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Q ~ =~ =p =p ~ t =q =p ~ ~ =~ =d AcknowledgmentsThe Department of Education appreciates the efforts of all who have contributed tothe development of this of Education Student Services Advisory Working GroupMembers of the Student Services and Special Education StandingCommitteeEastern school District Students ServicesWestern school Board Students ServicesLa commission scolaire de langue fran aise de l le-du-Prince- douard Copyright OwnershipCare has been taken to acknowledge copyright material used in the development of thisdocument. Any information that will allow the Prince Edward Island Department ofEducation to rectify any reference in subsequent editions would be gratefully received bythe:Special Education Coordinator, Department of EducationPO Box 2000, Charlottetown, PE C1A 7N8 Contact Information:Special Education Coordinator, Student Services DivisionDepartment of EducationPO Box 2000, Charlottetown, PE C1A 7N8 Tel.

Teachers and Support Staff Working Together 5 • Support staff must work in cooperation with school staff to ensure that assignments and schedules achieve the

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Transcription of C:Work in ProgressWinnifred05ED41-11642working ...

1 Q ~ =~ =p =p ~ t =q =p ~ ~ =~ =d AcknowledgmentsThe Department of Education appreciates the efforts of all who have contributed tothe development of this of Education Student Services Advisory Working GroupMembers of the Student Services and Special Education StandingCommitteeEastern school District Students ServicesWestern school Board Students ServicesLa commission scolaire de langue fran aise de l le-du-Prince- douard Copyright OwnershipCare has been taken to acknowledge copyright material used in the development of thisdocument. Any information that will allow the Prince Edward Island Department ofEducation to rectify any reference in subsequent editions would be gratefully received bythe:Special Education Coordinator, Department of EducationPO Box 2000, Charlottetown, PE C1A 7N8 Contact Information:Special Education Coordinator, Student Services DivisionDepartment of EducationPO Box 2000, Charlottetown, PE C1A 7N8 Tel.

2 : (902) 368-4639 Fax.: (902) 368-4622 This handbook can be accessed on the Department of Education s website June 2005 Table of ContentsPreamble .. 3 Standards and Guidelines for Teachers and Support Staff Working Together . 7 Roles and Responsibilities of Support 9 General Knowledge and Qualifications and Typical Duties ..14 Educational Assistant ..14 Youth Service Worker ..18 Roles and Responsibility Chart ..22 Information for Teachers and Support Staff Working Together .. 23 Personal Philosophy ..24 Teaching Strategies ..24 Classroom Management ..24 Daily Planning ..25 Flexibility ..25 Understanding the Implications and Challenges of the Support Staff Role .. 27 Promoting Inclusion ..27 Fostering Independence ..28 Communication, Professionalism and Confidentiality .. 32 Conclusion .. 35 AppendicesMinister s DirectiveContinuum of ServicesPositive Relationships ChecklistsReferencesTeachers and Support Staff Working Together1 The object of teaching achild is to enable him to getalong without his Hubbard (1856-1915)Teachers and Support Staff Working Together3 Preamble The reality of teaching in the twenty first century is thatschools must be prepared to meet the needs of a diverse groupof learners.

3 Teachers are responsible for the overall direction,education and management of programming, evaluating,reporting, and designing interventions for all students withinthe classroom. However, it should not be expected that anyone teacher will have the repertoire of skills to meet the needsof all students all of the time. Classroom/subject teachersmust be prepared to work collaboratively with parents*, otherprofessionals and support staff to help students achievesuccess in purpose of this handbook is to provide administrators,teachers, support staff, and other school personnel withinformation that will assist in developing successful workingrelationships. When roles and responsibilities of schoolpersonnel and support staff are clear and well understood,everyone will benefit.*The term parent is used throughout this document to referto parents and and Guidelines4 Standards and Guidelines for Teachers and SupportStaff Working Together One of the supports in a wide continuum of support services available tostudents with special educational needs may be additional assistance from[student] support staff within school settings.

4 (MD No. 2001-08) Support staff refers to employees allocated to work inschools to assist administrators, teachers and schoolcounsellors to address special educational needs withinthe school . Support staff may be assigned to schools where studentswith special educational needs have IndividualEducation Plans that demonstrate an assessed need forassistance, beyond what can be otherwise provided byteachers and other school personnel. Support staff must work under the supervision of schoolprincipals and the direction of certified teachers. Support staff must be versatile, well-trained and multi-skilled in order to competently fulfill the requirements oftheir respective roles. Support staff must continue to build capacity inknowledge and skills as it relates to current andpotential assignments. Support staff must be prepared to work collaborativelyas part of the educational partnership which includesparents, teachers, other professionals and other supportstaff.

