Professional Development for School Services Officers in South Australia. April 2005

Transcription

1 Professional Development for School Services Officers in South Australia April 2005

2 This report is available on the Ministerial Advisory Committee: Students with Disabilities Website at Produced by the Ministerial Advisory Committee: Students with Disabilities Adelaide SA 5000 April 2005 Written by Fiona Snodgrass and Christel Butcher Edited and designed by Luisa Pirone, Jo Shearer and Lyn Kohl

3 Foreword The Senate Report on the education of students with disabilities, which was published in 2002, provided the impetus for this study. The inquiry recommended that all teacher aides working with students with disabilities should be qualified through an accredited special education training program. In 2004, the then Minister for Education and Children s Services requested that the Ministerial Advisory Committee: Students with Disabilities investigate the changing role and corresponding professional development needs of School Services Officers (and their equivalents in other education sectors) who support children and students with disabilities. A task group was formed to oversee the project, which included representatives of government and nongovernment education sectors and organisations, preschool and school communities, university personnel, and members with vocational training expertise. I would like to express my thanks to all members for their participation. The diverse experience and expertise was important in developing the aims of the project, guiding and finalising the report. I would also like to thank the School Services Officers from all sectors who volunteered their time to participate in focus group discussions. They discussed their current and emerging work role, the knowledge and skills required for their work, the training they had undertaken, and their future training needs. They provided invaluable information and insight into the role and training requirements of School Services Officers who support children and students with disabilities in South Australia. Finally, I acknowledge the Secretariat staff for their effort and commitment. In particular, I would like to thank Fiona Snodgrass as principal Project Officer, Christel Butcher (Executive Officer), Luisa Pirone, Jo Shearer (Project Officers) and Lyn Kohl (Executive Secretary), who have all collaborated throughout the project and produced the final report. Claire Cotton Chairperson School Services Officers Task Group Ministerial Advisory Committee: Students with Disabilities

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5 Contents Foreword Executive Summary and Recommendations 1 1 Introduction Background Literature Review 7 2 Project Design Aim Methodology 9 3 Project Results Profile of Participants The Role of the School Services Officer Knowledge, Skills and Personal Abilities Required Further Information Sought by SSOs Training Undertaken by Participants How Training Assisted Further Training Required Access to Training Information Support to Access Training Perceived Barriers to Training Opportunities 19 4 Discussion Role of School Services Officer Vocational Training Needs Core Competencies Vocational Training Opportunities 32 Bibliography 35 Appendix 1 Task Group Membership 41 Appendix 2 Terms of Reference 43 Appendix 3 Survey/Focus Group Questions 45 Profile Survey 45 Focus Group 46 Appendix 4 Profile of Participants 47 Appendix 5 Range of Training Undertaken 51 Appendix 6 Participating Educational Sites 55

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7 Executive Summary and Recommendations Executive Summary and Recommendations School Services Officers 1 increasingly contribute to the important role of supporting the delivery of education to children and students with disabilities in preschools, mainstream schools and special educational settings. This was acknowledged in the Senate Report on the education of students with disabilities (Commonwealth of Australia, 2002). School Services Officers have long provided support for students 2 with disabilities in special educational settings and, as a result of substantial growth in inclusive practice, they are increasingly employed to provide similar support in mainstream settings. The increase in inclusion has also led to an expansion of the School Services Officer role in the area of curriculum, through instruction and supportive assistance under the direction and supervision of teachers. Simultaneously, opportunities for vocational training for these staff have evolved, and continue to be developed to meet the current and changing training needs of School Services Officers. In 2004, the Ministerial Advisory Committee: Students with Disabilities undertook a project related to the current role of School Services Officers supporting students with disabilities in South Australian preschools and schools. Ninety-four School Services Officers from seventy-two educational sites 3 participated in discussions regarding their role in supporting students with disabilities, their professional development requirements, the core competencies for the position, and available training opportunities. Focus group participants were selected from the three education sectors (State, Catholic, Independent), and grouped by school type (mainstream, special school/unit/class) and schooling level (preschool, primary, secondary). (Section 3.1 and Appendix 6) During focus group discussions, the majority of participants stated that their primary role was to support individual students or small groups of students to achieve tasks set by the teacher. The tasks discussed by School Services Officers were common to all school types across the three education sectors, and yet were diverse. Their responses have been grouped under five broad categories: learning and curriculum support, personal care and physical support, program support and implementation, teacher support, attendance at meetings and reporting duties. The data suggested the need for clearer definitions of roles and responsibilities, both at the systemic level and the site level, while maintaining site-based flexibility. (Section 3.2) The majority of focus group participants stated that the core knowledge required for their work was personal information about the individual students they supported. In the context of confidentiality and teacher supervision, School Services Officers sought family, medical and personal information from parents to gain an understanding of students individual needs. The requirement for knowledge tied to individual students was closely followed by the need for general disability awareness and information on specific disabilities, as well as understanding the impact of students disabilities on social, academic and personal needs. 1 In this report, the term School Services Officers encompasses comparable positions across the three education sectors in South Australia. In Catholic and Independent schools, these include Education Support Officers (ESOs) and in government preschools, these include Early Childhood Workers (ECWs) and Preschool Support Workers. Nationally, State education sectors use the terms teacher aides, teachers aides, teacher s aides or teaching assistants. In the United States (US), the terms education paraprofessionals or paraeducators are used, while in the United Kingdom (UK), the terms teaching assistants or classroom assistants apply. 2 In this report, the term students includes both children and students attending preschools and schools. 3 Educational sites include both preschools and schools. At times, the term school has been used generically to also include preschools. Professional Development for School Services Officers in South Australia 1

