TA Online Class 1

Teaching Assistant
TRAINING/WORKSHOP
1
Welcoming the Participants
• Name
• Work
• Country of Origin
• Purpose of Attending
i-Connect Profile
• Licensed Company
• Who type of Business is on Training,
Education, and Business Consultancy.
• We are allowed to operate all over UAE
• We offer Short Courses on Computer, Office
Administration, Human Resource, Business
Management, Education, Livelihood, and
Others.
• We also offer Safety Courses, Home Schooling,
and other forms of Development Activities.
House Rules
• House Safety (Fire Exit)
• Mobile
• Refreshments
• Toilet
• Name Tags
• Program Participation and Cooperation
• Waste Management and Cleanliness
THE CEO / FOUNDER
BRIEF PROFILE
17 years in academe, training, and industry
Graduated with the Degree of Bachelor in Elementary
Education,
Diploma in Special Education for people of determination,
Diploma in Associate in computer Technology.
Diploma in BA in Psychology/ Master in Psychology- ABA
Currently finishing MBA (Online)
A company and school administrator / Managing Director,
previously the CEO of Kabahagi Global Training and
Development Group and now the CEO of i-Connect training
and Business Consultancy
She founded the kabahagi “paaral” Foundation in the
Philippines. An Educator, An entrepreneur with a heart, A
social Worker
MS. MARITES “TRISHA” H. CORTEZ

Training Objective
At the end of this Session or Training, Attendees or Trainee would be able to grasp the knowledge and
Understanding on the following:
1. What are and Who are the Teachers Assistant?

