1. Learning Support Teacher
PART-TIME, 0.51 FTE
Staff relationships:
Reports to: The Principal
Liaises with: Assistant Principal, Senior Teacher (Junior School)
Collaborates with: Classroom teachers, K-10
Consults with: School chaplains
Outside support services, e.g. speech pathologists, IST’s Education Services
Key responsibilities:
The Learning Support Teacher coordinates support for, and advises on, the academic programmes of
students with specific learning needs by:
1. developing and implementing programmes to meet the needs of students with specific
learning needs identified by classroom teachers, standardised assessment tests, national
benchmark tests, and by external professionals;
2. coordinating and supporting teacher aides employed for the purpose of implementing an
individual education plan (IEP) for a student;
3. supporting and resourcing classroom teachers implementing IEPs, including advising
teaching staff on responsibilities for mandatory collection of data;
4. with classroom teachers, Principal and parents, arranging for assessments / assistance from
outside agencies and outside professionals, e.g. guidance, occupational therapy, speech
therapy, psychologist;
5. establishing, maintaining and monitoring learning assistance programmes, e.g. Multilit
Reading Tutor Programme;
6. providing support to parents of students with specific learning needs with recognition of their
relevant concerns;
7. liaising with the Manager of Education Services for Independent Schools of Tasmania (IST) ,
or delegate, regarding funding submissions and relevant professional development needs for
staff;
8. researching and obtaining appropriate resources for classroom teachers;
9. administering standardised assessment tests, e.g. CELF4, YARC Junior, YARC Senior,
articulation assessments and screening, and advising suitable intervention strategies;
10. participating, as appropriate, in case conferences organised by the Principal with external
professionals.
Related responsibilities
11. Assist students to manage problems that arise from learning difficulties.
12. Encourage students to develop self-confidence and independence, and to reach towards their
potential.
13. Assist students to develop attainable goals within the classroom setting.
14. Maintain observational records on students for use in reviewing student academic progress.
15. Assist classroom teachers in their adaptation of the Australian Curriculum and teaching
methods to meet special learning needs for individual students.
16. Plan and deliver lessons, set and mark assessable tasks and record student progress.
17. Work as a team-member with school staff and liaise with parents and outside relevant
individuals such as educational psychologists.
18. Commitment to engage in ongoing professional development.
19. Participate in the co-curriculum.
20. Responsiblefor co-ordinatingpreparation of and compilingIndividual Education Programs for
students.

2. Qualifications, Skills and Experience:
Qualifications:
1. Three- or Four-Year trained teacher, registered with the Tasmanian Teachers Registration
Board.
2. First Aid Certificate (or commitment to qualify within a reasonable period).
3. Working with Vulnerable People – Child Related Activity Card.
Experience:
1. Three years previous teaching experience.
2. To be experienced in writing Individual Education Plans (IEPs) and collating information for
funding submissions.
Skills:
1. Highly conscientious and committed to the highest standards of professional service.
2. Excellent verbal and written communication skills, including use of information technology.
3. Ability to establish a good working relationship with students.
4. Excellent organisational skills.
5. Caring and motivated by the best interests of the students.
6. Energy and enthusiasm to engage students.
7. Can relate well to different groups of students of different ages and ability levels.
8. Creativity, self-belief and the ability to maintain discipline.
9. Knowledge of, and ability to implement standardised assessment tests, e.g. CELF4, YARC
Junior, YARC Senior, articulation assessments and screening.
10. Using audio-visual materials and computers to stimulate interest and learning.
11. Assist students with enquiry-based learning.
What I would like to see occur in my role in the future:
The Learning Support Teacher provides small group and individual teaching to students with special
learning needs. The Learning Support Teacher provides advice to other teachers on students’ special
learning needs to assist teachers in modifying what students learn (content), how they learn (process)
and how students demonstrate and are assessed for this (product), to accommodate special learning
needs.
1. To build up a bank of dedicated teaching aids for the Learning Support room.
2. To evidence more systematically differentiated curriculum design and delivery where
warranted.
3. As the school grows, to have a teacher aide assisting in programme delivery with both Junior
and Senior students.
4. As the school grows, to regularise provision of a professional psychologist’s services to the
school.
5. Be an effective researcher in the school to further both professional development and
programme implementation in relevant areas.
6. Maintain current knowledge of the core curriculum across all year levels.
7. Participate in and promote networking of Learning Support teachers in sharing examples of
best practice.
8. Support whole-school professional development to address both learning difficulties and
teaching practices.