The training requirements for Higher Level Teaching Assistants (HLTAS)

Category: Teaching Assistant
Last Updated: 20 Apr 2022
Pages: 4 Views: 493

1) Discuss the training requirements for Higher Level Teaching Assistants (HLTAS).

Higher level teaching assistants (HLTAS) have a variety of training requirements to adhere to for example numerical and literacy skills up to NVQ level 2 which ensures that they are able and confident in what they are teaching. HLTAS should also have a broad knowledge of learning strategies from independent to group within the curriculum to allow a pupil to fulfil their potential. HLTAS should also have a solid knowledge of the curriculum along with skills in curriculum development and delivery this is to allow HLTAS to be able to teach to a high standard and be aware of what a pupil needs to do to get them to move up a sub level or level in different subjects.

In addition to this most HLTAS are required to have experience with the children that they are assigned to work with whether this be young children teenagers, special needs or gifted and talented. It is also recommended that HLTAS have a sound knowledge of ICT to allow this to be implanted across the curriculum and in order to adhere to certain procedures within the school such as using behaviour programmes online or for cross curriculum to be implanted. Policies and procedures are also required for HLTAS to be aware of and able to draw upon when and if needed, also to allow HLTAS to know the policies the school has on safeguarding, bullying and many others.

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HLTAS should also be confident in regulations and laws surrounding the area in which they are working with whether this be the every child matters act or the children in care act for LAC children. HLTAS should be able to discuss development stages form birth to teenager including speech and language stages. HLTAS should also be confident administering assessments as well as marking them with the correct levels which is why HLTAS need a sound knowledge of the curriculum so that they are able to do this. HLTAS should also have good organisation skills in order to keep the class running smoothly and that all procedures are followed.

HLTAS should have good self-evaluation skills in order to look at their teaching critically in order to reflect on it and improve. Furthermore HLTAS should have good team work skills so that they can share planning teaching and evaluating themselves and other within the team also for support within the school environment.

2) What are the National Occupational Standards (NOS)? What purpose do they serve?

The National Occupational Standards (NOS) are performance standards that specify what skills and knowledge a HLTA should have in order to perform in their role. NOS provide a valuable resource to schools that use them to assist in the creation of job descriptions and roles and responsibilities, as well as underpinning training, progression and supporting development needs of staff. They were developed by representatives and different employers in a variety of sectors within education. HLTAS can target the use of the national occupational standards in a variety of ways from supporting and assisting with the development of frameworks used for the organisation, promoting and supporting equal opportunities to ensuring confidentiality but to name a few.

Other National occupational standards are applicable to HLTAS from roles outside of education for example self-assessment for competence and opportunities for professional development and improvement of skills all of these help staff and HLTAS be able to perform their role to a correct standard and increase their competency within their role. HLTAS can use the National Occupational Standards to Measure their performance, knowledge and understanding against a nationally agreed checklist. Which in turn helps them to see where they need to develop their skills, knowledge and understanding in a variety of different areas, furthermore to help HLTAS decide what skills, knowledge and understanding they will need to progress in their career and for contentious professional development.

The HLTA role is at the centre of the national occupational standards for supporting teaching and learning, with the standards reflecting the larger scope of responsibilities that the role now holds. Many standards are relevant to my job role with tasks beyond the level one job description, such as, working with children who have special educational needs, implementing IEP’S and Behaviour plans being undertaken along with a new amount of paperwork such as annual reviews for statemented children and the uptake of APP and target framework for example despite the task and descriptor ‘Monitor pupil’s responses to learning activities and accurately record achievement/progress as directed and Provide detailed and regular feedback to teachers on pupils achievement, progress, problems etc.’ (Veronica, W :2003) being on a level 2/3 job description it is usually undertaken by many level 1 teaching assistants.

3) How do Higher Level Teaching Assistants support children in schools?

HLTAS support children in a variety of ways in the school community, for example a Higher Level Teaching Assistant (HLTAS) assess the needs of a child which can be done from the HLTA performing assessments to administering test. HLTAS also should serve as a good role model for children which in turn help to support and encourage relationships between children and their personal and educational environments. HLTAS should also help children and teachers set high expectations for children to boost performance and self-esteem. Supporting and developing systems of rewards and consequences which should help a child learn right from wrong. HLTAS should get to know the child/children they are working with and support them in their learning environment whether it be IEPs, behaviour support to literacy and numerical support. HLTAS also support in planning

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The training requirements for Higher Level Teaching Assistants (HLTAS). (2016, Aug 08). Retrieved from

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