2. How to become TA?
3. Qualification, and Requirement of being the TA?
4. The Role, and Responsibilities
5. Code of Ethics, and Confidentiality
6. Effective Strategies
7. Behavioral Management
8. And What is Special Education
9. Health Tips for Teacher’s Assistant
6
Introduction
• Teaching Assistant are an integral part of the educational team. The
title of your job helps to identify the role of the Teaching Assistant as
an active member of the educational team.
• The educator within the structure of the classroom is the teacher.
Therefore, as Teaching Assistant, you work beside or along with the
teachers.
• Decisions regarding the overall instruction of the classroom, methods
utilized, and management of the classroom belong to the teacher. The
role of the Teaching Assistant is to assist the teacher in these areas.
Introduction
• Teaching Assistant are expected to conduct themselves in a manner
worthy of the profession. As Teaching Assistant in the classroom, you
are often closer to students than anyone else. You must be aware of
the examples that you set.
• A secondary function in the classroom is to be a role model for
students. Constantly be aware of your behavior and what it conveys
to students.
Introduction
• Many times our students perceive us as another teacher in the
classroom. The nature of the Teaching Assistant’s role provides more
opportunities to spend an increased amount of time with some
students. Because of this, many times you are the recipients of a
tremendous amount of privileged information. This information must
be held to high standards of confidentiality. However, if information
pertains to abuse or neglect of the child, then Teaching Assistant
should follow procedures set up by building supervisors/principals.
Introduction
• As Teaching Assistant your duties are often similar to those of
teachers. Therefore, your code of ethics is similar. Your code of ethics
should be based upon respect for others and a belief in human
dignity. Respect should extend to yourselves, the students, special
education and general education teachers, parents, administration,
and other staff members.
Legal and Policy Framework
DUBAI INCLUSIVE EDUCATION POLICY FRAMEWORK
• Purpose
The purpose of ‘Dubai Inclusive Education Policy Framework’ is to provide
information about the procedures and standards necessary for the improvement
of inclusive education provision. It is also intended to inform entity specific
directives, so that:
“Every day, in every classroom, all students, including those identified as
experiencing special educational needs and disabilities, will learn and achieve in
a safe, supportive, engaging and appropriately challenging common learning
environment. Within such a setting, their personal, social, emotional and
academic needs are fully met”
SCOPE
• The ‘Dubai Inclusive Education Policy Framework’ aims to inform
and empower all education providers, local regulatory authorities
and governing bodies across the Emirate of Dubai. Through the
development of an emirate-wide system of integrated services this
policy framework will set aspirations for a wide variety of settings;
early childhood services, primary, secondary and higher education
settings, including special needs centres. They will be monitored
through appropriately designated local authorities with clear co-
ordination and alignment of the quality resources necessary to
enable a fully inclusive education system for children who
experience SEND.
Principles
All stakeholders, including governing bodies and leaders at all levels should:
1. view and value student diversity as integral to the human condition
2. recognize the learning potential of all students
3. engage with theories of learning that support child centered and differentiated approaches to teaching
and learning
4. acknowledge that all students have the right to education in a common learning environment
5. prevent marginalization and discrimination in education based on the experience of SEND in order to
reduce barriers to participation in learning
6. be proactive in removing barriers to learning in diverse student populations, by adapting and
modifying curricula, teaching and learning strategies
7. reject ability-labeling in teaching, along with the idea that some learners cannot learn due to individual
deficits
8. Fulfil their responsibility to facilitate an inclusive culture within their individual education settings and
be accountable through the programmers, practices and outcomes of the entire learning community.
ALL EDUCATION PROVIDERS SHOULD:
1. Ensure that admission into all educational settings, including early
years will not be conditional upon the submission of a medical
diagnosis.
2. Carry out an ‘assessment of educational need’ upon entry to school,
or other formal education programme.
3. Use the outcome of the ‘assessment of educational need’ alongside
other information to appropriately identify the category and level of
SEND experienced by the student.
4. Ensure appropriate identification procedures on entry, in the early
years, and in classes are consistently applied and occur in a timely
fashion.
5. Use the information gained from assessment upon entry and
identification procedures to determine the type and level of
support appropriate for each student, based upon their level of
development and experience of SEND. This will include some or all
of the following:
a. universal design strategies for students at an ‘appropriate level’ of
