Werner (2015) states every school has its own personality, has its own feel. Something that is very apparent the moment you walk through the door. She challenges us to think: How does it feel?
As a Resource Teacher Vision (RTV) working for BLENNZ, a National school supporting learners that are blind, low vision or deaf/blind, I go into many schools as an itinerant. I sense the feeling of these schools I go into.There is an incredible array of differences, whether mainstream, high or low decile, in special units attached to a school, private and/or special character schools. The underlying factor of the students I see and work with in these schools is not defined by their families socioeconomic status (SES) but by their ability to see.
BLENNZ RTV support is not governed by SES but based upon the rating which the student is given as defined by the Ministry of Education guidelines or BLENNZ moderate rating for their visual needs. There is currently no data that has been collated defining what SES families fit or how our BLENNZ students as a group succeed academically against their sighted peers or those of similar SES. This would be interesting as it may give insight into what added value an RTV support, which works in partnership with whānau, educators and community may give these learners to reach their potential growth. My hunch, when partnerships work well, is that if materials are accessible and students are given enough time to complete work results would be more favourable than being left without support.
Our BLENNZ vision is: Equity through access: opening doors so all may learn. Our key value is to strive for an inclusive society by the removal of barriers (BLENNZ Charter, 2015). These barriers may look different for each individual learner and whānau.
In my professional environment BLENNZ to me represents a culture of support. Sometimes I think we may even be too supportive and giving. There is a fine line between empowering and disempowering learners, whānau and educators; a tightrope we walk. I do believe that the key value of striving for inclusiveness through accessibility and removing barriers is in fact a right for all learners and needs to be built into all resources at the design level.
Stoll (1998) places the importance of understanding school culture as a starting point for leading change. Hongboontri and Keawkhong (2014) show that school culture impacts on teacher beliefs and instructional practices. Dunkelblau (2015) believes that a climate and culture of a place is made up of the people in it, he says; " students cycle through but staff remain", so the culture comes from the teachers and from history. Trushiem (2015) adding that it can sometimes happen by default. Lets make that positive climate and culture happen for all.
Going into different schools as an RTV I am faced with differing paradigms and these can impact how partnerships form with whanau, educators and learners. So my big question as I reflect about climate and culture is: what type of climate and culture am I presenting when I enter into a school or classroom?
Feedback please?
How do you feel as a teacher when an itinerant comes into your class?
As a Resource Teacher Vision (RTV) working for BLENNZ, a National school supporting learners that are blind, low vision or deaf/blind, I go into many schools as an itinerant. I sense the feeling of these schools I go into.There is an incredible array of differences, whether mainstream, high or low decile, in special units attached to a school, private and/or special character schools. The underlying factor of the students I see and work with in these schools is not defined by their families socioeconomic status (SES) but by their ability to see.
BLENNZ RTV support is not governed by SES but based upon the rating which the student is given as defined by the Ministry of Education guidelines or BLENNZ moderate rating for their visual needs. There is currently no data that has been collated defining what SES families fit or how our BLENNZ students as a group succeed academically against their sighted peers or those of similar SES. This would be interesting as it may give insight into what added value an RTV support, which works in partnership with whānau, educators and community may give these learners to reach their potential growth. My hunch, when partnerships work well, is that if materials are accessible and students are given enough time to complete work results would be more favourable than being left without support.
Our BLENNZ vision is: Equity through access: opening doors so all may learn. Our key value is to strive for an inclusive society by the removal of barriers (BLENNZ Charter, 2015). These barriers may look different for each individual learner and whānau.
In my professional environment BLENNZ to me represents a culture of support. Sometimes I think we may even be too supportive and giving. There is a fine line between empowering and disempowering learners, whānau and educators; a tightrope we walk. I do believe that the key value of striving for inclusiveness through accessibility and removing barriers is in fact a right for all learners and needs to be built into all resources at the design level.
Stoll (1998) places the importance of understanding school culture as a starting point for leading change. Hongboontri and Keawkhong (2014) show that school culture impacts on teacher beliefs and instructional practices. Dunkelblau (2015) believes that a climate and culture of a place is made up of the people in it, he says; " students cycle through but staff remain", so the culture comes from the teachers and from history. Trushiem (2015) adding that it can sometimes happen by default. Lets make that positive climate and culture happen for all.
Going into different schools as an RTV I am faced with differing paradigms and these can impact how partnerships form with whanau, educators and learners. So my big question as I reflect about climate and culture is: what type of climate and culture am I presenting when I enter into a school or classroom?
Feedback please?
How do you feel as a teacher when an itinerant comes into your class?
Supported or threatened?
What approach works best for you?
What doesn't work?
I have to say I really appreciate any teacher aides in my classes. I have found it works best when they are involved in the activities of the classes and are proactive rather waiting for instruction from me. I would treat the teacher aide as an equal, although this is not true of all teachers, and tell the students they must respect any request made by the teacher aide. I think you guys made a huge difference to students who face challenges well beyond my understanding. Also ready to listen to feedback at the end of lesson. We must work as a team in class with the same aim . Keep up the good work.
ReplyDeleteSo true, working as a team is key :) . Just for your understanding Steve a teacher aide is different to a resource teacher. A TA is employed by the school to support you in class which has an identified learner. You as teacher would decide how best to use the TA. You are right there are some great TA's. It is sadly also true in saying not all teachers use them as you do. A Resource Teacher is a registered teacher who works in partnership with teacher, family and learner to support access to the curriculum. They come into class specifically looking and working with the identified learner. The learner is likely to have (but not always) specific goals identified in an IEP which are being worked towards.
DeleteThank you so much for your comments
Hi Janet
ReplyDeleteWe have made the move to calling them 'Learning Assistants.' Recently, we've been given research that having the in the class rather than taking learners out of the class is more beneficial. I think though, it's important for teachers to give them clear guidelines and understand that they are there to support, not to do all of the teaching. The teacher is trained to teach and therefore needs to use the learning assistant as a support. I agree that there is a fine line between support and empowering or disempowering learners. I currently have a learning assistant. My goal for these particular learners is to gain independence, even a little more. Therefore the learning assistant is there to support and prompt, but not there to do the work for the learner. It works best when there is very clear communication from the teacher to the learning assistant. Thanks!
I hear what you are saying in regards to clear guidelines and communication Gretchen.I like that you really do think of your priority learners and have set goals for them. Often when left in class following the class programme teacher aides or LA as you now call them can get anxious for the learner and end up doing a lot of their work for them unintentionally. This can happen often when teachers have not gaged where the learner is at and not given a suitable programme or enough time to complete a task. The teacher may also not have the resource to attend to needs; the learner may be placed in the too hard basket. Where there is research that states it is best not to take learners out of the class there is also some that suggests that at times it is a good thing. It can depend upon things like what learning is in place in class and sadly not always is it best for all learners.
ReplyDeleteResearch by Pogrund, Darst and Bolland (2010) found that immersion courses out of class for blind and low vision students had positive impact when they returned back into class... so think "individual need", use your professional assessment and realise at times the removal from class can be best on occasions. Thank you for your comments Gretchen
Yes, I agree, removing groups with learning assistants from class depends on the situation. Again, it is not a one size fits all approach.
ReplyDeleteHope all is well,