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Page The Role of the Resource Teacher
The role of the resource teacher is one of Planning, Collaboration and Direct Service.
A.
Planning
The
role of the resource teacher involves a large amount of planning and the
documentation that goes with coordinating services and programming for
students with special needs.
Specifically
it includes:
Ø
collecting information and writing IEPs (Individual Education
Plans) for students who are
academically challenged and who require modified programs, BIPs (Behavior
Intervention Plans) for students who are behaviourally challenged, and those for
whom adaptations to the regular classroom program are required
Ø
assisting teachers with Accommodation/Adaptation plans
Ø
writing funding applications and getting parent signatures
Ø
providing Emergency Response plans for students who are medically
challenged
Ø
preparing plans for Individualized programs for students with
multiple physical challenges
Ø
organizing and attending IEP and student support team meetings
Ø
making referrals to divisional clinicians or outside agencies
Ø
assisting with the scheduling, training and monitoring of
educational assistants
Ø
organizing the hearing and vision screening program within the
school
Ø
meeting with the divisional Coordinator of Student Services and
the divisional resource teacher and student support services teams
Ø
collaborating regularly with classroom teachers
Ø
maintaining records and student files for IEPs, progress reports
and other information on students with special needs
The resource teacher is a
key member of the student services support team in each school.
The team includes parents, administration, classroom teachers,
educational assistant(s), and when appropriate, the guidance counsellor, STEMS
coordinator, clinician(s) and outside agency personnel.
The divisional Coordinator of Student Services is also a member of this
team.
Collaboration will serve
the following purposes:
Ø
determining which students require resource teacher intervention
and what that intervention will be
Ø
collecting information from staff, parents, clinicians and outside
agencies for the development of written IEPs, BIPs, Accommodation/ Adaptation
plans, Transition plans and funding applications
Ø
providing material, suggestions and/or recommendations to
classroom teachers for the purpose of classroom program modification,
adaptation, and individualization to meet the needs of students
Ø
coordinating referrals to the school psychologist, speech/language
pathologist, or outside clinical and agency support personnel
Ø
sharing pertinent information according to the written individual
education plans (IEPs) behaviour intervention plans (BIPs),
Accommodation/Adaptation plans,
Transition plans and funding applications
Ø
providing on-going information and support to classroom teachers
to assist them in dealing with special needs students
Ø involving parents in team meetings for planning purposes and feedback
Ø scheduling educational assistants, volunteers and peer helpers, where applicable
Ø
determining which students qualify for the M (modified)
designation using the METY’s and RRSD’s guidelines and criteria
The
direct service role of resource teachers involves working individually or in
small groups with designated students for the purpose of assessing needs and
providing intervention.
Specifically,
it includes:
Ø
providing formal and informal academic assessments of students for
purposes of placement and/or program planning
Ø
observing students in the classroom setting as part of the
assessment process
Ø
providing individual and/or small group instruction, of limited
scope and duration, to students who are identified a needing either remedial
assistance or programming beyond that provided in the regular classroom