ABSTRACT
Some TA/HLTAs that I have observed working to date, taking classes in classrooms on their own, appear to be working really as cover supervisors. The planning for the lesson has been the teacher's. They have helped in some of the ideas behind the planning, made resources for the lesson, but they have not been involved with the planning of that lesson; the teacher left his or her planning for the TA to carry out. TA/HLTA ownership of any planning or serious participation in planning appeared to be left to planning for small groups, where the teacher or manager had delegated certain responsibilities to the TA. An example would be the Additional Literacy support materials for classes working through the Literacy Hour. It could therefore be possible that some HLTAs will see this chapter as irrelevant; either they are just picking up the teacher's plans and working with them, or the materials, such as those provided for the Literacy Hour, are dictating the planning. The process of joint planning, the talking together that is so vital to a good teacher/TA or teacher/HLTA relationship, is essential for effective work in the classroom.
