Up A resource for teachers and school learning support officers

upA resource for teachers and school learning support officers

PUBLIC SCHOOLS NSW Sandra Acevedo-Rugg, Learning and Engagement Coordinator

“At the heart of the school as a learning community lies a total

commitment to the value of learning for all members. This

commitment is underpinned by beliefs that learning is

inherently enjoyable and exhilarating, that all members have

the capacity to learn and that each person brings to the

organisation unique abilities which must be acknowledged

and utilised.”

Schools as Learning Communities


Working Collaboratively

Principles of working collaboratively:

•establish informal relationships

•treat all team members with respect

•engage in nonjudgmental responses

•be willing to share information

•utilise active, listening and responding skills

•learn to manage conflict and confrontations

•explore problems and planning for action

•use jargon-free language

•be willing to give and receive feedback

•give others credit

•be aware of nonverbal messages.

West J.F., and Cannon, G. 1988, Essential Collaborative Consultation Competencies for regular and Special EducatorsJournal of Learning Disabilities Vol21, pp56-63


The Disability Standards for Education 2005requires schools to:•treats students with disability on the same basis as students without disability

•providing reasonable adjustments to the student’s learning program and /or their learning environment

•Consult with the students with disability and / or their parents/carers on the personal adjustments that will be provided

cover the following areas:

•enrolment

•participation

•curriculum development, accreditation and delivery;

•student support services

•elimination of harassment and victimisation.

http://deewr.gov.au/disability-standards-education


School Learning and Support Teams

Team members meet to design and implement an appropriate pattern of study

that enables the student to meet their curriculum requirements, taking in

consideration:

•the student’s learning needs, strengths, goals and interests

•the support and/or adjustments

•the transition needs of the student between stages of schooling.

http://syllabus.bos.nsw.edu.au/collaborative-planning


Every Student, Every School:Learning and Support Framework

The Every Student, Every School initiative established a framework for learning and

support in all NSW public schools to support students with additional learning and

support needs, wherever they enrol, and the teachers who work with them daily.


Supporting the Role of the School Learning Support Officer (SLSO)

Positions previously referred to

as teachers' aide special or

integration, are now referred to

as school learning support

officers (SLSO). However, in

many departmental documents

the title may still be referred to as

‘teachers aide’.

An effective learning and support team is essential to a whole

school approach to student learning and support. It has a key role

in developing the quality of the learning experience, each

teacher’s capability and the effective learning and support across

the school.


Effective Use of School Learning Support Officer Time Activity

With a partner, discuss some of the strategies you

have in place that helps to orient SLSOs in your

classroom?

Share ideas with the larger group.


Programs should be designed to avoid:

•building barriers between individual students and

their peers

•providing unrealistic assistance

•drawing attention on an individual student.

The program should:

•provide reasonable adjustments as required

•encourage steps towards student independence

where possible.

Points for Teacher Consideration


Teacher Q & A’s ActivityWhat duties can I ask the SLSO to perform?

How do our responsibilities differ? How can I create a satisfying and enjoyable working environment?

How can I manage the situation where the SLSO is older and has been working with DEC longer?

What do I do if I have more than one SLSO assisting in my classroom?

What is the best way forward when role boundaries become blurred?

Whose responsibility is it to communicate with parents/carers ?

Section B: School Learning and Support Officers


Fundamentals for Your Appointment

• sign on and off each day

• get to know where main rooms are located

• introduce yourself

• keep a copy of your role statement

• discuss with teachers, their expectations of your role

• be punctual to school and class

• find out who to contact regarding leave

• keep a diary for at least the first few weeks


Discuss in groups, other suggestions that may help make your new appointment successful.

Group Activity


Confidentiality needs to be guaranteed around some issues, including:

•personal information

•information about students and their families that may be discussed to

illustrate a point

•information about workers’ perceptions of other agencies

Confidentiality


Some issues cannot be kept confidential:

•as a DEC employee you are required to inform your principal should you suspect a

student is at risk of significant harm

•behaviour by staff members towards a student that is improper, unethical or causes

concern, should also be reported to the principal.

