1. ROLE OF LEARNING SUPPORT OFFICERS
CECV Intervention Framework
Module 5e
Learning & Teaching
ROLE OF LEARNING SUPPORT OFFICERS
FACILITATOR NOTES
Prior to commencing this Module (5E), all staff need to complete the ‘LSO Deployment Questionnaire’. The Leadership Team will collate the responses and establish the five priorities for the school.
The time required to deliver this module is likely to be about 2 hours. Facilitators may decide to deliver it over two sessions.
It is recommended that you have on hand a print copy of Effective Practices Framework For Learning Support Officers as a context for explaining how this module will enable participants to be thoroughly familiar with and confident in using the Framework.

2. Purpose of this Module
As a result of participating in this unit you will:
Clarify the role and expectations of Learning Support Officers (LSO) in our schools
Be familiar with the Effective Practices for Learning Support Officers document 2
Slide 2
Briefly outline the objectives of the module.

3. Foundations of the Framework
Slide 3
Briefly recap on the philosophical and foundational features of the Intervention Framework 3

4. Core Principles 1. All students can succeed
2. Effective schools promote a culture of learning
3. Effective teachers are critical to student learning success
4. Teaching and learning is inclusive of all
5. Inclusive schools actively engage and work in partnership with the wider community
6. Fairness is not sameness
7. Effective teaching practices are evidence-based 4
Slide 4
Briefly recap on the Core Principles that underpin the Intervention Framework

5. Inclusive Education
An inclusive education system can be described as one which values diversity and celebrates difference. Inclusive education systems seek to engage every learner to ensure “the successful participation and maximised achievement of every student” (Elkins, 2004, p13) 5
Slide 5
Briefly highlight key words in this quote.
Then ask participants to discuss: What role do our LSOs have in ensuring this is a reality? -

6. Four distinct features of effective practices for educators working with children with additional learning needs
1. Clarification of the role/expectations
2. Identification of tasks/responsibilities
3. Establish clear pathways for communication
4. Identification of training 6
Slide 6
Emphasise that these features of effective practices apply to all educators involved with students with additional learning needs, not just LSOs.

7. By any other name……. Learning Support Assistant
Learning Support Officer
Teacher Aide
Paraprofessional
Teacher Assistant
Multi-cultural Aide
Slide 7
Discuss with participants:
What title do you give this position?
What connotations do the titles reflect/suggest?
The CECV Effective Practices Framework refers to Learning Support Officer. Note that such positions are defined and classified by the Victorian Catholic Education Multi Employer Agreement (VCEME) as School Officers. 7

8. What do you do?
List the expectations and responsibilities of the LSOs in your school.
Match the listed award duties with role description.
How do they align? 8
Slides 8-12
Audit the responsibilities and expectations of the LSOs in your school.
Match these with role with the duties as outlined Victorian Catholic Education Multi Employer Agreement
NOTE: For this activity you will need to have available copies of duties statements from the Agreement. Emphasise that there are different duties according to the conditions of employment (including level of school officer). See slides 9-12.

9. Please note
Slides 9 – 13 are current, at the time this module was written (November, 2011).
Please ensure that you are using the most up-to-date version of the Victorian Catholic Education Multi Employer Agreement.
This version of the Agreement has expired, but is still being used in the current form, until the new version, that is currently being written, is resolved. A release date has not been announced. July 2012.

