Most often team members have helped to solve particular dificulties that arise in the classroom environment. At other times the team members have helped teachers prepare for integrating exceptional students or have assisted in establishing a student’s individual educational plan. Some administrators stressed that during the formative years, the principal should act as chairperson of the teacher assistant team (TAT). Once the TAT is running smoothly, the principal should remain on the team but not necessarily as chairperson. Many school administrators indicated that they had included as team members teachers who had not been accepting of the integration process. They often found that participation in the team process helped change these teachers’ attitudes and behaviour.

Another factor emphasized by school administrators who had established TATs in their schools was scheduling of team meetings. It was felt that, whenever possible, team meetings should be scheduled during the school day rather than before or after school. There was also agreement that reasonable time limits be established and adhered to for these meetings. As one administrator stated, “People appreciate knowing that the TAT session will end on time, and usually are not opposed to staying after school if they have participated in making the decision about the meeting time.”