8 In addition, many focus group participants considered it important to have knowledge of their legal rights and responsibilities for the position, as well as site related information, such as school policies, practices and curriculum. Participants considered it important to receive this information prior to commencing employment. (Sections 3.3 & 3.4) Many focus group participants considered strong communication and interpersonal skills were essential for their role. The ability to communicate with students, teachers, parents 4 and specialists, as well as follow directions from teachers and other professionals was highlighted. There was strong consensus by participants that School Services Officers needed skills in behaviour management, with protective behaviour skills being considered beneficial for both staff and students. In addition, the majority of participants described personal abilities such as patience, flexibility, consistency, calmness, and a sense of humour as important when working with students with disabilities. (Section 3.3) In the Australian context, the Senate inquiry into the education of students with disabilities by the Employment, Workplace Relations and Education References Committee (Commonwealth of Australia, 2002) found that there was a skills shortage amongst teachers and specialist staff working in the special education field, which was compounded by a lack of training. A number of recommendations by the committee addressed the training and retraining of staff, particularly teachers and specialist staff, but also included teacher aides. The report documented that, most teacher aides have no specialist training in teaching for disabilities, and a great many may lack even basic training (Commonwealth of Australia, 2002, p. 7). To address this, Recommendation 1 (ibid, p. 8) states that: Within a reasonable period, all teacher aides working with students with disabilities should be qualified in special education from an accredited teacher aide training course, and that this should be a condition of additional Commonwealth funding for disability education. (Section 4.2) Many of this study s participants found it difficult to recount the number of courses they had undertaken, suggesting that in South Australia, professional development is readily available and had been pursued. Focus group participants reported that the majority of courses they had undertaken were in-service, and there was little evidence to suggest that pre-service training had been undertaken with a view to securing a position as a School Services Officer. This supports the anecdotal evidence provided by focus group participants, that often entry into this field resulted from volunteering at the school site. At present, a qualification is not a prerequisite for employment as a School Services Officer in any State or Territory of Australia. (Section 3.5) Most focus group participants preferred to access both accredited and non-accredited training opportunities, and all indicated the importance of professional development. Respondents stated that the training they had undertaken most often related to individual student need at the time. The most commonly accessed workshops related to training on disability awareness, speech and language, and health support. (Section 3.5) Participants stated that they were generally supported to access training at both site and sector levels. They explained that they accessed training on an ad hoc basis and sourced information on training in response to student need or in order to acquire qualifications. Information about training opportunities was received in various print formats and disseminated broadly. When participants were asked what they perceived as barriers to accessing training, responses varied. The predominant barriers appeared to be: the availability of relief staff, course costs, time constraints, and location for country participants. (Sections 3.6, 3.7, 3.8, 3.9 & 3.10) 4 The term parents includes caregivers and legal guardians. 2 Professional Development for School Services Officers in South Australia

