HLTA - TA or Teacher - The HLTA standards

Here is an outline of the 33 professional standards for HLTA status, comprising of Professional values and practice; Knowledge and Understanding; Teaching and Learning Activities.

These standards were revised in November 2007 and will be used in all preparation from January 2008 onwards.

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Professional attributes

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Professional knowledge & understanding

View Professional knowledge & understanding skills

Professional skills

View planning and expectation skills

View monitoring and assessment skills

View teaching and learning skills

Professional attributes
1	They have high expectations of children and young people with a commitment to helping them fulfil their potential.
2	Establish fair, respectful, trusting, supportive and constructive relationships with children and young people.
3	Demonstrate the positive values, attitudes and behaviour they expect from children and young people.
4	Communicate effectively and sensitively with children, young people, colleagues, parents and carers.
5	Recognise and respect the contribution that parents and carers can make to the development and well-being of children and young people.
6	Demonstrate a commitment to collaborative and cooperative working with colleagues.
7	Improve their own knowledge and practice including responding to advice and feedback.

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Knowledge & understanding
8	Understand the key factors that affect children and young people's learning and progress.
9	Know how to contribute to effective personalised provision by taking practical account of diversity.
10	Have sufficient understanding of their area(s) of expertise to support the development, learning and progress of children and young people.
11	Have achieved a nationally recognised qualification at level 2 or above in English/literacy and mathematics/numeracy.
12	Know how to use ICT to support their professional activities.
13	Know how statutory and non-statutory frameworks for the school curriculum relate to the age and ability ranges of the learners they support.
14	Understand the objectives, content and intended outcomes for the learning activities in which they are involved.
15	Know how to support learners in accessing the curriculum in accordance with the special educational needs (SEN) code of practice and disabilities legislation.
16	Know how other frameworks, that support the development and well-being of children and young people, impact upon their practice.

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Professional skills – Planning & expectations
17	Use their area(s) of expertise to contribute to the planning and preparation of learning activities.
18	Use their area(s) of expertise to plan their role in learning activities.
19	Devise clearly structured activities that interest and motivate learners and advance their learning.
20	Plan how they will support the inclusion of the children and young people in the learning activities.
21	Contribute to the selection and preparation of resources suitable for children and young people's interests and abilities.
Teaching and learning activities should take place under the direction and supervision of a qualified teacher in accordance with arrangements made by the headteacher of the school.

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Professional skills – Monitoring & assessment
22	Monitor learners' responses to activities and modify the approach accordingly.
23	Monitor learners' progress in order to provide focussed support and feedback.
24	Support the evaluation of learners' progress using a range of assessment techniques.
25	Contribute to maintaining and analysing records of learners' progress.
Teaching and learning activities should take place under the direction and supervision of a qualified teacher in accordance with arrangements made by the headteacher of the school.

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Professional skills – Teaching and Learning activities
26	Use effective strategies to promote positive behaviour.
27	Recognise and respond appropriately to situations that challenge equality of opportunity.
28	Use their ICT skills to advance learning.
29	Advance learning when working with individuals.
30	Advance learning when working with small groups.
31	Advance learning when working with whole classes without the presence of the assigned teacher.
32	Organise and manage learning activities in ways which keep learners safe.
33	Direct the work, where relevant, of other adults in supporting learning.
Teaching and learning activities should take place under the direction and supervision of a qualified teacher in accordance with arrangements made by the headteacher of the school.

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