The Role of an Elementary The Role of an Elementary

Student Program Support TeacherStudent Program Support Teacher

SPSTSPSTBuilding Inclusive Catholic

Communities

Revised July 2010

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The RoleRole of the Student Program Support Teacher is:

• To encourage and model the Catholic “story” and gospel teachings

• To nurture one’s own faith through prayer and reflection so as to perform one’s role through a Catholic lens

• To assist in building the capacity of students, staff and the community in building an inclusive educational school environment

• To instill in word and deed the reverence with which our Catholic faith urges all of us to be servants to others

Job Scope

To work in collaboration with

The teacherPrincipalEducational assistants, andOther System support staff

The RoleRole of the Student Program Support Teacher is:

To work in collaboration an partnership withThe HomeSchoolSystem support personnelThe community

To model, plan, teach, facilitate, To model, plan, teach, facilitate, and support teachers in order to ensure and support teachers in order to ensure

continuous growth in measurable continuous growth in measurable student achievementstudent achievement

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Where We Are Going…

FromFromAdministrative Individual assessment (ISA cycles) Student withdrawal

ToToActively serving students and their teachers in the classroom To support student achievement and well-being

This resource is designed to outline the LDCSB vision of the role of the SPST in the school.

Evolution of the Role of the SPSTEvolution of the Role of the SPST

                                

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Come Join Us

ImproveImprove student achievement

EnhanceEnhance classroom teacher capacity to serve all student learners

Collaboratively determineCollaboratively determine learning expectations and teaching strategies that support “Learning For All”

Team teachTeam teach units and themes

Offer PDOffer PD sessions for school and system staff

The Program Department encourages master teachersmaster teachers to take advantage of the leadership opportunitiesleadership opportunities within this role to:

             

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The SPST:The SPST:Is a key member of the

School Based TeamCoordinates (not develops)

the students’ IEPsPrepares for school IPRC meetingsProvides diagnostic assessmentsSupports classroom teachers by:

Assisting with the development of modifications and/or alternative learning expectationsProviding materials and

resourcesProviding direct instruction to individuals and small groups (both within and outside of classroom)

NOTE: the percentages are the goal, however, will vary according to the time of year; e.g.the first 30 days of a school year would involve more work in collaborative development of student IEPs and therefore more work with teachers on their prep time

60% In ClassroomInstruction

20% Testing &Administration

20% Out of Class Instruction

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Other Skills:Other Skills: Interpersonal skills

(students, staff, parents, community partners)

Leadership skills Differentiated

Instruction skills Classroom

management skills relating to students with special needs

Organizational skills Oral and written

communication skills Computer Skills

QualificationsEducation/ExperienceEducation/Experience: Ontario Teacher’s

Certificate Specialist in Special

Education preferred (Minimum Part I,

earning Specialist qualifications within

5 years)  5 years teaching

experience in more than one division preferred

Duties To provide supportsupport by teaching, modelling, facilitating

and building relationships with students and teachers; To assist school staffassist school staff in planning and implementing

educational strategies and providing resources that meet specific student needs;

To adviseadvise in the development of Individual Education in the development of Individual Education PlansPlans for exceptional students in collaboration with classroom teachers, support staff and parents/guardians;

To facilitate the Special Equipment Amount (SEA) process which builds the learning capacity of students requiring Assistive Technology accommodations;

To be current in knowledge regarding Universal Design for Learning (UDL) principles and differentiated instruction

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Duties To be knowledgeable knowledgeable about current,

exemplary practices related to the education of all students including students identified as exceptional learners;

To be familiar with the Ministry of Education and Training documents, Board policies and procedures related to student achievement;

To ensure the appropriate school personnel are aware of the specific needs of exceptional learners;

To serve serve as a member of a school-based team and a liaison between the school, affiliate support personnel and community partners; 8

Continued

Duties

To administer and report the results of educational assessments for students to both the school team and to parents/guardians;

To co-ordinateco-ordinate and participate in school/system IPRC meetings and Affiliate meetings;

To collect and manage informationcollect and manage information in collaboration with parents, teachers and other professionals in order to serve students to their learning potential and their overall wellbeing;

To provideprovide and/or facilitate in-servicefacilitate in-service learning opportunitieslearning opportunities for school staff and volunteers;

To assistassist the Program Department in the implementation of the Program Department Strategic Priorities as they apply to staff development and student learning;

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Continued

In Collaboration With the Classroom Teacher the SPST:

Is knowledgeable regarding the performance performance taskstasks for each student on an student on an IEPIEP within the classroom in order to assist/support the teacher in planned, timed intervention for teaching and assessment strategies

Is knowledgeable regarding the teacher’s teacher’s program planprogram plan for the term for literacy and numeracy and the themes/units in other subject areas so as to model, facilitate, teach within the teacher’s plans

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In Collaboration With the Classroom Teacher the SPST:

Team teaches specific units, strands, topics, skills, concepts with the teacher, who is responsible for planning and delivering the program

Meets routinely each term to discuss how the teacher wishes support for the

subsequent term (i.e. during preparation and planning time or a mutually agreed upon time)

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In Collaboration With the Classroom Teacher the SPST:

Lends support to the teacher/ educational assistant team by facilitating with the class so as to provide time for them to plan together routinely

Lends support in order that all students in classrooms experience this support by working with the class while the teacher works with specific groups or individuals, a process which promotes inclusion

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The SPST:

Meets with the principal within a routine procedure

To share information To mutually support each other’s role by reviewing challenging student needs; To plan ahead

At least once per term meets with each school team teacher, SPST, principal, EA

(when possible) to: Review student needs and determine given classroom support; To share information, advise and promote inclusion practices in the classroom where opportunity is evident

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The SPST:

Plans with the school team to focus on a number of classes during a term in order to offer assistance for specific students and their learning needs and overall wellbeing in body, mind and spirit (e.g. 6 to 8 weeks working with a specific number of classes as opposed to all classes)

Contributes to the District complement of SPSTs in sharing and supporting each other’s work with effective practices and to celebrate successes

The SPST:Supports new teachers, music and FSL teachers as required to build their capacity to serve all students

Offers and models differentiated instruction and universal design strategies to meet the needs of all students in a classroom by focusing on a unit or theme for a period of time with the teacher

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The SPST:Follows the principal’s processesprocesses in place for teachers to bring a student to the school school teamteam; LiaisesLiaises with the Affiliate Liaison Teacher should further support be warranted (referrals, resources, programs…)

Provides in-Provides in-service service opportunitiesopportunities by offering training or by arranging for System support staff to provide professional development to build staff capacity to serve all

students

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