Role profile library
Predefined role profile
Teaching assistants
The behaviours this profile measures, drawn from the great{with}talent job library and occupational research. Download the full competency-based interview guide to assess them.
The full interview guideCompetency-based questions, follow-up probes and a 1–5 rating form for each behaviour — ready to print or run on screen.
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Behaviours assessed — 5 priority competencies
1
Personal Leadership
Takes responsibility for their own actions. Proactively takes on additional responsibilities and drives their own performance. Lives their own values, actively acknowledges and seeks feedback from others.
Why this matters for Teaching assistants: The Professional Standards for Teaching Assistants (2016) Theme 1 — Personal and Professional Conduct — explicitly requires positive attitudes, values and behaviours, safeguarding, self-evaluation, and modelling values to pupils. Personal Leadership captures this self-driven accountability and visible integrity.
2
Customer Focus
Builds effective customer relationships to ensure needs and expectations are understood. Understands the importance of the customer to the business, seeking regular feedback whilst being prepared to say no when needed.
Why this matters for Teaching assistants: Theme 3 (Teaching and Learning) requires TAs to communicate effectively and sensitively with pupils, adapt to their needs, and support their learning. Customer Focus captures the ability to understand each pupil as an individual and adapt one's approach.
3
Collaborative Working
Looks to understand others’ perspectives and objectives. Respects different styles/approaches, whilst adapting their own style to enable them to work effectively with others.
Why this matters for Teaching assistants: Theme 4 (Working with Others) requires TAs to liaise with the teacher, parents and other professionals, sharing knowledge to inform planning. Collaborative Working captures the ability to adapt one's style to work effectively across these relationships.
4
Technical Capability
Has the necessary knowledge, skills and proficiency to conduct their role. Demonstrates mastery in their area of technical capability. Stays up to date with advances in their field and commits to their continuous development.
Why this matters for Teaching assistants: Theme 2 (Knowledge and Understanding) requires TAs to know the curriculum they support, understand child development, and apply effective strategies. Technical Capability captures the curricular and pedagogical knowledge that distinguishes a competent TA from a willing helper.
5
Organisational Skills
Establishes clear priorities and builds plans to ensure delivery on time. Works in a systematic manner and manages resources efficiently. Quickly adapts plans as circumstances require. Sees things through to completion.
Why this matters for Teaching assistants: Theme 3 also requires TAs to contribute to assessment and planning, manage the learning environment, and maintain teaching space and resources. Organisational Skills captures the systematic working that holds the day together — without it, support becomes reactive rather than purposeful.