Background

In the 1960s and 1970s, it was uncommon to find teaching assistants (TAs) in the mainstream schools in the UK (Hryniewicz 2008), unlike in the US, where the role is well established and referred to as para-educator/ para-professional. In Ireland (Rose and O'Neill 2008) their role is more about inclusive education. Although there is lack of TAs in schools in China, the important role and the impact they could have on teacher practice and addressing student learning difficulties have been acknowledged (Tan 2006). In the UK the previous government has acknowledged the value and support which TAs can offer (Balshaw and Farrell 2002).

TAs may have other names depending on their role in schools. Staff who work with teachers in the classroom have different names including classroom assistant; learning support assistant; special needs assistant and non teaching assistant (ibid 2002). In this research, the focus is on those who work as teaching assistants and higher level teaching assistants (HLTAs). TAs provide a “more substantial contribution to teaching and learning within the classroom” (Drake et al. 2004, p. 140). On the other hand, HLTA is a new educational role for support staff that was introduced in the UK in 2002. Over 21,000 TAs acquired HLTA status in 2008 (Townsend and Parker 2009).

Theoretical framework

HLTAs may perform some duties outside classrooms (Drake et al. 2004). Gaining this status may bring about a change in TAs’ role, but it does not necessarily mean a new post (Townsend and Parker 2009). Although HLTAs exercise more autonomous roles than TAs, they also work under the guidance of teachers (Hryniewicz 2008). Therefore a discussion of their leadership should not be isolated from teacher leadership. Teacher leadership has become a synonym to teachers' professionalism (McCay et al. 2001). It could be argued that developing the leadership of support staff might contribute to the development of their profession. The importance of continuing professional development (CPD) is widely recognised for all professionals to sustain their competence (Muijs and Lindsay 2008) and develop their profession. This obviously includes TAs and HLTAs. Stocker (2009) concluded there is a need for paraeducators in the US to have a specific plan to engage them more effectively in schools as a form of CPD. The paper argues the development of support staff could be achieved by engaging them in leadership. TAs and HLTAs “need to know and understand leadership”, if they wish to participate in it (Kamen 2008, p. 145). This is the aim of this research.

Research questions

The questions examined a) leadership and teacher leadership from the perspectives of TAs and HLTAs b) the barriers which might hinder their participation in leadership and c) how their role could be improved. It should be noted that the views of TAs are underrepresented in the literature (Hancock and Collins 2005). Although fostering their leadership is likely to develop them professionally, no previous research seems to have discussed this in relation to teacher leadership, which shows the significance of this research.

References: • Balshaw, M., and Farrell, P., 2002. Teaching assistants: practical strategies for effective classroom support. London: David Fulton Publishers. • Drake P., et al., 2004. Becoming a teaching assistant: a guide for teaching assistants and those working with them. London: Paul Chapman Publishing. • Hancock, R., and Collins, J., 2005. Primary teaching assistants: learners and learning. London: David Fulton and Open University. • Hryniewicz, L., 2008. Teaching assistants: the complete handbook. 2nd ed. Norwich: Adamson Publishing. • Kamen, T., 2008. Teaching assistant’s handbook: NVQ & SVQ Levels 2 & 3. 2nd ed. UK: Hodder Education. • McCay, L., et al., 2001. Reforming schools through teacher leadership: a program for classroom teachers as agents of change. Educational Horizons, spring, 135-142. • Muijs, D., and Lindsay, G., 2008. Where are we at? an empirical study of levels and methods of evaluating continuing professional development. British Educational Research Journal, 34 (2), 195-211. • Rose, R., and O'Neill, A., 2008. The changing roles of teaching assistants in England and special needs assistants in Ireland: a comparison. REACH: Journal of Special Needs Education in Ireland, 22 (1), 48-58. • Stocker, R.D., 2009. Professional development for the underserved educator: developing the paraeducator as an instructional resource. Ed.D. Dissertation. University of Washington: ProQuest LLC. • Tan, F., 2006. The enhanced role of teaching assistants in school remodelling in primary schools in England: some reflections on teacher education in China. Paper presented at the British Educational Research Association Annual Conference, University of Warwick. • Tashakkori, A., and Teddlie, C., 1998. Mixed methodology: combining qualitative and quantitative approaches. London: Sage. • Townsend, M., and Parker, M., 2009. Changing schools, changing roles for teaching assistants. In: M. Parker, et al., eds. A toolkit for the effective teaching assistant. 2nd ed. London: Sage, 9-22.