Perspectives of teacher assistants working with students ...

PERSPECTIVES OF TEACHER ASSISTANTS

WORKING WITH STUDENTS WITH DIVERSE LEARNING NEEDS

JOANNE WASYKOWSKI

B.A.. University of Manitoba. 1982

B.Ed.. Brandon University, 1990

A Thesis Submitted to the Faculty of Education

of The University of Lethbridge

in Partial Fulfillment of the

Requirements for the Degree

MASTER OF EDUCATION

LETHBRIDGE. ALBERTA

August 2001

Dedication

The work, the knowledge, and the understanding from which this thesis arose are

largely due to my friend. She has shared many similar agonies in her work, yet still

remains focused upon the real goal: the academic, social, and emotional success of

students, our community of children. A peephole into a teacher assistant's working reality

helped me realize many teacher assistants likely share her concerns and insecurities. She,

like so many exemplar teacher assistants, desires, above all, to help at-risk students

blossom with promise. I am deeply grateful for this knowledge; it has delivered me into

better place.

I must also thank my family, my husband John, my two sons John and Ben. and my

daughter Chad. John, without your constant support to do whatever I needed throughout

our marriage, I would not have made it to this point. To my children, you are the reasons

why I need to work towards creating a better world.

A word of gratitude to my mom: you encouraged me to dream and reach for my

dreams; you infused me with strength, compassion, endurance, and empathy for those

who hurt: you are the origin of my inheritance and my legacy. A final thank you to my

dad: your expectations for quality, integrity, and honesty are everlasting foundations for

my own strength of character.

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Abstract

Implementing the educational model of inclusion for students with diverse learning needs

into mainstream classrooms requires skilled teamwork among parents, classroom

teachers, special education teachers, and teacher assistants. Teacher assistants, a

fundamental part of the school system, are essential participants in the individualized

programming for students with diverse learning needs. These individuals, the front line

workers, are significant adults in students' lives; they can positively transform attitudes,

skills, and learning for students with diverse learning needs. Subtle messages of de?

valuation and hierarchical divisions can make teacher assistants cognizant of "their place"

in the school. Additionally, a perceived lack of educational and behavior management

strategies can exacerbate feelings of insecurity and. or, incompetence. It is essential that

teacher assistants receive the necessary training, professional development, and

opportunities for collegiality to become effective educational partners. An ??empowering"

environment for teacher assistants respects the needs of adult learners and employs

mentoring qualities for on-the-job training. Finally, an empowering environment provides

a safe learning climate through transformational practice. The metamorphosis into

increased learning and appropriate risk-taking evident in teacher assistants can enhance

the lives of students with diverse learning needs. In this study, six teacher assistants from

a rural southern Alberta school district were interviewed to identify and explore factors in

an "empowering" work environment that may positively contribute to individuals

becoming effective, committed teacher assistants.

Preface

Creed

Harm no one

See, Hear, Create,

At-Promise, Fully Alive

An ear to the Heart

An eye to the Soul

Courage, love

Strength. Forgiveness

Harmony. Balance

Breathe. Laugh, Love,

Create. Heal

On Hallowed Ground

V

Acknowledgments

The scholarly challenge and integrity with which I embraced this work must be

credited to the climate built into and expected from students in the Masters Program at

The University of Lethbridge. Most distinctly though, I would like to recognize with deep

appreciation and gratitude, my supervisor. Dr. Leah C. Fowler. Her high expectations for

quality work, authenticity, and voice truly embodies the belief that through making

another individual "aware of what one can be and what one should become, one makes

these potentialities come true." (Frankl, 1959, p. 134) Additionally, I would like to

acknowledge the guidance and assistance of Dr. Michael Pollard and Dr. Robin Bright as

my committee members in the culmination of this endeavor.

Finally, I would be sorrowfully remiss if I failed to acknowledge the many teacher

assistants with whom I have had the privilege of working, and in particular, the six who

allowed me into their inner worlds. I gaze in respectful awe at the degree of at-promise

love, commitment, and integrity with which they interact and learn with students with

diverse learning needs.

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