The Role of an Elementary
Student Program Support Teacher
SPST
Building Inclusive Catholic Communities
Revised July 2010
The Role of the
Student Program Support Teacher is:
• To encourage and model the Catholic
“story” and gospel teachings
• To nurture one’s own faith through
prayer and reflection so as to perform
one’s role through a Catholic lens
• To assist in building the capacity of
students, staff and the community in
building an inclusive educational school
environment
• To instill in word and deed the reverence
with which our Catholic faith urges all of
us to be servants to others
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Job Scope
The Role of the
Student Program Support Teacher is:
To work in
collaboration with
The teacher
Principal
Educational
assistants, and
Other System
support staff
To work in
collaboration an
partnership with
The Home
School
System support
personnel
The community
To model, plan, teach, facilitate,
and support teachers in order to ensure
continuous growth in measurable
student achievement
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Where We Are Going…
This resource is designed to outline the
LDCSB vision of the role of the SPST in the school.
Evolution of the Role of the SPST
From
Administrative
Individual
assessment (ISA
cycles)
Student
withdrawal
To
Actively
serving students
and their teachers
in the classroom
To support
student
achievement and
well-being
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Come Join Us
The Program Department encourages
master teachers to take advantage of the
leadership opportunities within this role to:
Improve student achievement
Enhance classroom teacher capacity to
serve all student learners
Collaboratively determine learning
expectations and teaching strategies that
support “Learning For All”
Team teach units and themes
Offer PD sessions for
school and system staff
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The SPST:
20% Out of Class
Instruction
20% Testing &
Administration
Is a key member of the
School Based Team
Coordinates (not develops)
the students’ IEPs
Prepares for school IPRC meetings
Provides diagnostic assessments
Supports classroom teachers by:
Assisting with the development of
modifications and/or alternative
learning expectations
Providing materials and
resources
Providing direct instruction to
individuals and small groups (both within
and outside of classroom)
NOTE: the percentages are the goal, however, will vary
according to the time of year; e.g.the first 30 days of
a school year would involve more work in
collaborative development of student IEPs and
therefore more work with teachers on their prep time
60% In Classroom
Instruction
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Qualifications
Education/Experience:
 Ontario Teacher’s
Certificate
 Specialist in Special
Education preferred
 (Minimum Part I,
earning Specialist
qualifications within
5 years)
 5 years teaching
experience in more
than one division
preferred
Other Skills:
 Interpersonal skills
(students, staff,
parents, community
partners)
 Leadership skills
 Differentiated
Instruction skills
 Classroom
management skills
relating to students
with special needs
 Organizational skills
 Oral and written
communication skills
 Computer Skills
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Duties
 To provide support by teaching, modelling, facilitating
and building relationships with students and teachers;
 To assist school staff in planning and implementing
educational strategies and providing resources that
meet specific student needs;
 To advise in the development of Individual Education
Plans for exceptional students in collaboration with
classroom teachers, support staff and
parents/guardians;
 To facilitate the Special Equipment Amount (SEA)
process which builds the learning capacity of students
requiring Assistive Technology accommodations;
 To be current in knowledge regarding
Universal Design for Learning (UDL)
principles and differentiated instruction
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Duties
Continued
 To be knowledgeable about current,
exemplary practices related to the
education of all students including
students identified as exceptional
learners;
 To be familiar with the Ministry of
Education and Training documents, Board
policies and procedures related to student
achievement;
 To ensure the appropriate school
personnel are aware of the specific needs
of exceptional learners;
 To serve as a member of a school-based
team and a liaison between the school,
affiliate support personnel and community
partners;
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Duties
Continued
 To administer and report the results of
educational assessments for students to both
the school team and to parents/guardians;
 To co-ordinate and participate in school/system
IPRC meetings and Affiliate meetings;
 To collect and manage information in
collaboration with parents, teachers and other
professionals in order to serve students to their
learning potential and their overall wellbeing;
 To provide and/or facilitate in-service
learning opportunities for school staff and
volunteers;
 To assist the Program Department in the
implementation of the Program Department
Strategic Priorities as they apply to staff
development and student learning;
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In Collaboration With the
Classroom Teacher the SPST:
Is knowledgeable
regarding the
performance
tasks for each
student on an
IEP within the
classroom in order
to assist/support
the teacher in
planned, timed
intervention for
teaching and
assessment
strategies
Is knowledgeable
regarding the
teacher’s
program plan for
the term for
literacy and
numeracy and the
themes/units in
other subject
areas so as to
model, facilitate,
teach within the
teacher’s plans
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In Collaboration With the
Classroom Teacher the
SPST:
Team teaches
specific units,
strands, topics,
skills, concepts
with the teacher,
who is
responsible for
planning and
delivering the
program
Meets routinely
each term to
discuss how the
teacher wishes
support for the
subsequent term
(i.e. during preparation and
planning time or a mutually
agreed upon time)
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In Collaboration With the
Classroom Teacher the
SPST:
Lends support to
the teacher/
educational
assistant team
by facilitating with
the class so as to
provide time for
them to plan
together
routinely
Lends support in
order that all
students in
classrooms
experience this
support by
working with the
class while the
teacher works
with specific
groups or
individuals, a
process which
promotes inclusion
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The SPST:
Meets with the
principal within a
routine procedure
To share information
To mutually support
each other’s role by
reviewing challenging
student needs;
To plan ahead
At least once per
term meets with
each school team
teacher, SPST, principal, EA
(when possible)
to:
Review student needs
and determine given
classroom support;
To share information,
advise and promote
inclusion practices in
the classroom where
opportunity is evident
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The SPST:
Plans with the school
team to focus on a
number of classes
during a term in order
to offer assistance for
specific students and
their learning needs
and overall wellbeing
in body, mind and
spirit (e.g. 6 to 8
weeks working with a
specific number of
classes as opposed to
all classes)
Contributes to the
District complement of
SPSTs in sharing and
supporting each
other’s work with
effective practices and
to celebrate successes
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The SPST:
Supports new
teachers, music
and FSL teachers
as required to
build their
capacity to serve
all students
Offers and models
differentiated
instruction and
universal design
strategies to meet
the needs of all
students in a
classroom by
focusing on a unit or
theme for a period of
time with the
teacher
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The SPST:
Follows the
principal’s
processes in
place for teachers
to bring a student
to the school
team;
Liaises with the
Affiliate Liaison
Teacher should
further support be
warranted
(referrals, resources,
programs…)
Provides inservice
opportunities by
offering
training or by
arranging for System
support staff to
provide professional
development to build
staff
capacity
to serve all
students
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