Changes to learning support proposed 

Education Queensland has released a discussion paper called The changing context of education in Queensland: implications for learning support, which proposes a new model for providing learning support in Queensland schools: the Response to Intervention (RTI) approach.

The proposed new model will have implications for all schools, educational administrators, classroom teachers and learning support and ESL teachers.

Some key features of the proposed ‘whole-school’ approach to literacy and numeracy intervention include:

• abandonment of appraisement as a requirement for the identification of students in need of learning support 
• alignment of intervention with QCARF 
• more emphasis on the broader spectrum of students with learning support needs as opposed to ‘high level’ learning disabilities 
• a changed role for support teachers, with more emphasis on provision of in-class and out-of-class support for teachers rather than on withdrawal programs for students 
• possible changes in the distribution, numbers and salary classification of support teachers.

Versions of the proposal have previously been the focus of discussions with various groups of support teachers and school administrators as well as within a reference group. The QTU is represented on the Reference Group by Vice-President Julie Brown.

All teachers and school administrators are invited to comment on the discussion paper. The deadline for responses is February.
The paper is available at: http://education.qld.gov.au/curriculum/area/literacy/docs/discussion-paper.pdf.

QTU position

Members at QTU November State Council expressed serious concerns about the model proposed in the discussion paper and resolved that the QTU should oppose it. Council also strongly recommended that all members take up the opportunity to provide comments both to the department and to the Union to assist in the formulation of the formal QTU response. To this end, the paper will also be available on the QTU website.

Some key issues

• The model represents a change in the philosophy and practice of intervention — are these shifts understood and supported by all member groups who will be affected? 
• While the QTU has long had a position that the appraisement process was too onerous and took time away from intervention, there are a number of teachers who found that appraisement provided a useful framework for thinking about and organising their work. 
• Classroom teachers and school administrators will need to read the discussion paper carefully (and between the lines) to assess what the changes will mean for them in terms of their approach to students with learning support needs, their responsibilities and workloads. Do teachers feel that they have the necessary support and training? 
• The changes are intended to be cost-neutral. Is what is being suggested achievable on a cost-neutral basis? Are the training and support requirements for a transition to a new model adequately assessed and addressed? 
• Primary and high schools are not ‘starting from the same place’ in relation to learning support provision. Is the model applicable to both settings? Would separate approaches be more desirable? 
• Special schools are apparently not referred to in the proposal. 
• There are a number of potential issues relating to the proposed changes to the role of support teachers: 
  • Are classroom teachers supportive of the change in the role of support teachers?
  • How does the proposed role for support teachers interface with the role of deputy principals, HOCs, HODs, etc? 
  • Some support teachers work in one school but others service a number of schools — is the proposed role appropriate for both types of situation?
• There are industrial issues relating to the possible re-classification of support teachers. These have not to this stage been considered.

John McCollow
Research officer

Updated 28 November 2007