Developing Positive and Working Relationships
with Learning and Support Officers
Learning Support Officers play an important role in our schools, and in maximising the learning outcomes of students with additional needs. The actual role of Learning Support Officers as detailed by the NSW DEC (2012) involves:
- 'working collaboratively with the classroom teacher to identify the learning and support needs of students with additional needs;
- planning, implementing, modelling, monitoring and evaluating teaching programs for students with additional needs in conjunction with regular classroom teachers;
- providing professional specialist advice, support and mentoring to classroom teachers on how to best cater for the diverse learning needs in their classrooms’.
The roles and responsibilities of a Learning and Support Officer, as detailed above, demonstrates the collaborative
nature of their role and the importance of working with the classroom teacher.
Yet in working with Learning Support Officers, you may find from time to time that you have a difference of opinion about how to best cater to the academic, social and emotional needs of a student/s. Such differences of opinion should be highly valued and respected, for you are both professionals in the teaching profession. The fact that you may have different knowledge, experiences and skills is a positive, for if you combine them you are able to better cater for students with additional needs in your classroom.
In developing a positive and professional relationship with Learning Support Officers, Cowley (2003, p148) suggests that it is helpful to find out in what capacity and context they would prefer to work; ‘whether they would like to be involved in lesson planning, in differentiating certain tasks, or in simply delivering the work you prepare’, thus developing a professional relationship that works for both of you.
Remember that catering for students with special learning needs is a collaborative effort, and as such it is important to
work with the Learning and Support Officers to ensure that you are ‘on the same page’ with regards to the students’ needs and goals. Keep in mind, that ultimately, you both have students’ best interests at heart.
Yet remember that you are the classroom teacher, and you are ultimately accountable for students’ learning outcomes. Where you may have a difference of opinion that you are not able to reach an agreement on, we would suggest that you seek further advice from your Supervisor.
References:
Cowley, S 2003, How To Survive Your First Year in Teaching, Continuum, London.
NSW DEC (New South Wales Department of Education and Communities) 2012, accessed 7/10/2012,
http://www.schools.nsw.edu.au