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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.

2 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.: (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 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.

4 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.

5 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.

6 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 . (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.

7 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.

8 Support staff must be prepared to work collaborativelyas part of the educational partnership which includesparents, teachers, other professionals and other supportstaff. 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.

9 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.

10 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.