HLTA Case Study

Liam Gilhouley, Trainee HLTA, Maths Faculty,
Thorns Community College (Specialist School, Performing Arts and Training), Dudley, W Midlands

How did you come to be a trainee HLTA?

I got GCE "A" Levels in maths, physics, PE, and A/S IT a couple of years ago. I went to York University to do physics, but that didn't work out. I decided to take a 'Gap Year' and worked in a Sports Shop for the year. Both my parents are teachers and I was looking for a job with more potential. I was interested in the role of Learning Support Practitioner and so I applied for the HLTA Maths post at the school. I was put on an initial trial contract which has now been extended until the end of the year.

What are the key aspects of your deployment as a trainee HLTA?

At the moment I observe teaching with particular reference to lesson structure. I am used by teachers to help groups and individuals. Now in the majority of lessons I have responsibility for part of the class in order to offer more focused support. I am deployed across Years 8, 9, 10 and 11; but the bulk of my work is with Year 8 and Year 11.

What do you think are the benefits to the school of developing an HLTA?

In my case I have only relatively recently left school myself so perhaps I know how Year 10 and Year 11 may feel about school. I think I have a freshness of approach and I know how kids react outside the lesson. I can see what's happening from a teacher's point of view as well. I am a quick learner and my age is an advantage. Year 11 particularly, relate to me in corridors. I ask what they've done outside school and I think there is a respect from a range of different kids for me as a role model. I make it more light hearted and I'm able to talk them through any difficulties and relate to their lives.

What do you think are the benefits to the Maths Faculty of developing an HLTA?

As far as Maths goes, I'm very confident in my knowledge of the subject matter. I am able to compare teaching across all the teachers in the faculty and give feedback to teachers from a fresh perspective. We are developing different relationships that are to the benefit of students and their learning. Some of our teachers are not specialist Maths teachers and they have responded very well to the fact that I am comfortable and confident in supporting them from a subject knowledge point of view. They now ask for my support and are very willing to let me take the lead in lessons.

What do you feel would be a key selling point to other schools?

It does solve supply and cover issues! Moreover, in the faculty they know that they can rely on me to follow routines and I am familiar with the groupings. A Maths HLTA covering Maths guarantees the continuity that students need. Quite frankly, a non-specialist who is not familiar with the school is a write off. Qualified supply teachers who have the necessary quality to forge relationships very quickly are virtually non-existent.

What is a key selling point to other candidates?

First and foremost from my standpoint was no more shift work! I think it's a really enjoyable job, being able to come back to school. I'm enjoying it, helping students to 'get it'. I'm enjoying helping students get the most they can from school. I've got until the end of this year to get the HLTA and then perhaps I'll follow a teaching degree route in to teaching.

What training and development have you undertaken?

Every week there is training on offer. There are general sessions for six of us who are HLTA and for other sessions we are joined by students from Initial Teacher Training (ITT) and from the Graduate Teacher Programme (GTP). Every Friday last session we have a programme with issues such as classroom management, behaviour management, and the Teacher Effectiveness Enhancement Programme (TEEP). It's very interesting to get in to some detail, for example, spending an hour talking about student centred language to express Learning Objectives. I have a Maths Faculty mentor who meets with me regularly. All HLTA have duties at break and lunchtimes and we have had sessions on how best to supervise students.

What has given you a 'buzz' so far?

The element of freedom! In Year 9 and Year 11 I've been asked to think about other things to do to get a student target group from grade D to C. I have not been given a task but asked to find solutions. I have been involved in target monitoring for KS3 and KS4 students. I have been involved with other HLTA in mentoring these students to support them in achieving their target grades. As I have got to know the school better and become more confident I've been asked more and more to lead on some lessons. Non-specialist staff have been very grateful. They have checked out knowledge with me. They treat me as a colleague and look to me for help. They haven't been resentful and they feel confident in looking to me as a Maths specialist.

Liam was interviewed in a follow up discussion at the end of his last preparation day before assessment in late June.

So, how has the year gone?

As I said, initially I was used to support and cover. After Xmas one of the staff left to take up an LA post, so we had supply cover for the first week. After that I took on a Year 11 bottom set, two groups of Year 10 and a Year 11 C/D group. I found it hard going but I think the relationships were good. The run up to the exams was difficult as some students in the groups had quite a bit to catch up on. I was also used to support Year 9 level 5 borderline students. I supported SATs revision programmes and individual interventions. They got a lot out of it because they put in a lot of work, and they certainly seemed more confident. What next? I've learned a great deal about myself. I have subject specific skills, but do I lack patience? I've had a rewarding year's experience and the Maths faculty would like me to stay on. However, it's time for me to move on and take with me the learning gained from talking with and learning from teachers and other HLTA. I'd like Teacher Training, but what subject? Maths is a difficult subject in which to keep young people engaged. I've enjoyed working in Maths but one job that I feel I would like is that of Student Progress Manager. I think they are in the ideal position to develop the rapport and relationships so that they are able to influence students to gain the most from their school careers. There's a job coming up that I think I might go for!