Workforce re‐modelling and pastoral care in schools: a diversification of roles or a de‐professionalisation of functions?

Edmond, Nadia; Price, Mark

doi:10.1080/02643940903349336

Cited by 22 publications

(7 citation statements)

References 13 publications

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“…Indeed, in recent years, there has been a proliferation of support roles related to well-being in schools (Edmond & Price, 2009). Support staff include those members of staff who are not teachers, for example, teaching assistants, information and communication technology (ICT)/lab technicians, nurse/medical staff, pastoral support staff, special needs support staff and foreign language assistants.…”

Section: Introductionmentioning

confidence: 99%

Student health and well-being in secondary schools: the role of school support staff alongside teaching staff

Littlecott

Moore

Murphy

2018

Pastoral Care in Education

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A growing evidence base indicates that health and educational attainment are synergistic goals. Students’ relationships with teachers and other students in the school environment are consistently predictive of a broad range of health and well-being outcomes. Despite the potential importance of relationships between students and a broad range of actors within a school, research tends to reduce ‘school staff’ to ‘teachers’. Previous research has highlighted incongruence between the power imbalance within a teacher–student relationship and the dynamics required to address health and well-being-related issues. To date, there has been no investigation into how the nature of the relationships between students and support staff may differ from those with teaching staff. This article aims to conceptualise the role of support versus teaching staff in promoting health and well-being to understand how school system functioning may affect relationships between school staff and students. Semi-structured interviews were conducted to obtain the perceptions of staff, students and parents within four exploratory case study schools of differing socio-economic status, geographical location and size. In line with the Theory of Health Promoting Schools and Human Functioning, findings demonstrated that the prominence of well-being relies on provision of staffing structures which include a team of support staff to work alongside teaching staff to provide the time and space to deal with issues immediately and build trust and rapport in a one-to-one setting. Further mixed-methods research is required to investigate how staffing structures can facilitate the development of mutually trusting relationships between staff and students.

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Section: Introductionmentioning

confidence: 99%

Student health and well-being in secondary schools: the role of school support staff alongside teaching staff

Littlecott

Moore

Murphy

2018

Pastoral Care in Education

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“…The type of training available to TAs, specifically HLTAs who are likely to have whole class responsibilities and therefore greater responsibility for managing behaviour, is also a site of conflict and tension. It was proposed (Edmond & Price, ; Graves, ) that basing the HLTA standards on competence indicators rather than any form of ‘higher education’ made the assumption that all the necessary training could be gained ‘on the job’. This was opposed to professional development for others in the ‘children's workforce’.…”

Section: Conflictmentioning

confidence: 99%

“…The dichotomy between ‘occupational’ and ‘professional training’, which as Ofsted () noted varied considerably in effectiveness, with ‘induction, training and appraisal’ being ‘unsatisfactory’ in half of the schools they visited, has implications for teacher: TA relationships. It was suggested (Edmond & Price, ) that the difference in TA and teacher status is highlighted, rather than ameliorated by this ‘professionalisation’ of the TA role which ‘precludes inter‐professional dialogue and joint decision making’. Edmond and Price () also suggested that imprecise notions of ‘professional status’ as opposed to academic qualifications had a negative impact on any ‘clear progression’ in training, which Graves's () later research supported.…”

Section: Conflictmentioning

confidence: 99%

Teaching Assistants managing behaviour – who knows how they do it? A review of literature

Clarke

Visser²

2016

Support for Learning

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This article revisits a previous publication which questioned how Teaching Assistants (TAs) manage behaviour in mainstream English primary schools (Clarke and Visser, 2016). That paper highlighted the lack of specific research in the area and noted, that despite increases in research on TAs work, there remained a lack of understanding in relation to how TAs supported children’s non‐academic or ‘soft skills’. Following on from that, this article details the findings of a doctoral research project that investigated factors that constrained and supported TAs’ management of behaviour. Using the findings from that research, this article offers answers to the to the question I outlined in the previous publication ‘Teaching Assistants managing behaviour – who knows how they do it?’ (Clarke and Visser, 2016). Concepts including TAs’ understanding of their ‘place’, the impact of agency and how consistency in a range of areas influenced the agency TAs experienced in managing behaviour will be discussed.

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“…This shift also offered the possibility of an extended school day and the subsequent creation of extended schooling (Cummings et al 2005) as it promoted the idea that the TA role was a significant one that was suitable for the delivery and coordination of before and after school provision. In key ways, the restructuring of TAs' roles and practices might consequently be understood in terms of New Labour's drive to achieve some of the principal outcomes of the Every Child Matters agenda (Edmond and Price 2009). This includes offering wraparound care, increased possibilities for social inclusion and personalisation of learning as well as improved engagement with parents and local communities.…”

Section: School Workforce Remodelling and Restructuring The Role And mentioning

confidence: 99%

Teaching assistant apprentices? English TAs' perspectives on apprenticeships in schools

Smith

2010

Journal of Vocational Education & Training

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Workforce re‐modelling and pastoral care in schools: a diversification of roles or a de‐professionalisation of functions?

Cited by 22 publications

References 13 publications

Student health and well-being in secondary schools: the role of school support staff alongside teaching staff

Student health and well-being in secondary schools: the role of school support staff alongside teaching staff

Teaching Assistants managing behaviour – who knows how they do it? A review of literature

Teaching assistant apprentices? English TAs' perspectives on apprenticeships in schools

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