development, for example whole class differentiation strategies
b. targeted interventions for students who experience a delay in their
development or achievement of educational outcomes; for example,
providing access to a small-group social skills intervention group
c. individualized interventions for a student who experiences significant
levels of SEND, for example, providing access to targeted evidenced-based
intervention for a student who experiences specific learning difficulties
6. Develop personalized individual education plans (IEPs) for
students identified as experiencing SEND.
7. Use the IEP as a SMART document to inform the use and impact
of Specific intervention, Measured outcomes, Attainable targets,
and Relevant and results-oriented activities and Time sensitive
measures, in response to the SEND experienced by each student.
8. Develop systems to ensure they work in partnership with Early
Intervention Centers to enable the effective transition of young
children who experience SEND into formal mainstream education
settings
Federal Law No. 29/2006 Regarding Rights of the People with Special
Needs
• Second Chapter - Education
• Article (12) The state shall guarantee for the person with special needs
equal opportunities for obtaining education in all educational
institutions, educational and vocational training, adult education and
continuing education as part of regular classes or in special classes, if
needed, with providing the curriculum in sign language or in the form
of (Braille) and through any other methods as appropriate. Special
needs do not constitute in themselves an impediment in seeking
affiliation or enrollment or admission to any educational institution,
whether public or private.
Federal Law No. 29/2006 Regarding Rights of the People with
Special Needs
• Article (13) The Ministry of Education and Ministry of Higher
Education and Scientific Research are committed to take
appropriate measures in cooperation with the concerned
authorities to provide educational diagnosis and curricula, easy
methods and techniques for teaching purposes. They will also work
on providing alternative strong communication methods to
communicate with people with special needs, and developing
alternative strategies for learning and accessible physical
environment and other such means necessary to ensure the full
participation of students with special needs.
Special Needs
• Article (14) The Ministry of Education and the Ministry of Higher
Education and Scientific Research in cooperation with the
concerned authorities shall provide academic disciplines to equip
the people working with the people with special needs and their
families both in the areas of diagnosis and early detection,
educational, social, psychological, medical or vocational
rehabilitation, and to ensure the provision of training programs
during the service to equip the staff with expertise and modern
knowledge.
Special Needs
• Article (15) Under a resolution of the Council of Ministers a
committee is formed, which is called (specialized committee in the
education of people with special needs). This committee is headed
by the Undersecretary of the Ministry of Education and under the
membership of representatives from the concerned authorities.
The Minister of Education promulgates Code of Conduct for this
committee and its meetings. The committee shall, in particular,
undertake the following:
Who is a Teaching Assistant?
• Teaching Assistants are school employees who assist in supporting
students under the supervision of a licensed professional such as a
teacher.
• A Teaching Assistant is a school employee who assists and supports
teacher–directed instruction (Gerlach, K., 2001)
• Teaching Assistant are school/agency employees who work under the
supervision of teachers or other professional practitioners. The
certified professional is responsible for the design, implementation,
and assessment of learner progress, and the evaluation of the
effectiveness of learning programs. (Pickett, 1989)
• The Teaching Assistant is an employee who,
following appropriate training, performs tasks as
prescribed and supervised by the
licensed/certified professional/practitioner.
Teaching Assistant perform specific duties as
directed by the licensed/certified
professional/practitioner. The licensed/certified
professional/practitioner maintains
responsibility for assessing the learner and
family needs, and for planning, evaluating, and
modifying programs.
Teaching Assistant may provide services, under
supervision, in the following programmatic areas:
• Educational programs, including behavior programs
• Physical therapy
• Occupational therapy
• Speech and language therapy
• Early intervention and pre-school programs
• Recreation programs
Teaching Assistant may provide services, under
supervision, in the following programmatic areas:
• Social work/case management
• Parent training/child find programs
• Vocational training programs and job coaching
• Playground, lunchroom, library
• Computer assistance
• Health assistance
• One-to-one instruction (Interpreters, etc.)
Job Titles
Over the years, more that 15 different job titles have been used to
describe a Teaching Assistant.
Examples of some titles are:
- Teaching Assistant
- inclusion assistant
- Paraprofessional
- one to one assistant
- instructional aide
- one to one aide
- instructional assistant
- support aide
- educational aide (E.A.)
- support assistant
08/05/2022 Trainer: Ruben C. Ningasca 29