9 Many of the focus group participants involved in this study had been working as School Services Officers for many years and considered the experience gained on the job as relevant as formal training. In particular, preschool support workers and special school staff discussed coaching by peers, peer support and work shadowing as integral to enhancing their work practices. Providing opportunities for educational support staff to visit other preschools or schools to observe best practice or alternative strategies is already occurring in all education sectors. (Section 4.2) Induction for School Services Officers was considered to be significant by both focus group participants and the three education sectors in South Australia; it is considered an important initiative and occurs at the site level. Ongoing professional development is made available at both sector and site levels; with schools being flexible to arrange training opportunities according to local needs. (Sections 4.2 & 4.4) In summary, the aim of this project was to determine the current role of School Services Officers supporting students with disabilities in South Australian preschools and schools, and the professional development required to perform successfully in that role. The information presented in the report reflects the experiences and perceptions of a sample of School Services Officers from a range of education sites. Based on study data, emerging trends in the field and responses from education sector representatives, the following recommendations have been formulated for consideration by the Minister. Professional Development for School Services Officers in South Australia 3

10 Recommendations It is recommended that the Minister for Education and Children s Services approve the forwarding of this report to the: Chief Executive of the Department of Education and Children s Services Executive Director of the Association of Independent Schools of South Australia Director of Catholic Education SA for their consideration of the following recommendations. Roles It is recommended that School Services Officers working with students with disabilities be provided with greater clarity regarding roles and responsibilities related to their work. Therefore, it is suggested that: School Services Officers working with students with disabilities have updated and regularly reviewed job and person specifications, which clearly define their role at both education sector and site level based on competency standards as described in industrial awards and enterprise agreements. Educational sites further develop strategies to encourage teamwork between all members of the school community, in particular, between teachers and School Services Officers within their clearly defined roles. Professional Development It is recommended that School Services Officers working with students with disabilities be provided with a range of opportunities for professional development to support their work. Therefore, it is suggested that all School Services Officers working with students with disabilities be provided with: Induction information and/or training before or on commencing work, as relevant to the education sector and/or site. (Refer to the following diagram, Training Pathways available for School Services Officers working with Students with Disabilities, for a list of suggested areas to be included in pre-service information.) Opportunities for vocational training through in-service. (Refer to the diagram for a list of suggested areas to be included in in-service information.) Information on career pathways within the field of education and support for students with disabilities. (See diagram) Training related to the educational support for students with disabilities in a variety of modes (e.g. mentoring/peer mentoring, site exchange, external courses, remote access to workshops, e-learning, video conferencing, videos, CDs, face-to-face tuition). 4 Professional Development for School Services Officers in South Australia

11 TRAINING PATHWAYS AVAILABLE FOR SCHOOL SERVICES OFFICERS WORKING WITH STUDENTS WITH DISABILITIES As at April 2005 Australian Government Legislation State Government Legislation Sector Policy & Practice Employment Conditions (J & P) PRE-SERVICE TRAINING Sector based Induction Role Site based Induction Site Role & Responsibilities Site Policy & Practice Site Management Site Team/s Student Information Parent Information Site/Sector Disability Service Provision External Disability Service Provision First Aid Mandatory Notification OHS&W (Manual Handling) Disability Awareness Learning Resources Behaviour Management VOCATIONAL TRAINING THROUGH IN-SERVICE Generic General Disability Tasks Specific Disabilities DECS Certificate III in Government Speech and Language Autism Spectrum Disorder Physical Disability Other Core units Elective units (Disability) DECS staff only Accredited State sector SSO training, including working with disability Child Care Community Service Other Traineeships Rehabilitation Technology Other DECS Certificate III in Government TAFE CAREER PATHWAYS Private Provider Professions University Teaching Special Education Teaching Disability Studies Speech Pathology Occupational Therapy Psychology Social Work Other

