Exploring the importance of Learning support teachers
Background reasoning for exploration of this topic
For my professional learning project I am choosing to explore the importance of the Learning Support Teachers in our schools. With every school I have volunteered and taught in, I have had different relationships with the Learning Support Teachers from never speaking or running into them, to having them as an extension of our classroom resources. As I approach the end of teacher’s college I am looking towards the future of teaching and exploring my options. Many people state the importance of doing additional qualifications in Special Education, which I am very interested in exploring, but I still ponder the idea of how to best build a professional relationship with the Learning Support teacher at the school, how to best utilize them and their knowledge in and around the classroom and what exactly the Learning Support Teacher can help me out with as a classroom teacher. I have a keen interest in developing a better knowledge of the skills and perspectives of Learning Support Teachers and how important they truly are in our schools.
For my professional learning project I am choosing to explore the importance of the Learning Support Teachers in our schools. With every school I have volunteered and taught in, I have had different relationships with the Learning Support Teachers from never speaking or running into them, to having them as an extension of our classroom resources. As I approach the end of teacher’s college I am looking towards the future of teaching and exploring my options. Many people state the importance of doing additional qualifications in Special Education, which I am very interested in exploring, but I still ponder the idea of how to best build a professional relationship with the Learning Support teacher at the school, how to best utilize them and their knowledge in and around the classroom and what exactly the Learning Support Teacher can help me out with as a classroom teacher. I have a keen interest in developing a better knowledge of the skills and perspectives of Learning Support Teachers and how important they truly are in our schools.
My Personal Experiences with LSTs
With the last two schools I have been in, there has been a vast difference in the use and the availability of Learning Support Teachers. Last year, I was in a school of about 700 students, with one Learning Support Teacher who often got pulled to become the vice principal for the day. This meant that every time there was a staffing issue, students would lose the opportunity to see the LST, and the LST lost the opportunity to follow up or complete assessments and evaluations of student learning. I found it interesting to be working with classes with more than a handful of IEPs. It made me rethink my lessons and allowed me to approach ideas from several different angles. The LST seemed to be in charge of students with defiant behaviours and in charge of covering the principal's place. Unfortunately, none of my students with IEPs, even the ones with high needs, were never pulled to see the LST for testing, assistance or check ins due to the nature of her part-time role as the principal. It did not seem to affect the students, or the teachers in this grade, but now looking from an outside perspective, I can see how having meetings and conversations with the LST could have benefitted the students greatly and could have helped better their education plans through assessing their strengths and concerns together.
This year, I was in a school of about 350 students, with again, one Learning Support Teacher. In this school, she almost felt as she was an extension of our classroom, another teacher you might say. She took many students under her wing who we had identified as low readers and she took them on a daily basis in groups to give them small group literacy support. She was very highly involved in the academics of the students and made sure she was available to join in on our parent conferences. She assisted in our IEP creations for students and assisted us on any and all matter we had questions about. She also made sure that all of our students had the means for support, where for literacy, a psychological assessment, a hearing test, a speech therapist recommendation, you name it! From an outside perspective, she seemed to be very involved in the student's learnings and their futures. She made an effort to schedule in students in need and make trips to our classroom even when she was busy elsewhere. Her involvement may have been due to the fact that there were many students in need in our two classes, but also may be due to the fact that the school was about half the size, and therefore had more time to see students on a more regular basis.
With the last two schools I have been in, there has been a vast difference in the use and the availability of Learning Support Teachers. Last year, I was in a school of about 700 students, with one Learning Support Teacher who often got pulled to become the vice principal for the day. This meant that every time there was a staffing issue, students would lose the opportunity to see the LST, and the LST lost the opportunity to follow up or complete assessments and evaluations of student learning. I found it interesting to be working with classes with more than a handful of IEPs. It made me rethink my lessons and allowed me to approach ideas from several different angles. The LST seemed to be in charge of students with defiant behaviours and in charge of covering the principal's place. Unfortunately, none of my students with IEPs, even the ones with high needs, were never pulled to see the LST for testing, assistance or check ins due to the nature of her part-time role as the principal. It did not seem to affect the students, or the teachers in this grade, but now looking from an outside perspective, I can see how having meetings and conversations with the LST could have benefitted the students greatly and could have helped better their education plans through assessing their strengths and concerns together.
