make
independent decisions that are
in line with your classroom
rules and behavioural
strategies is very empowering.
Facilitating this will help keep
the class running smoothly
and promotes a team
approach to teaching.
In the event that you are out of
class for any time you know
that your classroom
expectations and systems are
being maintained.

This ensures consistency for
your learners, which is
particularly vital in many
College classrooms.

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