The 33 professional standards for HLTAs set out what is expected of teaching assistants who are working towards HLTA status.
Professional values and practice
1. have high expectations of children and young people with a commitment to helping them fulfil their potential2. establish fair, respectful, trusting, supportive and constructive relationships with children and young people3. demonstrate the positive values, attitudes and behaviour they expect from children and young people4. communicate effectively and sensitively with children, young people, colleagues, parents and carers5. recognise and respect the contribution that parents and carers can make to the development and well-being of children and young people6. demonstrate commitment to collaborative and cooperative working with colleagues7. improve their own knowledge and practice including responding to advice and feedback
Professional knowledge and understanding
8. understand the key factors that affect children and young people’s learning and progress9. know how to contribute to effective personalised provision by taking practical account of diversity10. have sufficient understanding of their area(s) of expertise to support the development, learning and progress of children and young people11. have achieved a nationally recognised qualification at level 2 or above in English/literacy and mathematics/numeracy12. know how to use ICT to support their professional activities13. know how statutory and non-statutory frameworks for the school curriculum relate to the age and ability ranges of the learners they support14. understand the objectives, content and intended outcomes for the learning activities in which they are involved15. know how to support learners in accessing the curriculum in accordance with the special educational needs (SEN) code of practice and disabilities legislation16. know how other frameworks, that support the development and well-being of children and young people, impact upon their practice
Professional skills - Planning and expectations
17. use their area(s) of expertise to contribute to the planning and preparation of learning activities18. use their area(s) of expertise to plan their role in learning activities19. devise clearly structured activities that interest and motivate learners and advance their learning20. plan how they will support the inclusion of the children and young people in the learning activities21. contribute to the selection and preparation of resources suitable for children and young people’s interests and abilities
Professional skills - Monitoring and assessment
22. monitor learners' responses to activities and modify approaches accordingly23. monitor learners' progress in order to provide focused support and feedback24. support the evaluation of learners' progress using a range of assessment techniques25. contribute to maintaining and analysing records of learners’ progress
Professional skills - Teaching and learning activities
26. use effective strategies to promote positive behaviour27. recognise and respond appropriately to situations that challenge equality of opportunity28. use their ICT skills to advance learning29. advance learning when working with individuals30. advance learning when working with small groups31. advance learning when working with whole classes without the presence of the assigned teacher32. organise and manage learning activities in ways which keep learners safe33. direct the work, where relevant, of other adults in supporting learning
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