Ontario Skills Passport
Layout structure
header
Header structure
header
navigation
Display Noc
OSP Occupational Profile

OSP Occupational Profile

Print Occupational Profile

Display page browsing back option list
Display page browsing back option list <<Back
Display Noc Details
NOC Code: NOC Code: 4413 Occupation: Elementary and secondary school teacher assistants
Occupation Description: Occupation Description:
Elementary and secondary school teacher assistants support students, and assist teachers and counsellors with teaching and non-instructional tasks. They assist in areas of personal care, teaching and behaviour management under the supervision of teachers or other child care professionals. They are employed in public and private elementary, secondary and special needs schools and treatment centres. Elementary and secondary school teacher assistants support students, and assist teachers and counsellors with teaching and non-instructional tasks. They assist in areas of personal care, teaching and behaviour management under the supervision of teachers or other child care professionals. They are employed in public and private elementary, secondary and special needs schools and treatment centres.

  • Click on any of the Essential Skills to view sample workplace tasks for this occupation.
  • Scroll down the page to get information on career planning, education and training, and employment and volunteer opportunities.

Table will display the Skill Level for the Noc specified
Essential Skills Essential Skills Levels
Reading Reading 1 2 3 4
Writing Writing 1 2 3
Document Use Document Use 1 2 3
Digital Technology Digital Technology 1 2
Oral Communication Oral Communication 1 2 3
Money Math Money Math 1 2
Scheduling or Budgeting and Accounting Scheduling or Budgeting and Accounting 1 2
Measurement and Calculation Measurement and Calculation 1 2
Data Analysis Data Analysis 1 2
Numerical Estimation Numerical Estimation 1 2
Job Task Planning and Organizing Job Task Planning and Organizing 1 2
Decision Making Decision Making 1 2 3
Problem Solving Problem Solving 1 2 3
Finding Information Finding Information 1 2


  • The skill levels represented in the above chart illustrate the full range of sample tasks performed by experienced workers and not individuals preparing for or entering this occupation for the first time.
  • Note that some occupational profiles do not include all Numeracy and Thinking Essential Skills.

If you would like to print a copy of the chart and sample tasks, click on the "Print Occupational Profile" button at the top of the page.


Reading
  • Read notes from parents providing information on students. (1)
  • Read novels, stories and textbooks on various subjects to tutor students. (2)
  • Read notes from teachers explaining what they are to do in class or asking for feedback on a student. (2)
  • Read memos from the school board, Ministry of Education or union representatives, outlining policies or procedures. (2)
  • Read teacher's curriculum to know what is being covered and how to prepare for class. (3)
  • Refer to the school policy manual to deal with particular situations, such as aggressive behaviour or emergencies. (3)
  • Refer to journals, manuals, magazines, textbooks and reports to keep up-to-date with the education field and teaching techniques and for information on how to deal with students with particular problems. (4)
Back to Top

Writing
  • Write notes to themselves to record ideas for preparing tutorials and materials. (1)
  • Write letters to the administrator requesting supplies and equipment. (1)
  • Fill in a log or report to provide information about activities, students' behaviour and accomplishments. This may be used for planning or to develop learning goals. (1)
  • Write short notes to students about their work or behaviour. (1)
  • Write letters to parents on students' progress and upcoming extracurricular activities. (2)
  • Write notes to teachers about progress and activities. (2)
  • Write suspension reports carefully documenting incidents. (2)
  • Edit student papers by writing comments and corrections on them. (3)
  • Write reports and observational notes about student progress for student records. (3)
Back to Top

Document Use
  • Use class lists to contact parents and to take attendance. (1)
  • Read and update student progress reports on attendance, performance and behaviour in student folders. (2)
  • Refer to weekly activity schedules, such as gym times and yard duties. (2)
  • Help students learn how to read and complete forms, such as bank debit and withdrawal forms. (2)
  • Use pictures from magazines or books and drawings on flashcards as teaching tools. (2)
  • Read labels on art supplies or on medicine that they are to administer to children. (2)
  • Complete forms, such as detention, school suspension, permission or accident forms. (3)
  • Read assembly drawings to help students in auto and machine shops. (3)
Back to Top

