This book offers the notion of a "toolkit" to allow Teaching Assistants (TAs) and colleagues to review and revise their thinking and practice about real issues and challenges in managing individuals, groups, colleagues and themselves in school. In a rapidly changing educational environment the book focuses on combining the underpinning knowledge relevant to such issues and challenges with a basis for reflection. In this way it is hoped to enable TAs in all phases and types of schooling to examine their personal and professional philosophy and practice. The book contains practical examples of TAs at work, activities and references to other sources of further information about role and responsibilities. At the end of each chapter is a list of suggested reading allowing the reader to extend their interest and empower their dialogue through related texts that will contribute to the development of practice. In addition, it signals the relationship of the text to the higher level teaching assistants Standards produced by the Teacher Training Agency (TTA). In chapter 1, Being a Teaching Assistant, Richard Tyrer considers why the number of TAs has grown and the changes in philosophy that have supported this expansion. The bulk of the chapter, however, draws on a series of perceptions, both by and about TAs, on their role, responsibilities and place in school provision. In chapter 2, Understanding Change and Being an Integral Part of the Process, Chris Lee considers the active role TAs play in school and suggests that they are increasingly involved as agents of change. In chapter 3, TAs and Teachers Working Together: Collaborative and Supportive Partnerships, Mary Pittman looks at the importance of being part of a team. She acknowledges the importance of teacher and TA partnerships in providing for pupil learning and suggests ways in which good collaborative practice can be, and has been, developed within schools. In chapter 4, Self Esteem--Enhancing the Teaching Assistant, Maureen Parker considers the impact of TAs in assessing and raising levels of self esteem. She considers how developing an understanding of self esteem and identifying specific strategies to support individual pupils can have an impact on learning. She has also identified aspects of self esteem that relate to the developing professional role of a TA. In chapter 5, Supporting Learning and Teaching, Stuart Gunn provides a stimulus for reflecting on the complexity of pedagogy. He provides a brief theoretical background, before looking at some practical facets of learning and teaching. Finally, the contribution of ICT to raising achievement and helping pupils, teachers, schools and TAs to improve their standards is considered in chapter 6, Using ICT to Support Teaching and Learning, by Mark Townsend. In this chapter, he provides an overview of some of the contemporary key developments which are affecting TAs, both in their roles as educators and as learners in this large and rapidly evolving subject area. An appendix contains all of the higher level teaching assistant (HLTA) standards. An index is also included.