Job Titles
Over the years, more that 15 different job titles have been used to
describe a Teaching Assistant.
Examples of some titles are:
- educational assistant (E.A.)
- Facilitator
- teachers aide (T.A.)
- behavioral assistant
- teachers assistant (T.A.)
- Classified
- helping assistant
- Para
- education technician
- helper
- teaching assistant
Essential Skills of A Teaching Assistant
My Skills

To succeed as a Teaching Assistant, you should possess the following skills:
Interpersonal
Relationships

Creativity

Organization

Patience

Communication

Numeracy

Team Work

Lesson Preparation

Taking Direction

Passion

Flexibility

Dependability

Love of learning

Love of children
and teenagers

What do you think

about your skills?

Guiding Principles for Teaching Assistant
Employment, Roles, Preparation and Supervision
• Guiding Principle 1: Skilled Teaching Assistant are employed to
improve the quality of education and services in other provider
systems and to help ensure supportive, inclusive, safe, and healthy
learning environments for children, youth, and staff.
• Guiding Principle 2: Administrators and teachers/providers create

environments that recognize Teaching Assistant as valued team
members and effectively integrate them into teams.
• Guiding Principle 3: Members of all program planning and
implementation teams participate within clearly defined roles in
changing, dynamic environments to provide learner-centered and
individualized experiences and services for all children and youth and
their families.
• Guiding Principle 4: Teaching Assistant are respected and supported in
their team roles by policymakers, administrators, teachers/providers,
and families.
• Guiding Principle 5: Standards for Teaching Assistant roles and
professional development assure that they are assigned to positions
for which they are qualified and have the skills required to assist
teachers/providers to provide quality learning experiences and
related services for all children and youth and their families.
• Guiding Principle 6: Teaching Assistant receive pre- and in-service
professional development provided by the School/agency and
opportunities for continuing education or career advancement
offered by institutions of higher education.
• Guiding Principle 7: Teachers/providers responsible for supervising
the work of Teaching Assistant have the skills necessary to plan for,
direct, provide on-the-job training for, monitor, and evaluate the
performance of Teaching Assistant.
• Guiding Principle 8: Teaching Assistant have an
occupational/professional identity and contribute to learner centered
activities that help to achieve the mission of the school/agency.
TA Role and Responsibilities
What Are Your Major Responsibilities?
• The work performed by Teaching Assistant will vary
depending upon teachers’ expectations, Teaching
Assistant’s skills and experience, and job assignment.
• Teaching Assistant are primarily responsible for
assisting and supporting teachers, principals, and
other certified or licensed staff with:
1. Team-based assignments.
2. Building and maintaining effective communication and
relationships.
3. Maintaining student-centered, supportive environments.
4. Organizing learning experiences for students.
5. Implementing lessons initiated by the teacher or related-
services personnel.
6. Assessing student needs and progress under teacher direction.
7. Maintaining a safe learning environment.
8. Exercising good judgment, flexibility, creativity, and sensitivity
in response to changing situations and needs.
9. Assist in the instructional process and
communicating with the teacher their perceptions
of student progress and needs.
10. Participate in training to develop the knowledge and
skills to become a more effective Teaching Assistant.
11. Following the school philosophies, guidelines and
procedures.
12. Knowing and practicing good professional ethics.
13. Use good judgment when unusual situations arise.
My Role and Responsibilities
14. Teaching Assistant work as part of the educational team,
in a supportive means.
15. Your role is not teacher, but assistant.
16. However, in order to be a close working team, our duties
may sometimes overlap with the duties of the teacher.
17. As we discussed earlier, the overall instructional
decisions are to be made by the teacher. But to establish
optimum performance as a team, a specific time should
be set aside for teachers and Teaching Assistant to
discuss students’ needs and to plan strategies.
Tips for Teaching Assistant:
1. Communicate with your teacher on a daily basis. This is essential
in order to build a program which addresses the diverse needs of
students with disabilities.
2. Offer suggestions and ideas.
3. Remember that final decisions are up to the teacher.
4. Give feedback to the teacher regarding student progress and
problems.
5. Contribute to special class projects and special interest centers.
6. Ask Questions. If you don’t, others will just assume you know the
answers.
7. Work as a team member. Offer to do something to help equalize
the workload.
Tips for Teaching Assistant:
8. Be familiar with the academic approach of the teacher.
9. Become familiar with the needs of the children in the classroom.
10. Be familiar with academic materials and equipment used in the
classroom.
11. Be sensitive to the feelings of children.
12. Support and respect children and adults at all times.
13. Demonstrate consistency when enforcing rules and implementing rewards
and consequences.
14. Offer any practical assistance that the teacher deems necessary for the
success of the program.
15. Assist substitute teachers with daily routine and specific needs of the
students.
16. Demonstrate Professionalism.
REMEMBER THE THREE Rs.
• Re-teach any material the student does not understand or need extra
help with.
• Review to be sure the student understands and retains previously
taught material.
• Re-enforce daily what students know and learn.
Learning School Policies and Procedures
1. Make sure you know who your direct supervisor is. Supervisors may change when
assignments change. You may be working with several supervisors.
2. Make sure you know the state and local requirements for Teaching Assistant who assist
with instruction.
3. Know school policies, guidelines, and procedures – ask for them if they haven’t been
given to you.
4. Obtain a copy of your job description.
5. Make sure you understand the goals of your team and program, along with your role in
helping to achieve those goals.
6. Request the building and school mission statement. If appropriate, request the mission
statement for specific programs.
7. Make sure you understand the “chain of command” in the school
Learning School Policies and Procedures
8. Ask about any unions or affiliations you will be expected to join.
9. Obtain information on fringe benefits, insurance, etc.
10. Request a map of the school building. Ask for a tour if you’re not familiar with the building.
11. Request a staff directory. Exchange phone numbers with the people with who you will be
directly working.
12. Request copies of any parent or student handbooks.
13. Request a school calendar and a schedule of special events.
14. Request a copy of the School’s discipline procedures and playground policies.
15. Request a copy of the School’s professional development calendar or in-service offerings for
the year.
16. Ask about School and community college course offerings and other professional
development opportunities.

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Teaching Assistant

MS. MARITES “TRISHA” H. CORTEZ

1. What are and Who are the Teachers Assistant?

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What do you think

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• Guiding Principle 2: Administrators and teachers/providers create

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