Teacher assistant guidelines for standards and evaluation

II. TEACHERS A. CLASSROOM TEACHERS Classroom teachers to whom teacher assistants are assigned give direction and supervision; it is also their responsibility: 1. to inform teacher assistants of classroom procedures and rules, and methods of classroom management; 2. to help identify, in collaboration with the teacher assistant, the teacher assistants'' specific job functions based on needs of the student(s); 3. to document identified job functions which are to be in accordance with the teacher assistants'' job specifications; 4. to provide input regarding the evaluation of the teacher assistants; 5. to inform school administrators when special needs students are absent so that the teacher assistants'' schedules can be adjusted; 6. to invite teacher assistants'' participation in extra curricular class and school functions; 7. to implement communication with teacher assistants through documentation (e.g. communication book, log book), regular meetings for collaborative monitoring, and discussion; 8. to model the confidentiality of the student-school relationship; 9. to allow opportunities for teacher assistants to have input into program adaptations; 10. to resolve conflicts with teacher assistants at the classroom level first, school level second and school district office level third. 5 B. RESOURCE TEACHERS In addition to the responsibilities given above to the classroom teachers, resource teachers are responsible for the following: 1. to help develop teacher assistants'' schedules with accommodations for times when students are absent. 2. to help identify the in-service needs of the teacher assistants. 3. to assist in the facilitation and provision of in-service training. 6 PERFORMANCE EXPECTATIONS TEACHER ASSISTANT PERFORMANCE EXPECTATIONS The Teacher Assistant Performance Expectations may be used as a guideline in evaluating each teacher assistant''s job performance. Specific job functions are listed under seven categories. Each teacher assistant should be provided with a copy of this section. I. II. PROFESSIONAL BEHAVIOUR A. Promotes an atmosphere of respect for children and adults. B. Demonstrates ethical and confidential behaviour. C. Demonstrates an appropriate and independent use of time. D. Demonstrates responsible behaviour towards attendance and work schedule. E. Addresses conflicts with teachers at the classroom level first, school level second, and school district level third. F. Participates in school, district and provincial in-service activities. G. Makes a positive contribution to the school''s functions and activities. RAPPORT WITH STUDENTS A. Shows enthusiasm when working with students. B. Shows patience and understanding toward students. C. Demonstrates an understanding of fostering independence within special need students. D. Treats students in a respectful, responsible and fair manner with due consideration to the students'' physical, social and psychological development. E. Maintains effective and cooperative relationships with students. F. Demonstrates appropriate responses to student initiated interactions. 8 III. IV. TEAM SUPPORT A. Participates cooperatively whenever acting as a member of the school-based team. B. Demonstrates effective communication skills with teachers, other support personnel and school administrators. C. Shares relevant information for team meetings, case conferences, and parent/teacher interviews. D. Uses established communication systems with teachers through documentation (e.g., communication book, log book) and regular meetings for collaborative monitoring and discussion. E. Communicates with parents as directed by the classroom teacher. INSTRUCTIONAL SUPPORT A. Helps students with assigned tasks and class work, reinforcing concepts presented by the teacher. B. Monitors independent or small-group work. C. Listens to students read. D. Reads to students. E. Demonstrates a sense of when either the teacher or a student needs assistance. F. Adapts materials as planned and directed by the teacher. G. Acts as a note-taker or scribe, if required. H. Assists students in meeting their assigned goals within community settings. I. Records required information on student activities as directed by the teacher. J. Provides for a safe and comfortable environment. 9 V. VI IMPLEMENTATION OF SPECIAL EDUCATION PLANS A. Carries out teacher directed activities to reach the student''s established goals on an individual basis or within a group. B. Assists with the preparation of specialized teaching aids and materials as planned by the teacher. C. After appropriate training, carries out the recommendations provided by consultants (e.g., occupational therapist, physiotherapist, speech/language pathologist). D. After appropriate training, uses appropriate reinforcement strategies such as prompting, modelling, and shaping. E. Provides modelling and guidance when implementing activities that integrate children with special needs. SOCIAL/BEHAVIOURAL SUPPORT A. Uses a consistent behaviour support system when working with students. B. Provides students with feedback and reinforcement on the students’ performance consistent with the teachers’ behaviour management plan. C. Helps build students’ self-esteem. D. Redirects inappropriate and detrimental behaviours in a positive manner. E. Reinforces and encourages appropriate behaviour in a group and among individuals. F. Monitors students within and outside of the classroom. G. Monitors time out. H. Observes and records students'' behaviour in accordance with the teacher''s plan. I. Encourages caring and helping behaviours among students. J. Provides opportunities and activities for students to participate with peers. 10