The Role of an Elementary Student Program Support Teacher SPST

1. The Role of an Elementary Student Program Support TeacherSPST Building Inclusive Catholic Communities Revised July 2010

2. The Role 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

3. To work in collaboration with The teacher Principal Educational assistants, and Other System support staff Job Scope The Role of the Student Program Support Teacher is: • To work in collaboration an partnership with • The Home • School • System support personnel • The community To model, plan, teach, facilitate, and support teachers in order to ensure continuous growth in measurable student achievement 3

4. From Administrative Individual assessment (ISA cycles) Student withdrawal To Actively serving students and their teachers in the classroom To support student achievement and well-being Where We Are Going… This resource is designed to outline the LDCSB vision of the role of the SPST in the school. Evolution of the Role of the SPST

5. Come Join Us The Program Department encourages master teachers to take advantage of the leadership opportunities within this role to: • Improve student achievement • Enhance classroom teacher capacity to serve all student learners • Collaboratively determine learning expectations and teaching strategies that support “Learning For All” • Team teach units and themes • Offer PD sessions for school and system staff

6. The SPST: 20% Out of Class Instruction 20% Testing & Administration Is a key member of the School Based Team Coordinates (not develops) the students’ IEPs Prepares for school IPRC meetings Provides diagnostic assessments Supports classroom teachers by: • Assisting with the development ofmodifications and/oralternative learning expectations • Providingmaterials and resources • Providing direct instructionto 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 Classroom Instruction

7. Qualifications • Education/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 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 • ComputerSkills

8. Duties • To provide support by teaching, modelling, facilitating and building relationships with students and teachers; • To assist school staff in planning and implementing educational strategies and providing resources that meet specific student needs; • To advisein the development of Individual Education Plans 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 9

9. Continued Duties • To be 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 as a member of a school-based team and a liaison between the school, affiliate support personnel and community partners; 8

10. Continued Duties • To administer and report the results of educational assessments for students to both the school team and to parents/guardians; • To co-ordinate and participate in school/system IPRC meetings and Affiliate meetings; • To collect 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 provide and/or facilitate in-servicelearning opportunities for school staff and volunteers; • To assist the Program Department in the implementation of the Program Department Strategic Priorities as they apply to staff development and student learning; 10

11. Is knowledgeable regarding the performance tasks for each student on an IEP 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 program 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 In Collaboration With the Classroom Teacher the SPST: 11

12. 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) In Collaboration With the Classroom Teacher the SPST: 13

13. 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 In Collaboration With the Classroom Teacher the SPST: 12

14. Meets with the principal within a routineprocedure 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 The SPST: 14

15. 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:

16. Supports new teachers, music and FSL teachers as required to build their capacity to serve all students Offers and models differentiated instructionand 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 The SPST: 16

17. Follows the principal’s processes in place for teachers to bring a student to the school team; Liaises with the Affiliate Liaison Teacher should further support be warranted (referrals, resources, programs…) Provides in-service opportunities by offering training or by arranging for System support staff to provide professional development to build staff capacity to serve all students The SPST: 17

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