Sign In

Resource Teacher Support

The Role of the Resource Teacher
The role of the School Based Resource Teacher (SBRT) is to serve the needs of students with ministry designations who are integrated into regular classes.  The SBRT has a caseload of students who have ministry designations  classifying them as having special needs. The majority of students on the caseload are high incidence (Q, H, R, and P) special needs students such as students with learning disabilities. Students with other types of special needs (D) may be on the caseload as well, if they are integrated into regular classes.
Below is of a list of the various ways a Resource teacher supports students on their caseload?
·         Communicating with families/guardians of students with ministry designations.
·         Determining and planning methodology and strategies that best suit the learning style of the student.
·         Adapting and modifying curriculum and classroom materials.
·         Developing specialized resource materials.
·         Providing occasional one-to-one tutoring (direct service) either within a Skills block or during pull-out time.
·         Facilitating the development of the IEP
·         Coordinating District Service within the school
·         Assisting with transition of students from elementary to secondary (and secondary to post-secondary). Articulation visits usually take place in April/May and involve visits to each of the elementary feeder schools. Visits include the grade administrator and the grade 8 counsellor and involve meeting with the elementary school staff and discussing all of the incoming grade 8’s for the upcoming year.
·         Testing students to explore why they may be experiencing academic difficulties.
·         Completing necessary paperwork for testing, ministry designations and provincial exams
·         Organizing (and providing) readers and scribers for those students who need it
·         Supporting and training students on the technology that is available to them (Dragon Naturally Speaking, Kurzweil, etc.)
·         Communicating with and advocating for students with ministry designations
·         Communicating and working with school staff to ensure that students are receiving the necessary adaptations and modifications that will allow them to fully participate in their classes.
·         Working with support staff to problem solve emerging issues.
·         Working with administration, counsellors, and other school staff when issues arise around a student with a ministry designation
·         Work with administration when they are enrolling a new student with ministry designation (timetabling, transitioning, etc.)
·         Work with School Based Team and the Area Case Manager when other placements for student need to be found