The Role of the Learning Support Teacher
THE 5 ROLES
> TUTORING AND CLASS TEACHING
The support for learning (SL) teacher can take classes to free the class or subject teacher to work with individuals or groups.
The support for learning teacher can also take individuals or groups to work with.
> TEACHING CO-OPERATIVELY
SL teacher can support the work of the class and subject teachers by targeting assistance in a planned way to pupils experiencing difficulties in learning but also by enriching the overall quality of learning and teaching.
> PROVIDING CONSULTANCY SUPPORT
SL teacher can offer advice to the management team and colleagues on ways of improving the quality and effectiveness of learning and teaching throughout the school and on particular areas or subjects in the curriculum.
He/she can also give advice and guidance on the learning needs and programmes of individual pupils.
Support and advice on differentiation
> PROVIDING SPECIALIST SERVICES
SL teacher can provide exceptional services to individual pupils such as supporting those with difficulties adjusting to the life of class or school and also provide short term assistance to help pupils catch up on work or provide study support.
Additional literacy sessions may also be appropriate for pupils experiencing extreme difficulties with reading/writing and spelling.
> CONTRIBUTING TO STAFF DEVELOPMENT
SL teachers are able to contribute to the enhancement of their colleagues’ professional development through seminars and in-service courses, information sheets and the exercise of the above roles.
1. TUTORING AND CLASS TEACHING
> Working with a small group/individual pupil to consolidate skills.
> Working as above to support differentiation of class work.
2. TEACHING CO-OPERATIVELY
> Working with the subject teacher within the class to ensure that pupils, who may be experiencing difficulties, are accessing the curriculum through appropriate levels of work.
> Bringing ideas and materials to the lesson that will enrich the quality of learning and teaching. There is a need for time to prepare and consult for this to be effective.
3. PROVIDING CONSULTANCY SUPPORT
> Collating and monitoring of the Staged Intervention file, including key concepts such as reading and numeracy levels, national test scores and diagnostic test scores.
This also provides information on specific learning difficulties e.g. dyslexia, dyspraxia, ADHD etc. offering strategies.
> Updates on specific learning difficulties.
> Advise staff on strategies to support pupils with learning difficulties.
> Sourcing support materials. E.g. useful websites and appropriate materials to support specific difficulties.
> Advise staff on appropriate levels and assessment.
4. Providing Specialist services and resources
> Primary/Secondary Transition
> Advise on subject choices for S4, S5 and S6
> Text Help, Read and Write Gold software
> Fast Track to Reading Programme
> Thrass Phonics
> Stile tiles
> Working memory assessment (AWMA)
> Vocabulary assessment (BPVS)
> Dyslexia assessment and report writing
> Consultation with parents/carers
> Dyscalculia assessment
> Diagnostic assessments.(Suffolk, Vernon, YARC)
> Multi-sensory paired reading and numeracy schemes
> Spelling support
> S6 volunteer training
> Studyskills advice packs
> Exam support arrangements
> Consultation /advice to staff re differentiation of materials for course work
> Provision of staff training on ASN topics
> Provision of up to date information on ASN topics
> Support staff to produce with differentiated work to support class work if appropriate
> Consultation with educational psychologists and SLANT teachers (primary)
> Collecting, analysing and providing information to ensure the most appropriate support for pupils in assessments and SQA exams
> Sourcing, providing and using appropriate differentiated resources to support the learning of pupils with learning difficulties
> Links with outreach services (Autism, ASN, Inclusion Support Worker, Speech and Language, Hearing Impairment, Social work, counsellor services, etc.
> Input to Stage Intervention Reviews
> Consultation with parents on support strategies
> Recommend IT for pupils
> Attending House meetings to offer insight and advice
> 1 to 1 support for some pupils when required (short and long term)
> Attending primary reviews and transition events as appropriate
5.CONTRIBUTING TO STAFF DEVELOPMENT
> Raising Awareness
> In-service on specific learning difficulties to probationer teachers
> In-service on learning support topics to school staff as requested
> Provision of information on specific learning difficulties.
> Provision of any new, relevant information on learning difficulties.
> Offering advice to staff on strategies to support particular pupils
> Advise staff on where to find resources on the internet to support pupils
> Attend ASN Network meetings and other appropriate training to ensure best up to date practice
WORKING TOGETHER LEARNING SUPPORT TEACHERS IN A CLASS SHOULD: –
> Have equal authority
> Offer advice on the progress of pupils with learning difficulties to class teacher and offer strategies as required
> Support and advise staff re specific pupils’ needs and the most effective strategies to employ
> Class observations to ensure support strategies are effective and offer advice as a result
SUBJECT TEACHERS SHOULD: –
> Ensure that the additional support information provided (Staged Intervention Folder) for their pupils is understood and suggested strategies are employed
> Where appropriate, plan with learning support teacher/SLA for the best use of the support in relation to the roles already listed
> Plan for assessments to coincide with the presence of additional support staff where possible
> Advise Learning Support Dept when assessments are taking place – 1 week’s notice
> Give detailed information about test/ assessment, level and individual pupil requirements ( after consultation with the pupil) when booking
> Consult with the support teacher on the appropriateness of any assessments and the differentiation of materials.