ABSTRACT
This chapter considers the process of introducing school-wide change and what makes change 'stick'. It is worth listing Kotter's eight steps, as markers in our description of the Maximising the Impact of Teaching Assistants (MITA) process. To establish a sense of urgency; that something must be done about a particular issue. The aim is to identify a clear vision to articulate what you want TAs to do in your school to enhance teaching and learning, and improve pupil outcomes; in other words, pin down specific definitions of support. To build a positive alternative to how we use TAs in schools, which must be underpinned by a clear vision set by the senior leadership team (SLT), who then take decisions and drive action consistent with it. In the initial stages of implementing the MITA process, we recommend you schedule time to have open and unrestrained debates about the role of TAs in your school, and to begin fleshing out your vision.
