[senco-forum] a T.A. who is a PE specialist (male)

Maggie commented on deployment of Tas/LSAs in schools. It seems that this is
happening everywhere-ie expansion of assistant posts but how do schools
co-ordinate this? 
Funded by the personalised learning government initiative, my secondary
school has given each subject department a TA (except PE at present!!) 
However, at a curriculum managers meeting it came out that each department
is using their TA quite differently. Obviously that is inevitable and
probably desirable but there is a need for one of the deputy heads to now
try to rationalise their working conditions-as they have quite different
non- contact times and different induction periods  etc. When that has been
done then I think I should see what impact that may have on the Learning
support assistants in my SEN department and their working conditions. 
It happens at the moment that the main difference between the groups are: 
Tas- usually doing the job for a year before training to be teachers and
seeing the job as good experience for this. Have specialist subject
knowledge- obviously-asked for at interview. Practical skills are
emphasised- eg for science 
to do experiments. Work with all levels of students.
LSAs- job more of a longer term "career"- although progression in terms of
increase in salary is limited. Do lots of training in SEN. Still need to
support individual students in mixed ability classes where there are  fairly
small numbers of students with sensory, communication and more severe
learning difficulties.(These students could well be in special schools in
other boroughs) Work with some literacy groups but have said they don't want
to take classes or do parts of lessons. 
And we also have a reading assistant and learning mentors! 
I know each school  has its own individual pattern but wondered how others
deploy their assistants. How are they monitored? 

Linda 

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