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13 1. Introduction 1 Introduction 1.1 Background 1.1 Background The Ministerial Advisory Committee: Students with Disabilities undertakes research projects to provide advice to the Minister for Education and Children s Services on the education of children and students with disabilities in South Australia. Committee members have noted from previous projects that increasingly, School Services Officers (SSOs) have been undertaking a major role in the provision of support for children and students with disabilities (Ministerial Advisory Committee: Students with Disabilities, 2002). This has also been acknowledged in the Senate Report on the education of students with disabilities, which was published in Recommendation 1 in this Report states that, within a reasonable period of time, all teacher aides working with students with disabilities should be qualified in special education from an accredited teacher aide training course (Commonwealth of Australia, 2002, p. 8). A Task Group was established to oversee this project (see Appendix 1 for membership). The Terms of Reference for the project related to the role of SSOs, their professional development, the core competencies required for the position, and available training opportunities (see Appendix 2 for Terms of Reference). 1.2 Literature Review 1.2 Literature Review The growth and evolving use of support personnel for students with disabilities has generated a significant amount of literature about the role of education paraprofessionals (SSOs in South Australia), particularly in mainstream settings. The focus of the main body of literature has been on practices that develop and promote paraeducator 5 effectiveness. In 1997, the US Department of Education commissioned Policy Studies Associates to prepare a report on the Roles for Education Paraprofessionals in Effective Schools (Leighton et al., 1997a). The report details five factors that can contribute to good paraeducator practice: clear definitions of paraprofessionals roles and responsibilities organisational support for paraprofessionals work appropriate job qualifications ongoing professional development and the development of effective career ladders. These factors have been discussed in articles predating this report and supported as well as enhanced in more recent reports, including that entitled, Developing a Shared Understanding: Paraeducator Supports for Students with Disabilities in General Education (Giangreco et al., 1999). 5 The term paraeducator is used by Giangreco et al. in American literature after 1999; the term otherwise used is education paraprofessional. The term teaching assistant is used in UK literature, and these terms are the equivalent of Schools Services Officers. Professional Development for School Services Officers in South Australia 7

14 In the South Australian context, the Office of Review of the Department of Education, Training and Employment (DETE) 6 conducted an independent and external review of the work of School Services Officers (SSOs) with administration and finance responsibilities (Department of Education, Training and Employment, 2001). Although its focus concerned the work of administration and finance SSOs, the review was undertaken within the context of an overall vision for effective SSO practice in schools. A survey and a review of existing effective practice in State sector schools informed the ensuing recommendations. Twenty-one recommendations addressing effective practice, such as role clarification and changes to classification structure, improvement of school culture, service standards framework, training and professional development and career development, were formulated. The recommendations of this review support best practice, which are detailed in international literature on this topic (see Section 4). The important role that SSOs perform in the education of students with disabilities has long been recognised. The recent South Australian report acknowledged that strengthening the strategies at school, district and State levels for SSOs will ensure they can undertake their roles with increased confidence in their important contribution to the life of the school and community (DETE, 2001, p. 8). The factors presented in the US Department of Education report (Leighton et al., 1997a), coupled with the recommendations of the former South Australian Department of Education, Employment and Training s Office of Review report (2001), provide a sound context from which to analyse the findings of this study and formulate recommendations applicable to School Services Officers who support students with disabilities in South Australia. 6 At the time, the State education department was known as the Department of Education, Training and Employment (DETE) and has since been renamed the Department of Education and Children s Services (DECS). 8 Professional Development for School Services Officers in South Australia

15 2. Project Design 2 Project Design 2.1 Aim 2.1 Aim The aim of this project was to determine the current role of SSOs supporting students with disabilities in South Australian preschools and schools, and the professional development required to perform successfully in that role. 2.2 Methodology 2.2 Methodology A literature search was undertaken on current trends at both national and international levels. In addition, focus group interviews were convened to gain a broad understanding of the current role and related professional development needs of SSOs in South Australian preschools and schools. Task group members defined the population for the study as SSOs who support students with disabilities in South Australia. SSOs were selected from the three education sectors (State, Catholic, Independent), and grouped by school type (mainstream, special school/unit/class) and schooling level (preschool, primary, secondary). SSOs who participated in this study were selected purposefully and participation was voluntary. It should be noted that schools were offered reimbursement for release time to allow focus group participation by their staff. Education sector representatives, who were members of the task group, were responsible for selecting participants and coordinating focus groups. Ten focus group meetings were held over a period of ten weeks across terms 3 and 4 of the 2004 school year. Table 1 presents an overview of focus groups by school type, sector and region. Table 1: Focus groups School Type Sector Region All schools Cross-sector Country (Kadina) Cross-sector Country (Mt Gambier) Mainstream Catholic Metropolitan Independent State Metropolitan Metropolitan Special educational settings Catholic/Independent Metropolitan State State Metropolitan (North) Metropolitan (South) Preschools Cross-sector Metropolitan Cross-sector Metropolitan Professional Development for School Services Officers in South Australia 9