.

Child Protection Issues


The avenues of advocacy open to the SLSO as a DEC employee may include:

•supporting the student by providing input through the school learning support team

•by working collaboratively with the student’s teacher/s

•by assisting the student to express themselves

•by treating the student with respect and dignity.

Advocacy


Suggestions for Communicatingeffectively with Students

Facial ExpressionsPosture

Voice

QualityListening

!!!

Eye Contact

D istance

Distracting Behaviours


•Focus on the behaviour not on the individual

•praise in public, provide critical feedback in private

•focus on the issues that really count

•be brief when addressing behaviour

•use the student’s name first to gain attention

•concentrate on the primary behaviour

•expect compliance

•teach and model the behaviour you want

•avoid ‘WHY?’ questions

•notice and acknowledge the behaviour you want.

The Language of Discipline


Individually make a list of activities you do to assist before lessons start, during lessons and in between class activities.

Activity

Share you activities with the group.


Establishing and Maintaining Student Attention

Before beginning to work with students, it is critical to make sure you have their

undivided attention. The following suggestions are for you to consider:

•use a verbal and / or non-verbal attention gaining prompt

•wait and scan

•start the instruction with a verb

•use a firm, calm and measured voice

•if you explain the objective of the lesson or why they need to know something,

students be more motivated to pay attention

•use reinforcements

•do not repeat instructions verbally more than 2 times as students will learn that they

only have to ‘tune in’ after the third or more


Providing Student Behaviour Support These strategies should be used in conjunction with established classroom rules and

procedures.

•Planned ignoring

•Proximity control

•Providing cues to students

•Natural Consequence

•Time to decide


• give space

• remain calm

• redirect or use distractions

• ignore secondary behaviours

• remove stimulus

• use non- threatening body language

• be patient

• be flexible – but consistent

• give realistic choices

• use humour if possible

Confrontation leads to escalation

Dealing with Aggression

Some key points to prevent a situation from escalating

Don’t take it personally!


Developing Your Instructional Skills

Certain instructional techniques are essential to any learning situation whether they are for

the individual, small group or whole class. Some helpful techniques include:

•Modeling

•Giving directions

•Providing feedback

•Questioning Techniques

•Requests for Help


Restraining Students During CrisisAny decision taken by staff to physically restrain a student should be exercised only in

those circumstances where there is a real and immediate threat of injury to a person or

serious damage to property and there is no other practical way of preventing the likely

injury or damage.

Legal Issues Bulleting No 9, 10 March 2000

It is important to remember that physical restraint:

•should only be exercised as an absolute last resort

•should only occur where there is an immediate risk of injury to persons, including the

student, or an immediate risk of serious damage to property

•should only be what is reasonably necessary having regard to the specific

circumstances

•must not be used if there is a risk of injury to staff.


Providing Personal and Health Care Assistance May Include:

• assisting students with dressing

• assisting students with showering/cleanliness

• checking assistive devices

• infection prevention, standard precautions and hand washing

• suctioning of fluids

• toileting: catheter care

• management of epilepsy or asthma

• the administration of prescribed medication at school or excursions

• administration of oxygen.

Relevant staff must be consulted in the development of individual health care plans and in

any case where their assistance in administration of prescribed medication and/or health

care procedures is required.

Student Health in NSW Public Schools: A summary and consolidation of policy, 2005


Lifting and Transferring Students

Safe Working and Learning: Occupational Health and Safety Strategy, 2009 -

2012, seeks to build the capacity of all staff by raising awareness and

encouraging good safety practice.

The accompanying policy requires that all employees while at work regardless of

the position, will:

•comply with their obligations under the Occupational and Safety Act

•take reasonable care to ensure the health and safety of themselves and others

including students

•participate in any training arranged to support the implementation of the policy.


Using Technology

The use of appropriate technology by students with disability and learning and

support needs can assist their educational progress, as well as, their self esteem,

self confidence, self image and how others perceive and interact with them.

Technological support is available for areas including:

•Communication

•Education

•Mobility

•Socialisation


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Documents

Up A resource for teachers and school learning support officers