5 Support staff must remain flexible and be prepared toadapt duties and schedules in order to respond tochanges in students needs in the school and/or at theBoard/District and Support Staff Working Together5 Support staff must work in cooperation with school staffto ensure that assignments and schedules achieve themost efficient and effective use of their time. Support staff have a responsibility to participate inplanning for students with other school personnel. Support staff must be well-versed in strategies whichmaximize the independence of students with specialeducational needs and provide opportunities for studentsto grow and develop within a natural schoolenvironment. Support staff act as inclusion facilitators with the goalof achieving an optimum level of inclusion in regularinstructional settings. Support staff must respect and follow appropriate linesof communication as outlined in guidelines and policiesof the school , district/board and department.

6 Support staff have a professional responsibility to modeland promote an atmosphere of mutual respect for eachother as well as for teachers, students, parents, andother professionals. Support staff have an obligation to respect theconfidentiality of students and their and Support Staff Working Together7 Introduction The Department of Education, Student Services Division, hasthe responsibility to set policies for the provision of specialeducation and to define goals, standards, guidelines andpriorities for students with special educational needs in theprovince of Prince Edward Island. The Minister s Directiveon Special Education No. MD 2001-08 (see appendix) is thepolicy that outlines the roles and responsibilities of theDepartment of Education, school boards and schools. Thedirective is a framework document that provides for acontinuum of support services based on the philosophy ofinclusionary most educational jurisdictions in Canada, Prince EdwardIsland believes in a philosophy of inclusion.

7 Students withvarying degrees of special educational needs are providedwith services and programs, based on the assessed needs ofeach student (a non-categorical approach), that will enablethem to be educated with their age appropriate peers inneighbourhood schools. While most students will have theireducational needs met in the classroom, some situations willrequire assistance beyond what classroom/subject teacherscan provide. A continuum of support services is available tostudents with special educational needs in Prince EdwardIsland. (see appendix ). One of those supports may be the individual, paired, and/orshared support of trained support staff, who assist in theimplementation of individual educational plans under thedirection of classroom/subject teachers and under thesupervision of school staff are assigned to schools annually by schoolboards/districts based on allocations provided by theDepartment of Education.

8 The assignment process considers assessment information gathered from schools that prioritizesneeds within the school . Standards and Guidelines8 This assessment information will include: overall special educational needs in the school ; availability of resources that support students with specialeducational needs; individual education plans which specify role of support support staff have been an integral part of theeducation scene on PEI for many years, their numbers inIsland classrooms have increased substantially in the lastdecade in proportion to the increasing number of studentswith special educational needs. Driven by societal change,and with the help of more sophisticated identificationprocesses and medical interventions, greater numbers ofstudents with special educational needs are attending schooland being included with their peers. The nature of thesespecial needs has also changed significantly resulting in theneed for a wide range of versatile, multi-skilled support staffto assist increased numbers and diverse nature of students withspecial educational needs have made a difference in theworking relationship between teachers and support the 1970s and 1980s, most of the planning around theintegration of students with special educational needs wascarried out by special education personnel withclassroom/subject teachers having little input.

9 In today sschool, the teacher is a core member of the school -based teamof professionals who will develop Individualized EducationPlans (IEPs) for students with special educational particular needs of the student have always determinedthe level and kind of support required and support staff haveplayed an important role in the implementation of the IEP. However, guiding the work of support staff as inclusionfacilitators in the classroom and in the school is a relativelynew experience for Island administrators and teachers. The purpose of this handbook is to assist all parties insupporting this new collaboration. Teachers and Support Staff Working Together9 Support staff refers to employees allocated to work in schools to assistadministrators, teachers and school counsellors to address specialeducational needs within the school . Support staff may be assigned to schools where students with specialeducational needs have Individual Education Plans that demonstrate anassessed need for assistance, beyond what can be otherwise provided byteachers and other school personnel.

10 Support staff must work under the supervision of school principals and thedirection of certified teachers. Support staff must be versatile, well-trained and multi-skilled in order tocompetently fulfill the requirements of their respective roles. Support staff must continue to build capacity in knowledge and skills as itrelates to current and potential and Responsibilities of Support Staff This wide rangeof services, inaddition toclassroom/subject teachers,is available tostudents PEI Student Services (1-12) Continuum of Services andPlacement Options Only as Special as Necessary (seeappendix) describes many of the support services and specialprograms that are functioning in Island schools. This widerange of services, in addition to classroom/subject teachers, isavailable to students with special educational needs. Theterm support staff encompasses a number of distinctiveclassifications of human resource support available to assistschool staffs in meeting special educational needs.


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