Teacher - Learning Support, (Whitefield Bangalore)
Designation: Teacher – Learning Support Role and responsibilities
Overall Responsibilities -
- A key function of the LS teacher is sharing information among all relevant stakeholders to provide a coordinated and comprehensive approach to support student achievement and well-being.
- To work towards skill development across domains of learning and ensure students are moving towards becoming responsible and independent learners.
- To observe, identify, plan, collaborate, implement and review in order to employ a culture and system of early identification and intervention.
- To have a proactive approach in effectively addressing whole class observations in a timely manner and following up with respective teachers to convey the purpose and measures meaningfully.
- Meet requirements for the observation, assessment and recording of the holistic development of student.
Academic support -
- To schedule whole class observations, maintain anecdotal records and analyze patterns of learning and behavior across classes and communicate the same in a timely manner to collaboratively plan next steps with the mainstream.
- To create effective plans of action intended to be shared with all stakeholders.
- To aid access to the full range of learning experiences both inside and outside the classroom and use appropriate resource materials as required e.g. worksheets, games, visual prompt cards, trackers, checklists, technology resources, etc.
- To suggest strategies for differentiation, as part of Tier 1 approaches in teaching and learning in order to cater to diverse learners in an equitable manner and follow up on its implementation with the respective teachers.
- To motivate and encourage the pupil to have a go at learning engagements they may be unsure of, in order to build upon confidence and self-advocacy skills and move from being a dependent to an independent learner.
- To work with students and parents to develop critical life skills such as self-management, organization and time management through a process of self-evaluation, reflection and goal-setting.
- To formulate meaningful individual plans and implement the same with fidelity catering to the areas of skill building and nurturing the growing identities of students using a wholesome approach through formal and informal means.
- To attend in-service professional development sessions and relevant meetings in order to keep up to date in working with children with differential needs.
- To promote programs which enhance the, social or emotional growth of students.
- To have intentional interactions with individuals and small groups relative to their concerns and refer to the external specialist/School Psychologist in case rigorous intervention is needed; after a maximum of about four interactions denoting no significant progress that calls for intense/ long term skill building.
Supporting staff and school -
- To work as part of the team to ensure that the well being and personal development of the pupil enhances their learning opportunities and life skills.
- To attend planning meetings with the class teacher to develop learning programmes and to assist in the delivery of the programmes.
- To provide regular feedback to the class teacher and relevant outside agencies about the pupil’s difficulties and progress.
- To contribute to the pupil’s annual review by writing a brief report and attending the meeting.
- To foster links between home and school.
- To aid in transitional points( grade/ programme/ curriculum) and ensure relevant data is transferred to stakeholders involved in a timely manner through formal documented meetings.
- To participate in relevant professional development as deemed appropriate for the needs of the child.
- To contribute to the respective programme development plan in an effective manner and ensure the action plan is sustainable.
- To understand and apply the school policies on learning and behaviour, and the guidelines relating to access to the curriculum, well-being and growth.
- To maintain confidentiality and sensitivity to the pupil’s needs but have regard to the safeguarding procedures of the school.