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Surveys
2015
February
C
Classroom Support Questionnaire
Classroom Support Questionnaire
Classroom Support Questionnaire
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Working in the classroom
During a typical school week, estimate the proportion of time (as a %) that you spend doing the following. Ensure that your % add up to 100%.
Working 1:1 with a pupil
Working with a small group (up to 5 pupils)
Working with a larger group (between 6 & 10 pupils)
Helping others in class
Leading the class
Listening to teacher talk to class
Other (please specify)
0
Values must add up to 100
*
During a typical school week, estimate the proportion of time (as a %)
that you spend doing the following. Ensure that your % add up to 100%.
Supporting higher attaining pupils
Supporting average attaining pupils
Supporting lower attaining pupils
Supporting pupils defined as having SEN
Supporting mixed attainment groups
0
Values must add up to 100
*
Working away from the classroom
During a typical school week, estimate the proportion of time (as a %) that you spend doing the following. Ensure that your % add up to 100%.
Working with a pupil 1:1 (e.g. leading an intervention)
Working with a group of pupils (e.g. leading an intervention)
Working with pupil(s) in a pastoral/welfare context (e.g. mentoring)
Preparing, planning and/or assessing pupil work, including for interventions
Doing admin tasks (e.g. photocopying or filing for teachers)
Other (please specify)
0
Values must add up to 100
*
During a typical school week, estimate the proportion of time (as a %)
that you spend doing the following. Ensure that your % add up to 100%.
Supporting higher attaining pupils
Supporting average attaining pupils
Supporting lower attaining pupils
Supporting pupils defined as having SEN
Supporting mixed attainment groups
0
Values must add up to 100
*
For the following six sections, select the statement that best matches your experience.
Pre-lesson preparation
Opportunity for teacher-TA pre-lesson communication
No opportunity/time to communicate before lessons
Communication before lessons is brief and ad hoc
TA comes in early/stays behind after school to meet with teacher for briefing
Teacher and TA have scheduled time to meet (e.g. time for which TA is paid)
*
Quality of preperation for TA (teachers lesson plans)
TA goes into lessons blind. No lesson plan provided
TA given lesson plan. No specific information about TA role given
TA given lesson plan. Limited information about TA role given (e.g. names of pupils to support)
TA given lesson plan. Specific information about TA role given (e.g. specific objectives/outcomes)
*
Post-lesson feedback
Opportunity for teacher-TA post-lesson communication
No opportunity/time to communicate after lessons
Communication after lessons is brief and ad hoc
TA comes in early/stays behind after school to meet with teacher for debriefing
Teacher and TA have scheduled time to meet
*
TA's subject and instructional knowledge
Subject knowledge
TA gains subject knowledge by tuning into teacher delivery (e.g. as part of class audience)
TA gains subject knowledge from lesson plans and/or schemes of work
TA gains subject knowledge via ad hoc communication with teacher
TA gains subject knowledge via substantive briefing/training from teacher
TA gains significant level of subject knowledge via specific training (e.g. TA has degree in subject)
*
Instructional knowledge
TA gains instructional knowledge by tuning in to teacher delivery (e.g. as part of class audience)
TA gains instructional knowledge from lesson plans and/or schemes of work
TA gains instructional knowledge via ad hoc communication with teacher
TA gains instructional knowledge via substantive briefing/training from teacher
TA has significant level of instructional knowledge via specific training (e.g. TA has QTS)
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