QTU response to the learning support discussion paper 

In November 2007 Education Queensland released a discussion paper "The Changing Context of Education in Queensland: Implications for Learning Support"  which proposed a new model for providing learning support in Queensland schools.

In November, QTU State Council expressed serious concerns about the discussion paper. Since November Council, the QTU has sought feedback from members and has developed a response.

Cost-neutrality

The QTU believes that the approach proposed in the discussion paper is flawed in its attempt to address learning support issues on a cost-neutral basis. Expenditure on learning support in schools needs to be increased.

The “Response to Intervention” (RTI) Model

The QTU does not believe that there is understanding and support for broad implementation of the RTI model across state schools and opposes its mandated implementation across all schools.

The QTU believes that the promotion and dissemination of models of learning support intervention “best practice” should be pursued as part of an on-going program of professional development for teachers.

The QTU would not oppose school-based learning intervention models based on an “opt-in” by individual schools, within a framework to be agreed to between the QTU and Education Queensland.

Appraisement

The QTU acknowledges that there are significant problems associated with the appraisement process. The QTU therefore supports changes to the appraisement process, in particular, moves to reduce the amount of time spent on diagnostic assessment at the expense of provision of support. Feedback to the QTU about appraisement has been mixed, with some teachers stating that they have valued it. Therefore, the QTU believes issues remain to be worked through.

Students with learning disabilities

In the context of a cost-neutral approach to intervention, an emphasis on redefining “learning support” to include a broader spectrum of students with learning support needs could be read as laying the groundwork for a redistribution of resources away from students with high-level support needs. The QTU would oppose this.

NESB students

The QTU believes that the issues of support for NESB students need to be considered separately from the current review of learning support provision.

Professional development

There must be a significant program of school-based professional development for all teachers in relation to learning support.

However, the QTU rejects a view that departmentally-provided professional development will provide a sufficient basis for dealing with the learning support needs of students. Teachers with tertiary qualifications in learning support should continue to play an important role in any proposed model.

Learning support teachers

The QTU supports a revision of the STLD role statement provided this is done in consultation with support teachers, school administrators, classroom teachers and the QTU. If promotional positions are created, careful work will need to be done to delineate these roles and their interface with other school-based promotional positions.

The paper proposes three options in relation to the distribution, number and salary classification of support teacher positions.

The QTU position is as follows:

  • All three options (A, B and C) are predicated on the assumption of cost-neutrality, which renders them unacceptable in their current form.
  • QTU does not support conversion of all STLD (SSTLLN) positions to Band 4 (Option B). 
  • QTU is prepared to explore, on a without prejudice basis, the creation of a school-based promotional position relating to learning support at Band 5 (Option C),  but only on the basis that these positions are in addition to existing STLD numbers in the staffing model.
  • Additionally, the QTU suggests that the role of Senior Support Teacher, which currently exists in some regions be made a promotional position at Band 5 and established in all regions.

There is a need to increase support teacher numbers overall.

John McCollow
RESEARCH OFFICER

The full report is available here

Source: Queensland Teachers' Journal Vol. 31, no.2, 14 March 2008,p.25