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Chapter 5 (Pg.4) – The Changing Role of Support Teacher Learning

Model A: STLD Service Delivery Matrix - all strands of STLD role presented at one level:

Level 1: Areas of STLD role:

STLD Role
Level 1
Assessment
•
STLD carries out FIA and records data.
•
STLD uses ELLA/ BST school package to identify students with FIA.
 
•
Provision of assessment data to assist in ability grouping & referrals for special support.
 
•
STLD carries out standardised assessment with little or no CBA.
 
Collaborative Planning And Programming
•
Identifies students with LD. Assist with LD in classroom. Programs developed by the STLD.
 
•
Provides information upon request eg assessment, resources.
 
•
Responsible for the development of educational plans.
 
Program Implementation
•
STLD has ongoing withdrawal groups determined by the CT
 
•
STLD & CT work in the same classroom.
•
The STLD is responsible for monitoring & maintaining records.
 
•
Resource acquisition and allocation is determined by individual preferences.
 
•
Information meetings are held for parents.
Learning Support Team
•
STLD and/or supervisor comprise the LST.
•
Priorities are predetermined.
•
No formal referral process. CTs refer as the need arises.
 
•
STLD coordinates and plans independently.
•
Integration forms are submitted by the STLD or other staff without consultation.
 
Supporting In School Training And Development
•
Provides ELLA/BST results upon request.
•
The STLD is a member of the school’s Literacy Team.
 
•
Works with individual teachers

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Level 2: Areas of STLD role:

STLD Role
Level 2
Assessment
•
STLD completes FIA & passes on basic information to LST, faculties & stages
 
•
Uses ELLA/BST school package to identify areas of weakness across the grade.
 
•
Assessment links student to isolated or specifically developed program.
 
•
STLD modifies class assessment to provide access for all students.
 
Collaborative Planning And Programming
•
STLD develops programs in collaboration with CT & identifies students through assessment.
 
•
STLD & CT share resources & curriculum information.
 
•
Individual plans are developed collaboratively with STLD & CT.
 
Program Implementation
•
STLD provides short term intensive withdrawal program.
 
•
STLD is responsible for implementing a parallel program in the classroom for an identified group.
 
•
Resources are allocated per capita across a grade/ year based on teacher requests.
 
•
Parents assist informally in in-class/ school activities.
 
•
Some changes to programs are made as a result of evaluation & monitoring by the STLD.
 
Learning Support Team
•
LST includes STLD, SC & other support staff.
•
STLD sets their own priorities.
•
STLD referrals via proforma, casual referrals still occur.
 
•
STLD meets with other members as the need arises.
•
Informal planning & coordinating of TAS, & integration program by LST.
 
Supporting In School Training And Development
•
STLD provides overview of results of ELLA/BST results & general strategies to meet student’s needs.
 
•
STLD is a member of the Literacy Team & is available as a resource to CTs.
 
•
Participates in stage or faculty initiatives

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Level 3: Areas of STLD role:

STLD Role
Level 3
Assessment
•
STLD & some CTs complete FIAs and demonstrate procedure to faculties and stages
 
•
Uses ELLA/BST school package to identify needs and appropriate strategies for groups of students.
 
•
STLD carries out assessment and discusses with CT appropriate teaching & learning strategies.
 
•
STLD supports CT to modify content based CBA.
 
Collaborative Planning And Programming
•
STLD & CT alternate responsibility for planning programs and meet prior to implementation.
 
•
STLD demonstrates planning & programming strategies to CT to support students with LD
 
•
Individual plans are developed collaboratively by various personnel.
 
Program Implementation
•
STLD implements a short-term intensive program for high support needs students which parallels the classroom program.
 
•
STLD & CT alternate responsibility for delivering programs/ lessons.
 
•
Resources are multipurpose and flexibly allocated & determined by LST. Reflect perceived student needs
 
•
Parents are supported & coordinated to participate in in-class activities.
 
•
Changes to programs are made as a result of evaluation & monitoring by the STLD & CT.
 
Learning Support Team
•
LST includes collaboration with CTs & relevant staff on a needs basis.
 
•
Priorities are set by STLD through collaboration with relevant staff.
 
•
Referrals are submitted to LST but allocated to STLD.
 
•
LST meets to determine individual student and/or grade needs.
 
•
Needs of students are coordinated across grades/ years.
 
Supporting In School Training And Development
•
The STLD provides T&D on specific strategies
 
•
The STLD is a member of the school Literacy Team & supports the implementation at classroom level.
 
•
Provides T&D for initiatives developed by stage/faculty.

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Level 4: Areas of STLD role:

STLD Role
Level 4
Assessment
•
STLD coordinates the completion of the FIA by various staff members& ensures data is provided to LST & all CT.
 
•
Supports the CT in analysing results & to identify appropriate strategies.
 
•
STLD supports CT in selecting & implementing assessment tools which directly inform curriculum decisions & good teaching & learning practices.
 
 
•
STLD supports CT in the development of CBA which identifies skills, processes & content.
 
Collaborative Planning And Programming
•
Programs are planned jointly. Regular meetings prior to & during implementation& evaluation phase.
 
•
STLD & CT provide professional support to develop each others skills in working with students with LD across all KLAs.
 
•
Individual plans developed by team including STLD, CT.
 
Program Implementation
•
STLD offers short term intensive program for high support needs students as prioritised by the LST. Close links maintained with CT.
 
•
STLD & CT have equal & shared responsibility for implementing a jointly prepared program.
 
•
Resources are flexible & reflect the needs of the students, as determined by the LST & school priorities & accessible to all.
 
 
•
Parents are invited to participate in school provided T&D to assist effective in-class/school support.
 
•
All programs are jointly monitored , evaluated & inform change
 
Learning Support Team
•
LST includes executive, Year Advisors, Stage Supervisors, CTs, SC, support staff & parents, meet regularly.
 
 
•
LST determines & sets school & STLD priorities which are linked to the school plan.
 
•
Referrals are submitted to LST & allocated to a variety of personnel with regular comprehensive follow-up.
 
•
LST meets regularly to coordinate & plan STLD & whole school priorities.
 
•
Whole school’s integration program is coordinated by the LST.
 
Supporting In School Training And Development
•
ELLA/BST data is analysed to determine school trends & a plan is developed
 
•
The STLD is an integral member of the school Literacy Team & actively participates in T&D & state-directed activities.
 
•
T&D for stages/faculties directed & determined by school priorities.

 

 

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