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The Roles and Responsibilities of the Resource Teacher

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June McGhee

on 11 October 2013

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Transcript of The Roles and Responsibilities of the Resource Teacher

The Roles and Responsibilities
of the Resource Teacher

created by
June McGhee

The role of the resource teacher is to provide support
Student Growth and Development
Inclusive education...is a child-centered philosophy and approach that recognizes that every child has something positive to contribute to society and can reach his or her full potential if given appropriate opportunities and supports (A. Wayne McKay, 2007, p. 5)
Resource teachers support inclusion by:
understanding students' strengths and challenges in order to provide appropriate opportunities and supports
problem-solving as part of a collaborative school team and utilizing available resources and personnel
co-teaching and co-planning with inclusion in mind
being knowledgeable about evidenced-based practices for inclusion
Celebrating Diversity
Valuing multiple intelligences
Appreciating individual abilities and gifts
Resource teachers provide support for:
Resource teachers promote healthy growth and development by:
developing positive relationships with students and modeling positive interactions with parents and teaching colleagues
understanding and utilizing students' developmental assets (Search, 2006)
using success to build self-esteem and self-worth
promoting physical, social and psychological wellness (Yoga in the Schools, Mindfulness, Circle of Friends, social club)
Resource teachers have a responsibility to learn about child development. They must also stay current on educational practices and strategies that benefit students, including exceptional students, in order to develop expertise in planning, implementing and tracking student growth.
knowledge of
research &
leadership &
Resource teachers use assessments to plan, guide, monitor and measure student learning:

standardized achievement tests (K-TEA, WIAT)
curriculum-based measurement (AIMSweb)
district math screeners, PRIME diagnositic tool, Keymath
Benchmark & running records
on-going formative assessments
progress monitoring
provincial assessments (preparing students & applying for accommodations and exemptions)
FBA, ABC behaviour charting, observation

Resource teachers also use assessments administered by others: Psycho-Educational Assessments, Behavioural Assessments, and extra-mural reports to create appropriate child-specific learning plans.
Resource teachers provide direct instruction in a variety of ways:

in-class support
short-term, pull-out group interventions
delivering instruction to whole class while class teacher works with exceptional students

According to one NB model, direct instruction should take up 25-35% of a resource teacher's time (Supporting the SEP Process, 2006, p.43).
To effectively support student learning, resource teachers have a responsibility to:
be knowledgeable about curriculum--multi-grade level curriculum, as modified plans include goals and outcomes from differing grade levels
take advantage of professional development opportunities and curriculum training
apply for, store, track and use appropriate assistive technology to help students access and demonstrate their understanding of the curriculum
To support student learning, resource teachers need to be knowledgeable about the SEP process. This involves:
In addition to supporting the common curriculum, resource teachers support student learning by offering specialized instruction to support individual students:
social skills instruction
life skills and self-care
communication(verbal, non-verbal (PECS))
study skills
vocational skills
personal schedules, dealing with transitions
relaxation, coping with anxiety
collaborating with stakeholders: students, teachers and parents all need to provide input and to take ownership of goals; should not be the sole responsibility of resource teacher
utilizing student strengths and interests to create realistic and attainable goals and outcomes
understanding how to create SMART goals
on-going monitoring and tracking
"living document" that is implemented, not just created
"the role of the resource teacher in an inclusive school must be focused on supporting and working directly with classroom teachers. The resource teacher must be an experienced and knowledgeable teacher who can provide leadership to help build teacher capacity for utilizing differentiated pedagogical strategies in the classroom"
Angela AuCoin
Gordon Porter
Education Canada, Spring 2013
Support for Teachers
helping create differentiated materials
modeling best practices
collaborative problem-solving
providing PD in-service
sharing information (students, exceptionalities, supports)
being an active PLC member
Supporting Educational Assistants
valuing their contribution
matching students and EAs
scheduling (in collaboration with administration)
modeling effective strategies for inclusion
providing resources & learning opportunities
providing goals and direction
listening and responding to questions and concerns
Supporting the Student Services Team
being a contributing member to school team meetings (respecting norms, offering suggestions, being reflective and positive)
being knowledgeable about district and provincial policies
keeping accurate notes & minutes and providing documentation
sharing knowledge and learning from others
To Support Families, Resource Teachers can:
keep lines of communication open
be respectful of non-traditional families
involve parents in the SEP process
be welcoming, make parent meetings fun and informative
be proactive, make positive calls to establish rapport
listen to questions and concerns
tap into their knowledge of their own child
problem-solve in a collaborative way
Mental Health
P.R.O. Kids
Resource teachers can Support families by helping to connect them to the services they need
MacKay, A. Wayne (2007). Inclusion: What is inclusion
anyway? Fredericton: New Brunswick Department of Education.
Piquette-Tomei, Noella (2011). Inclusion is including all.
Retrieved from Youtube.
Porter, Gordon & AuCoin, Angela (2013). Education
Canada 53(2), 24-28.
Search Institute (2006). 40 Developmental Assets.
Minneapolis, www.search-institute.org.
Supporting the SEP Process (2006). Fredericton:
Department of Education.
Whitney, Tanya (2011). Collaborative frameworks.
Retrieved from Youtube.
Big Brothers/Big Sisters
Respite care
kids help phone
Resource teachers support families through transition planning
transition to school
transition to high school
transition to work & community living
transition to middle school
Support for Single Parents
Full transcript