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Teacher Assistant Handbook

2. THE TEACHER ASSISTANT POSITION
2.1 Introduction
Under the supervision of the school Principal, the Teacher Assistant is assigned to the Classroom Teacher(s) to assist with the inclusion of a student, or students, with special needs in typical school, classroom, and community activities. It is very common to have more than one student with special needs in a particular school. In such cases the programming is coordinated through the Learning Assistance program under the direction of the Learning Assistance Teacher. Teacher Assistants are assigned to work with more than one teacher and, therefore, more than one student. Typically, the Classroom Teacher(s) collaborates with the Learning Assistance Teacher to develop an individual program for the student(s) with special needs. The precise role of the Teacher Assistant within each student’s development is part of that collaboration. The daily specifics of each Teacher Assistant assignment is at the discretion of the Principal or a person designated by the Principal.
2.2 Role Communication

It is important that all members of the instructional team have a clear understanding of their respective roles within the inclusion process. Please refer to the following Roles Within Inclusion for a description of the Learning Assistance Teacher's, the Classroom Teacher's, and the Principal's role.

2.2.1   Roles Within Inclusion
  1. Learning Assistance Teachers (LAT)

    • coordinate the Learning Assistance program;
    • communicate directly with parents regarding student development;
    • coordinate the development of the Personal Program Plans (P3);
    • conduct the actual writing of the P3;
    • coordinate modifications to classroom program. This may include:
      1. direct application of modifications and
      2. monitoring those made by the Teacher Assistant (TA);
    • provide support to the classroom teacher through sharing expertise, team teaching, etc.;
    • provide individual tutorial instruction for students with special needs;
    • coordinate Work Education/Community Experience;
    • liaise with outside agencies;
    • coordinate collaboration with the instructional team;
    • conduct positive public relations on behalf of the school system;
    • initiate and coordinate transition planning.

  2. Classroom Teacher

    • accept students with disabilities as equal members of the class;
    • collaborate regarding P3 development;
    • be aware of overall goals for students with special needs as stated in the P3;
    • dialogue with LAT and TA regarding course outline and activities for future lessons;
    • develop modifications where reasonable and monitor those made by the Teacher Assistants;
    • collaborate with the instructional team regarding student evaluation. The evaluation is to be:
      • based on the individual goals established in the P3;
      • structured by the LAT; and
      • subjective in nature
    • communicate with parents regarding student development;
    • be an integral part of on-going collaboration within the instructional team.

  3. Principal

    • supervise the total "Inclusion" process'
    • designate the roles and responsibilities within the "inclusion" process.
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