Teachers in the United Kingdom (UK) are often supported in the classroom by teaching assistants (TAs)--paraprofessionals whose roles have changed significantly in the last several years. The 2003 National Agreement: Raising Standards and Tackling Workload, known as the workforce remodeling initiative, was designed to raise standards in schools in England and Wales by reducing unnecessary paperwork and bureaucracy for teachers. The National Agreement was intended to allow teachers to devote more time to teaching and learning, and at the same time open up more roles for TAs to support teachers. These changes have had an impact on classroom teachers and the leadership roles they play. While it may be the responsibility of a school's senior management team to ensure that proper systems are in place, the reality is that the teacher works with the TA on a day-to-day basis, and therefore needs to take opportunities to provide leadership to the TA. Based on research in the UK, Vincett, Cremin, and Thomas (2005) refer to tensions in the classroom that prevent or at very least reduce the likelihood of effective collaborations between teachers and teaching assistants. These include: (1) Teaching assistants' lack of training/knowledge of effective classroom practices; (2) Teaching assistants' concern about their own status; (3) The teacher's lack of knowledge of how best to work with teaching assistants; and (4) Lack of time for teachers and teaching assistants to meet for joint planning. To overcome these tensions, Vincett et al. offer three models for organizing classroom teams: (1) Room management; (2) Zoning; and (3) Reflective teamwork.