Communication is an element of the collaboration process that is imperative. As I stated previously, discussions are held between myself - as the class teacher - and the TA about how the intervention is running. Russel, Webster and Blatchford (2013) emphasise that if the TA teaches away from the classroom, it is even more important to provide feedback for the planning and monitoring process. I agree, however, it could be argued that communication should happen no matter where the TA is delivering the intervention (Hammersley- Fletcher and Lowe 2011).
During the interview, the TA commented that although we are able to communicate occasionally throughout the school day, with little time between lessons and time restraints, a scheduled time …show more content…
His mum discussed the effectiveness of the communication as part of the collaborative process and how the various stakeholders involved share the same goal for the child. The child’s parents support him well at home, incorporating activities the school has suggested for them to use. Hornby and Lafaele (2011) explain that some parents perceive their role as getting the child to school, and are not willing to be actively involved in either school‐based or home‐based parental involvement. By both supporting their learning at home and interacting constructively with schools, it ensures a clear goal is worked …show more content…
However, it could be argued that the reason for the effective collaboration in this particular instance may be due to the benefits of being the child’s class teacher and SENCO. It means that the TA only needs to feedback to myself rather than two people, thus making it easier and less time consuming. With this being said, as the school is a relatively small school, I generally have a good understanding of how each child on the SEN register is doing and how the interventions are going by attending regular pupil progress meeting with the Headteacher. To improve my understanding further, each week I am now available at a set time for TAs to meet with me to facilitate more effective communication and support the interventions that they are planning, delivering and monitoring. From the research read, the most effective TAs are the ones who are provided with support and training. In order to continue the collaborative working environment as a school we must continue to improve staff confidence and knowledge in differing roles and responsibilities, but also value their support and efforts within the school
During the interview, the TA commented that although we are able to communicate occasionally throughout the school day, with little time between lessons and time restraints, a scheduled time …show more content…
His mum discussed the effectiveness of the communication as part of the collaborative process and how the various stakeholders involved share the same goal for the child. The child’s parents support him well at home, incorporating activities the school has suggested for them to use. Hornby and Lafaele (2011) explain that some parents perceive their role as getting the child to school, and are not willing to be actively involved in either school‐based or home‐based parental involvement. By both supporting their learning at home and interacting constructively with schools, it ensures a clear goal is worked …show more content…
However, it could be argued that the reason for the effective collaboration in this particular instance may be due to the benefits of being the child’s class teacher and SENCO. It means that the TA only needs to feedback to myself rather than two people, thus making it easier and less time consuming. With this being said, as the school is a relatively small school, I generally have a good understanding of how each child on the SEN register is doing and how the interventions are going by attending regular pupil progress meeting with the Headteacher. To improve my understanding further, each week I am now available at a set time for TAs to meet with me to facilitate more effective communication and support the interventions that they are planning, delivering and monitoring. From the research read, the most effective TAs are the ones who are provided with support and training. In order to continue the collaborative working environment as a school we must continue to improve staff confidence and knowledge in differing roles and responsibilities, but also value their support and efforts within the school