Digital Technology
  • Use educational packages. For example, assist students to develop skills. (2)
  • Use word processing. For example, write reports and letters to parents. (2)
  • Use graphics software. For example, prepare teaching materials. (2)
  • Use a database. For example, enter information into attendance reports. (2)
Back to Top

Oral Communication
  • Listen to announcements over the public address system. (1)
  • Contact suppliers or service representatives to order supplies or arrange field trips. (1)
  • Resolve conflicts between students. (2)
  • Interact with and take direction from teachers to co-ordinate class activities, plan teaching schedules and exchange learning ideas and information about the students. (2)
  • Interact with parents to discuss a student's progress or behaviour and upcoming activities. (2)
  • Interact with other teaching assistants to share ideas and practices. (2)
  • Listen to students to sense their moods. (2)
  • Interact with counsellors or school administrators to exchange information, receive instructions or make timetables. (2)
  • Tell or read stories to the class. (2)
  • Participate in staff meetings, conferences and training sessions. (3)
  • Communicate with students to provide instructional assistance, support and direction and to offer reassurance and comfort. (3)
Back to Top

Money Math
  • Help students learn about the value of different coins and bills and how to add the cost of purchases and make change. (1)
  • Collect money for trips or activities and make change. (1)
  • Help students learn about interest charges. (2)
Back to Top

Scheduling or Budgeting and Accounting
  • Budget the expenses of trips and activities. (2)
  • Schedule time with classes and students. (2)
Back to Top

Measurement and Calculation
  • Help students learn about measurements, such as length, time, temperature and weight. (1)
  • Measure medication to give to children or measure ingredients when baking or cooking with children. (1)
  • Help students learn about basic geometry. (2)
Back to Top

Data Analysis
  • Keep track of how often students perform certain behaviours to monitor their progress and the effectiveness of behaviour modification strategies. (1)
  • Help students learn about averages and their applications. (2)
  • Calculate percentages for reports such as attendance records. (2)
Back to Top

Numerical Estimation
  • Estimate the quantity of paper and other supplies needed for certain activities. (1)
  • Estimate how many activities the students will complete in a certain time to determine how much preparation is needed. (2)
Back to Top

Job Task Planning and Organizing
  • Elementary and secondary school teacher assistants plan their days within the framework of the activities planned by the teachers. Their priorities and work plan often change during the day, however, depending on the needs and demands of students. (2)
Back to Top

Decision Making
  • Decide what types of support material to use as teaching aids. (1)
  • Decide when to talk to supervisors about problems. (1)
  • Make decisions about how to reinforce and practise lessons. (1)
  • Decide when to change activities to adapt them to a student's abilities. (2)
  • Decide what action to take when a fight or argument occurs between students. (2)
  • Decide how to discipline students and whether an incident should be reported to school administrators or parents. (2)
  • Decide how to adapt the classroom material to help students with special needs. (3)
Back to Top

Problem Solving
  • A student is chronically late for school. Gather information on the reasons for the tardiness and try to find solutions. (1)
  • Find ways to incorporate different learning styles into the curriculum. (2)
  • Determine how to involve parents in their children's education, without creating conflict. (2)
  • Deal with behavioural problems or learning problems by determining the cause and finding ways to help the student. (3)
Back to Top

Finding Information
  • Consult with the teacher or school psychiatrist to get information needed to assist particular children. (2)
  • Get information to supplement curriculum materials by talking to teachers or other teaching assistants. (2)
  • Find information to plan field trips, such as possible destinations, transportation schedules, activities and accommodations. The information is found in school libraries or obtained from maps, from co-workers and by phone calls to service providers. (2)
  • Learn about students through their school records. (2)
Back to Top

footer