10. Victorian Catholic Education Multi Employer Agreement (2008)
LEVEL Duties
assist students on an individual or group basis in specific learning areas’
assist with the communication between students and teachers, particularly the interpretation of instruction
provide basic physical and emotional care for students
participate in team meetings
assist with physical requirements of students requiring special care eg. toileting
observe students and draw the attention of the teacher to them when necessary
participate in the monitoring and evaluation of programs and student involvement
assist with communication between teachers and non English speaking parents/students
assist in the translation of documents
assist with the clerical duties associated with normal classroom activities
assist with the collection, preparation and distribution of teacher aids
assist in the preparation of equipment and purchasing of materials and supplies as required 9
Slide 9

11. LEVEL Duties
in consultation with teachers/staff, undertake specialist instruction to students in specific areas, eg. instruction in music, languages
liaise with teachers/staff in relation to curriculum requirements’
using equipment and materials, prepare or assist in curriculum support materials or assist students in the preparation of materials, eg. photography, conducting science experiments, video-taping, audio recording, document preparation on computers, language laboratories
assist with correction of students’ work
assist with identifying student learning/behaviour problems
provide specialist advice under the supervision of senior personnel, to students in relation to the handling and use of materials and equipment
in consultation with teachers and other senior staff select reference materials and other educational tools 10
Slide 10

12. LEVEL Duties
participate in parent interviews as interpreter and translator
assist with student assessment and reporting
report to parents/relevant therapist on progress of student
monitor responses of other students to disabled student and identify discriminating attitudes
assist in following up student assignments to ensure that work is submitted
demonstrate an understanding of curriculum by adapting teaching aids
LEVEL Duties
Responsible to senior management for the following:
management of a specialised unit eg. pastoral care
assist in providing strategic advice on specific support services and their impact on school curriculum and services
develop policy in relation to students for the unit/support services
develop student profiles for the use of unit/support services staff 11
Slide 11

13. LEVEL Duties
co-ordinate policy development relevant to area of specialisation
provide strategic advice on specific support services and their impact on school curriculum and services
deliver professional support eg. therapy, guidance, counselling, social work, careers, work experience, pastoral care 12
Slide 12

14. In a Nutshell: Role Descriptors in accordance with the Agreement
Learning Support Officers:
provide direct or indirect services to students, assist students on an individual or group basis in specific learning areas; and
work under the supervision of a teacher, a higher level Learning Support Officer, or principal who has the ultimate responsibility for the design, implementation, and evaluation of education programs and related services.
Slide 13
Invite feedback and questions of clarification from participants about alignment with their school position descriptions and those of the Agreement, then use this summary statement as a way of moving to the next focus on the LSO role within the RtI model. 13

15. CECV Intervention Framework
(Link to Figure I, page 3 of Effective Practices Framework for Learning Support Officers) 14
Slide 14
Use the diagram of the Intervention Framework (page 3 of Effective Practices Framework for Learning Support Officers). It clearly places LSOs within the Teaching and Learning phase of the process.
Use the diagram to also recap on all key phases of the framework.

16. Roles and Responsibilities of Learning Support Officers the Matrix
Slide 15
Explain to participants that the Matrix you are about to introduce (Slides 16-17) has been developed to simplify the roles and responsibilities of the LSO in alignment with the CECV Intervention Framework. 15

17. The RtI system has three tiers:
Identification
of role & tasks
Identification of
tasks
Slides 16-17
Explain to participants that the Matrix uses the RtI tier system as a way of explaining the nature of the role.
The RtI system has three tiers:
Universal – Core Program focuses on supporting students within whole class needs (Tier 1)
Targeted/Focused refers to individual learning within small groups ( Tier 2)
Personalised – refers to ILP Intensive 1:1 learning ( Tier 3) 16

18. Pathways of
communication
Identification
of training
Slide 17
Note that the matrix is aligned with the 4 effective practices outlined in Slide 6. 17