16 Ministerial Advisory Committee Secretariat staff, in liaison with task group education sector representatives, led each focus group meeting. At the beginning of each meeting, participants individually completed a survey, designed to collect information on the profile of the sample group. Meetings lasted for approximately one and a half hours, and discussions were recorded on tape. Focus group discussions took the form of a semi-structured interview, which was guided by a schedule of nine predetermined questions (see Appendix 3). These questions were designed to collect data on the: workplace tasks performed by SSOs who work with children and students with disabilities skills and knowledge required to undertake those tasks pre-service information, which would have been helpful prior to starting work with a student number of SSOs who have undertaken training and the type of training relevance of training undertaken for the role of SSO need for further training access to information about training opportunities types of support available to access training perceived barriers to access training. Additional data were later collected through consultation with education sector representatives, in response to the findings of this study, as well as through a review of written documentation held by the three education sectors related to the current and future provision of vocational training for SSOs in South Australia (see References). 10 Professional Development for School Services Officers in South Australia

17 3. Project Results 3 Project Results 3.1 Profile of Participants 3.1 Profile of Participants A total of ninety-four respondents from seventy-two different sites participated in the focus group meetings. The number of participants per focus group ranged from three to seventeen. Tables 1 to 3 in Appendix 4 provide an overview of participants by sector, school setting and region. The majority of participants were employed at State sites (n=44); proportionally Catholic (n=16) and Independent sites (n=12) were well represented (see Appendix 4, Table 4). Of the ninety-four focus group participants, thirty-eight worked full time with students with disabilities and fifty-six worked part time (see Table 2 below). Nineteen of the respondents working full time (50%) were from special settings, and eight (21%) were from an early childhood setting. Table 2: Participants working full time with students with disabilities (SWDs) by focus group Focus Group Total number of respondents Number of respondents who work full time with SWDs Percentage of respondents who work full time with SWDs Country Cross-sector (Kadina) Country Cross-sector (Mt Gambier) Mainstream Catholic Mainstream Independent Mainstream State Special educational settings Catholic and Independent Special educational settings State North (preschool, primary, secondary) Special educational settings State South (preschool, primary, secondary) Preschools Cross-sector (groups 1 & 2) Total When interpreting the data collected at the focus group meetings, it was important to recognise that the information provided represents the participants perception of their work role within their school community; the knowledge, skills and personal abilities required to undertake this work, and relevant training requirements. 3.2 The Role of the School Services Officer 3.2 The Role of the School Services Officer To gain insight into the role of SSOs, focus group participants were asked to describe the tasks they performed and the frequency with which they were undertaken. Participants described a range of tasks related to the provision of general classroom support. In order to facilitate analysis, tasks were grouped under five broad categories: Professional Development for School Services Officers in South Australia 11

18 learning and curriculum support personal care and physical support program support and implementation teacher support attendance at meetings and reporting duties. Learning and Curriculum Support For all participants, the majority of tasks performed related to supporting learning for students with a range of disabilities. This consisted primarily of providing individual instruction for a student in the classroom. In addition, participants reported working with small groups of students, and providing support for any student in the classroom as required. A small number of respondents reported withdrawing individual students or small groups from the classroom for more targeted instruction: I withdraw children to reinforce concepts, and give lesson support mainly out of the classroom one-on-one or in small groups. (Mainstream SSO) Under the guidance of a teacher, program modification or the modification of tasks to suit the needs of the individual student, was one of the most frequently mentioned learning supports undertaken by SSOs: I modify what the teacher has set. (Special School SSO) I modify the program to help learners keep up with the rest of the class. (Mainstream SSO) All participants reported that they assisted with a range of learning activities, particularly related to literacy, numeracy and physical development. Personal Care and Physical Support SSOs reported that personal care support formed a major part of their role, particularly for those working in special educational settings. Personal care tasks included assistance with personal hygiene, toileting, mealtime management, administration of medication, and health support. In addition, many of these SSOs were responsible for physical tasks such as lifting, transferring and positioning students, as well as transporting students in wheelchairs. Further support involved adapting the environment and assisting with aids and equipment. Program Support and Implementation Participants reported that SSOs duties included the support and implementation of programs developed by speech pathologists and other professionals. In general, these professionals provide modelling for teachers and SSOs to assist them to implement individualised programs, which support students access to the curriculum. Most commonly, the support provided related to literacy, communication and speech pathology programs tailored to the individual: I implement programs set by consultant specialists for individual children. (Preschool Support Worker) Additionally, life skills and social programs were supported in special educational settings. SSOs working in these settings indicated that they provided assistance in the implementation of a range of programs targeted at the individual, from curriculum support through to community based programs and transition into the mainstream classroom. In fact, SSOs across all settings stated that their responsibilities included assisting students with transition from preschool to school, and/or special class to mainstream classroom. 12 Professional Development for School Services Officers in South Australia