This year, I was in a school of about 350 students, with again, one Learning Support Teacher. In this school, she almost felt as she was an extension of our classroom, another teacher you might say. She took many students under her wing who we had identified as low readers and she took them on a daily basis in groups to give them small group literacy support. She was very highly involved in the academics of the students and made sure she was available to join in on our parent conferences. She assisted in our IEP creations for students and assisted us on any and all matter we had questions about. She also made sure that all of our students had the means for support, where for literacy, a psychological assessment, a hearing test, a speech therapist recommendation, you name it! From an outside perspective, she seemed to be very involved in the student's learnings and their futures. She made an effort to schedule in students in need and make trips to our classroom even when she was busy elsewhere. Her involvement may have been due to the fact that there were many students in need in our two classes, but also may be due to the fact that the school was about half the size, and therefore had more time to see students on a more regular basis.
Questions
From my differing experiences from school to school, I question why some schools only have one part-time resource teacher, while other schools have more than one full time resource teacher.
Why does the LST's tasks differ so greatly between schools?
How does one decide the priority of support among students?
From my differing experiences from school to school, I question why some schools only have one part-time resource teacher, while other schools have more than one full time resource teacher.
Why does the LST's tasks differ so greatly between schools?
How does one decide the priority of support among students?
Findings
According to my findings through interviews and research, the duties of a Learning Support Teacher are to aid students with various disabilities. They are to assess and identify student goals and learning needs to help the student succeed. They also have to create lessons for small group learning, and help with behaviour management in the school. Learning support teachers are also in charge of creating and updating student files and records including, but not limited to their Individual Education Plans, and must also consult and meet with parents, guardians and other professionals like speech therapists, psychologists to stay up to date on all important changes that have or will occur in the students' educational success. Learning support teachers with additional qualifications like their principal qualifications, may also fill in for the principal or vice-principals.
The terms of what an LST does in any given school will differ due to the needs of the students and the population of the school. Learning Support Teachers are well versed in behaviour support, in testing and in classroom teaching. Learning support teachers are there to help make challenging learning situations more inviting for students. They understand and acknowledge the importance of student well being and build relationships with them to better them in their school careers. Through deepening connections with students, they can better teach to their strengths and better assist them in their needs.
According to my findings through interviews and research, the duties of a Learning Support Teacher are to aid students with various disabilities. They are to assess and identify student goals and learning needs to help the student succeed. They also have to create lessons for small group learning, and help with behaviour management in the school. Learning support teachers are also in charge of creating and updating student files and records including, but not limited to their Individual Education Plans, and must also consult and meet with parents, guardians and other professionals like speech therapists, psychologists to stay up to date on all important changes that have or will occur in the students' educational success. Learning support teachers with additional qualifications like their principal qualifications, may also fill in for the principal or vice-principals.
The terms of what an LST does in any given school will differ due to the needs of the students and the population of the school. Learning Support Teachers are well versed in behaviour support, in testing and in classroom teaching. Learning support teachers are there to help make challenging learning situations more inviting for students. They understand and acknowledge the importance of student well being and build relationships with them to better them in their school careers. Through deepening connections with students, they can better teach to their strengths and better assist them in their needs.
Further Findings
In one school where I did some volunteer work, I noticed the LST seemed more involved in student learning and self-regulation. This school has about 300 students with one full-time Learning Support Teacher. In this school, the LST is involved in certain student's daily routines and seems to be an alternate Educational Assistant. She takes certain students on body breaks and to complete learning centres throughout the day and checks in on the same students, at the same times on their given days. This approach seems to be a solution to give EAs breaks and to give the students breaks also, by giving them an alternate environment and teacher for a block. I also noticed that the LST at this particular school was also qualified in both English and French, which is not always the case in French immersion schools. The benefit, is that students can be supported in the language of instruction and can better be supported because of this.
Overall, the role of a Learning support teacher can vary immensely from school to school as well as day to day to best address the needs of students and teachers alike. From assessment to consultations, behaviour interventions to special needs assessments, the role of the LST is to keep a close and professional relationship with the student, teacher, and guardians of the student to best assist the student in need. As mentioned above, their role is complex and ever-changing and involves working closely alongside teachers, families and consultants on a regular basis. They must show that they are competent in developmental, learning and behaviour limitations, assessments of many types, both creating and reviewing Individual Educational Plans, collaboration, ethical issues and legal rights. This is no easy job, but one that is rewarding and eye-opening. This is a very important person among the school staff, and is not someone who should be overlooked. Learning Support Teachers are miracle workers and a very important person to work with as a classroom teacher.
