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

Model B – STLD Service Delivery Matrix - one strand of the STLD role described at all levels of development:

Assessment
Example
Level 1
STLD carried out FIA and records data.
Level 2
STLD completes FIA & passes on information to LST, faculties & stages.
Level 3
STLD & some CTs complete FIAs and demonstrate procedure to faculties and stages.
Level 4
STLD coordinates the completion of the FIA by various staff members & ensures data is provided to LST & all CT.

 

 

 

STLD Service Delivery Matrix – Draft Assessment:

   
Level 1
•
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.
 
Level 2
•
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.
 
Level 3
•
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.
Level 4
•
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.
 
•
LST meets regularly to coordinate & plan STLD & whole school priorities.
 
•
STLD supports CT in the development of CBA which identifies skills, processes & content.
 

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STLD Service Delivery Matrix – Draft:

Collaborative Planning & Programming:

   
Level 1
•
Identifies students with LD. Assist with LD in classroom. Programs developed by the STLD.
•
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.
 
Level 2
•
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.
 
Level 3
•
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.
Level 4
•
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.
 
•
LST meets regularly to coordinate & plan STLD & whole school priorities.
 
•
STLD supports CT in the development of CBA which identifies skills, processes & content.
 

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Program Implementation:

   
Level 1
•
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.
Level 2
•
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.
 
Level 3
•
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
 
Level 4
•
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.
 

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Learning Support Team:

   
Level 1
•
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
 
Level 2
•
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.
 
Level 3
•
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.
 
Level 4
•
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.
 

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Supporting In School Training & Development:

   
Level 1
•
Provides ELLA/BST results upon request.
 
•
The STLD is a member of the school’s Literacy Team.
 
•
Works with individual teachers.
Level 2
•
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.
 
Level 3
•
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.
 
Level 4
•
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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