19. Educational Support /
Intervention
Role of the LSO in
Teaching and Learning
Role of LSO (INTENSIVE/PLP/TIER 3) Closely liaise with the teacher to decide upon the specific strategies to be implemented by the LSO, as identified in the PLP.
Work with the student to support the implementation of the particular learning goals identified. Collect data for analysis by the student’s teacher / PLT/problem-solving team. LSOs will have the skills , knowledge and traits required for successful implementation, as well as access to relevant professional learning.
Role of LSO
Work in partnership with the teacher to implement particular aspects of the learning plans for groups of students and/or individual students. Collect data for analysis by the teacher. LSOs will have the skills , knowledge and traits required for successful implementation , as well as access to relevant professional learning.
Role of LSO
Work alongside educators to support student learning. May include general support to groups of students whilst the teacher is engaged in focused teaching. May also involve provision of individualised/personalised support e.g. mobility or communication support for short periods where required. LSOs will have the skills , knowledge and traits required for successful implementation , as well as access to relevant professional learning.
Slide 18
Use this graphic to help explain the idea of the three tiers and where the work of the LSO fits. 18

20. The role of the LSO can be varied and complex
It may include:
Assignment to one child or more children with disabilities, to groups of students with similar needs or across various teaching spaces in a school.
Supporting a student’s academic learning, behaviour program, physical care, or social progress throughout the entirety of a school day including class and recess times.
Providing academic support in Literacy or Mathematics.
Supporting social development through conversational skills or social interactions.
Providing behavioural assistance to diffuse a tantrum, providing sensory support, and setting up a reward system for good behaviour.
Playground or bus duties, creating or building a social story, communication board, duplicating learning materials in larger print or on the computer, or organizational tool for a student with disabilities.
Working with parents.
Student’s personal care such as tying a shoe, washing hands, or dressing for outdoor recess. 19
Slide 19
Work through the following points with participants and invite comment, experiences, feedback and questions of clarification.

21. What does this mean for your setting?
Slide 20
Invite participants to use this worksheet to audit their school practices around their use of LSOs and expectations of them within the three tiers model, e.g.
What do we have going on at Tier 1, 2 and 3 to support student learning?
How are we using LSOs within these tiers?
Allow approximately 30 minutes for small group work. Take feedback and discuss issues and concerns related to LSOs and their involvement in PLPs. 20

22. Professional Learning Teams Opportunities to address the issues
Considerations are:
Interference with ownership and responsibility by general educators, teachers may become dependent upon LSOs, hand over responsibility
Separation from classmates, creating a barrier between him/her and peers.
Dependence on adults. Too much scaffolding, a lack of fading
Impact on peer interactions, LSO communicates for the student
Limitations on receiving competent instruction, lack of training to teach the most ‘needy’
Loss of personal control. LSOs who make decisions for the child they work with, not all adults are helpful, don’t understand the limits and boundaries, and may follow the directions of ANY adult. We teach them to ‘do as their told,’ and that is not always a good lesson.
Interference with instruction of other students, taking up more time. 21
Slide 21
Research by Michael Giancgreco et. al in 1997 identified a series of concerns related to the close proximity of instructional assistants and the students with significant disabilities that they supported.
Invite participants to share experiences and concerns related to these matters. What are the implications for your LSOs and students?

23. Consider this example…..
An LSO provides the student's primary literacy instruction.
The student is removed from class activities at the discretion of the LSO rather than the teacher.
The student spends 80 percent or more of his or her time with a paraprofessional.
The student spends the majority of his or her social time (lunch, recess) with an LSO rather than with classmates.
The LSO, rather than the teacher or special educator, makes the majority of day-to-day curricula and instructional decisions affecting the student.
These examples highlight a double standard. Most educators would consider these situations unacceptable for students without disabilities, yet these situations occur all too frequently for those with disabilities. 22
Slide 22
Continue the discussion of potential concerns and problems that may arise using the examples presented. Discuss:
What are the implications for these students?
How can we manage/ avoid these situations arising?

24. Professional Reading
Giangreco, M. F. 2003, ‘Working with paraprofessionals’, Education Leadership, 61 (2), 23
Slide 23
Recommend this article to participants.
Conclude by alerting participants to the next and final module in the series, Module 6 – Evaluation.
Also:
Invite the Leadership Team to report back to the staff the five priorities resulting from the ‘LSO Deployment Questionnaire’.