In one school where I did some volunteer work, I noticed the LST seemed more involved in student learning and self-regulation. This school has about 300 students with one full-time Learning Support Teacher. In this school, the LST is involved in certain student's daily routines and seems to be an alternate Educational Assistant. She takes certain students on body breaks and to complete learning centres throughout the day and checks in on the same students, at the same times on their given days. This approach seems to be a solution to give EAs breaks and to give the students breaks also, by giving them an alternate environment and teacher for a block. I also noticed that the LST at this particular school was also qualified in both English and French, which is not always the case in French immersion schools. The benefit, is that students can be supported in the language of instruction and can better be supported because of this.
Overall, the role of a Learning support teacher can vary immensely from school to school as well as day to day to best address the needs of students and teachers alike. From assessment to consultations, behaviour interventions to special needs assessments, the role of the LST is to keep a close and professional relationship with the student, teacher, and guardians of the student to best assist the student in need. As mentioned above, their role is complex and ever-changing and involves working closely alongside teachers, families and consultants on a regular basis. They must show that they are competent in developmental, learning and behaviour limitations, assessments of many types, both creating and reviewing Individual Educational Plans, collaboration, ethical issues and legal rights. This is no easy job, but one that is rewarding and eye-opening. This is a very important person among the school staff, and is not someone who should be overlooked. Learning Support Teachers are miracle workers and a very important person to work with as a classroom teacher.
Conclusion
As my interest in Learning Support Teachers continues, I will be exploring the opportunities to complete my Special Education qualifications. Not only would it be useful as a classroom teacher, but if I was to continue down the path of an LST in the future, I would have the means to do so. I will continue to explore my questions and experiences with Learning Support Teachers as I volunteer and shadow the Learning Support Teacher during the month of April. Learning Support Teachers' roles will always differ due to the school population and student needs. The role of an LST is to support the students in their school, whatever they may be. As I explored, they role of a LST is vast and changes frequently, and is a crucial position in school. Our goal in our schools is to meet students where they are in their learning and find the means to assist them in their learning in the best ways possible. All in all, I have learned that is is important to have good professional relations with the Learning Support Teachers in the school and to ask them for assistance as soon as there is a sign of difficulty. Without the extra support of the LST, students may have a less successful time in their year of learning.
As my interest in Learning Support Teachers continues, I will be exploring the opportunities to complete my Special Education qualifications. Not only would it be useful as a classroom teacher, but if I was to continue down the path of an LST in the future, I would have the means to do so. I will continue to explore my questions and experiences with Learning Support Teachers as I volunteer and shadow the Learning Support Teacher during the month of April. Learning Support Teachers' roles will always differ due to the school population and student needs. The role of an LST is to support the students in their school, whatever they may be. As I explored, they role of a LST is vast and changes frequently, and is a crucial position in school. Our goal in our schools is to meet students where they are in their learning and find the means to assist them in their learning in the best ways possible. All in all, I have learned that is is important to have good professional relations with the Learning Support Teachers in the school and to ask them for assistance as soon as there is a sign of difficulty. Without the extra support of the LST, students may have a less successful time in their year of learning.
Works referenced
Carleton University. (2014). Special Education Teacher Profile. Retrieved from https://carleton.ca/psychology/wp-
content/uploads/Special-education-teacher.pdf
Greater Victoria School District. (2008, May). Learning Support Teacher. Retrieved from https://www.sd61.bc.ca/wp-
content/uploads/sites/91/2014/08/Regulation-2127.064-Learning-Support-Teacher.pdf
Ministry of Education. (2016, February). Every Student/ Every School. Capacity Building K–12,1-8. Retrieved from
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/cbs_every_student.pdf
Ontario Teachers' Federation. (2017). Teachers' Gateway to Special Education. Retrieved from
https://www.teachspeced.ca/home
Carleton University. (2014). Special Education Teacher Profile. Retrieved from https://carleton.ca/psychology/wp-
content/uploads/Special-education-teacher.pdf
Greater Victoria School District. (2008, May). Learning Support Teacher. Retrieved from https://www.sd61.bc.ca/wp-
content/uploads/sites/91/2014/08/Regulation-2127.064-Learning-Support-Teacher.pdf
Ministry of Education. (2016, February). Every Student/ Every School. Capacity Building K–12,1-8. Retrieved from
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/cbs_every_student.pdf
Ontario Teachers' Federation. (2017). Teachers' Gateway to Special Education. Retrieved from
https://www.teachspeced.ca/home