This article draws on research conducted with HLTAs in the North-West of England over two years and is located in the context of workforce remodelling.
The respondents have presented a picture of a role which is developing outside the hegemonic discourse of rationality, testing, accountability and performativity within which the teacher role is being developed.
In contrast, they suggest the role of HLTA is developing in an extemporized, contextually contingent manner, based on perceived local priorities and defined predominantly in relation to the disaggregation of the teacher role.
This article argues that this situation puts HLTAs at the periphery of current policy and, while offering them some resistance to constraining discourses, ultimately places them at a disadvantage in terms of development of their professional identity.
Furthermore, this situation presents a challenge to teachers’ professional status and to educational managers and leaders in terms of developing a coherent school workforce.
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