Adjunct Aides & Teaching Assistants

Effective Classroom Aides / Assistants:

• Students needing assistance should work with the teacher – aides work with the rest of class

• Aides need time planning daily with teacher to define their role with whole group as defined by teacher

• Aides should add value to what the teacher does and not replace them

• Aides should help students develop independent learning skills  – reduce dependency

• Aides more effective when working with self-regulated students than with students with special needs

• When working with students in small groups or individually, they should be trained in specific evidence-based methodology and approach they will be using

• Paperwork and grading

• Teachers have the best skills to assist students in need, can analyze and interpret data, and provide more relevant feedback

Unintended Negative impact of Classroom Aides & Assistants: Webster (2015)

• More likely to prompt pupils and supply answers

• Their explanations more often inaccurate and confusing

• Focus typically on task completion rather than learning and understanding

• Aides too often did the work for the student

• Limited training and professional development for aides

• When working with special needs students, aides are the least trained adult with most at-risk student

• Research indicates (0.00) impact

• Schools need to re-think how they use aides and assistants