Ocean Reef Senior High School participated in the ATAPS School Pilot Program. In this video Jay Morris, Head of Learning Support, and Lead Education Assistant, Sarah Khoury share how they have successfully introduced the ATAPS framework at their school, and the benefits to their EA staff.

From top left to right: Pat Foskett, Sandra Delint, Anita Imeson, Amy Stewart, Victoria Chesney, Sharon Maree Ellis, Michelle Price, Genna Gruyters, Jules Martland, Summer Nind, Alison Treloar, Sarah Taylor, Belinda Scuffham, Jeanna Taylor, Sarah Khoury, Michelle Spencer, Ruth McLeod, Ameera West, Mandana Khoshneshi, Narges Mahmoudabadi

Download transcript here

Teaching Assistants 

The use of the title of ‘Teaching Assistant’ in ATAPS is intended as an umbrella term that encompasses, but does not necessarily replace, the job titles preferred within a school setting such as teacher aide, education aide, assistant teacher, education support worker, learning assistant, classroom assistant, teacher assistant, integration aide, school learning support officer, learning support officer, school mentor, and Aboriginal and/or Torres Strait Islander Education Officer. 

Using the one title in the Standards contributes to a national identity, helps raise the status of the profession, and provides both educators and the wider community with a shared language to talk explicitly about what teaching assistants know, understand, and can do.

ATAPS enable teaching assistants to:

  • understand the expectations of their role
  • reflect on their strengths, current knowledge and skills, and areas for improvement
  • set goals to improve their professional knowledge, practice, and engagement
  • identify and participate in targeted professional learning that meets their professional growth needs
  • use a shared language to engage effectively with colleagues

ATAPS enable teachers to: 

  • set clear expectations for the teaching assistants they work with
  • make the best use of the teaching assistant's knowledge, skills, and dispositions
  • assist teaching assistants to reflect on their strengths, current knowledge and skills, and areas for improvement
  • guide teaching assistants to set goals to improve their practice
  • use a shared language to communicate and engage effectively with teaching assistants

ATAPS enable school leaders to:

  • define the job role of teaching assistants
  • effectively deploy teaching assistants
  • implement a whole school approach to performance and professional growth
  • build the expertise of teaching teams and improve outcomes for all students
  • embed practices to support the AITSL Guidelines for the Optimal Deployment of Teaching Assistants in Australian Classrooms

ATAPS enable jurisdictions to:

  • implement sector wide performance and professional growth processes for teaching assistants
  • embed practices to support the AITSL Guidelines for the Optimal Deployment of Teaching Assistants in Australian Classrooms
  • have consistent national benchmarks within all sectors
  • support the National Teacher Workforce Action Plan
  • implement national and international research guidelines on the effective deployment, preparedness and practice of teaching assistants