19 Teacher Support Most participants reported that providing support to the teacher in the classroom was a common task. SSOs assisted the teacher in a number of ways, including: learning and curriculum support program support and implementation researching and organising learning activities behaviour management other tasks as directed by the teacher. It was evident that SSOs understood the teacher is responsible for student learning and that they worked under the guidance of the teacher, given statements such as undertaking the tasks that the teacher wants accomplished, reporting to teachers, responding to teacher direction, and following very specific directions. Attendance at Meetings and Reporting Duties The majority of focus group participants reported that their role included participation in staff meetings, school based meetings with parents, as well as meetings with the school s Special Education coordinator, other SSOs supporting students with disabilities and external support personnel, to discuss students needs. It was noted that Early Childhood Workers reported that they liaised regularly with specialist consultants and parents regarding children s needs. Participation in meetings included attendance at Negotiated Education Plan (NEP) meetings (or their equivalent in the Independent and Catholic sectors). Some Aboriginal students with disabilities are supported by Aboriginal teacher assistants or Aboriginal Education Workers, who perform an important role in providing continuity of care to Aboriginal students and assisting Aboriginal parents to participate in the NEP process (Ministerial Advisory Committee: Students with Disabilities, 2003, p. 43). Participants further indicated that they provided verbal and written reports to teachers about students progress to inform the NEP process. 3.3 Knowledge, Skills and Personal Abilities Required 3.3 Knowledge, Skills and Personal Abilities Required All participants were asked to identify and discuss the knowledge, skills and personal abilities they believed were essential for the role of School Services Officer working with students with disabilities. Participants were able to nominate easily the knowledge and personal abilities required for the role, but unable to identify readily the appropriate skills required. Knowledge The majority of focus group participants stated that the core knowledge required for their work was information about the individual students they supported. In the context of confidentiality and teacher supervision, SSOs sought family, medical and personal information from parents to gain an understanding of students individual needs. The requirement for knowledge tied to individual students was closely followed by the need for general disability awareness and information on specific disabilities, as well as understanding the impact of a particular student s disability on social, academic and personal needs. Knowledge of individual students and knowledge of disability are intrinsically linked for this group. Many SSOs stated that this information was sought not only to understand students needs but also to acknowledge their abilities, capabilities, and successes to date. Professional Development for School Services Officers in South Australia 13

20 This focus on knowing the needs of individual students was reiterated in the survey results. In the profile survey, participants were asked to indicate which of six sources of information they had received from their site prior to working with students with disabilities (see Appendix 3). The survey responses concurred with the focus group findings that the most common source of information provided to SSOs was that of students individual needs (see figure below). Figure 1: Information given to SSOs prior to working with students with disabilities, by percentage of responses (n=270) Information Provided to SSOs Key legislation 3 Personal safety and care practices 15 Implementation of individual programs Role and responsibilities School policies and practices 20 Child s individual needs Percentage of Responses Many focus group participants considered it important to have knowledge of SSOs legal rights and responsibilities. Some participants advised that their schools had provided them with information on relevant policies. Issues concerning duty of care were raised repeatedly and were of particular concern in special educational settings. It should be noted that although duty of care is not an industrial responsibility of SSOs, focus group participants expressed awareness of the ethical responsibility of all adults working in schools. Skills Many focus group participants considered strong communication and interpersonal skills as essential for their role, and identified good listening skills as particularly important. The ability to communicate with students, teachers, parents and specialists, and to follow directions from teachers and other professionals was highlighted: Strong communication and language skills are essential for working successfully with the children. (Early Childhood Worker) It would appear that all participants recognise that relationship building and development of partnerships, based on strong communication and interpersonal skills, underpin their work with students with disabilities. There was strong consensus by participants, particularly by staff working in special educational settings and preschools, that SSOs needed behaviour management skills. In addition, protective behaviour skills were considered to be of benefit for both staff and students, with some respondents stating that more training was required in both areas. 14 Professional Development for School Services Officers in South Australia

21 In addition, focus group participants stated that skills and knowledge concerning personal support were considered essential in special schools. In particular, these related to health and disability support, which covered a spectrum ranging from general health and safety information to knowledge of health support planning and procedures: I need knowledge and practical experience of the planning and procedures for health support such as continence care, transfer and positioning, mealtime management and Oral and Drinking and Care Plan. (Special school SSO) Personal Abilities The majority of participants described personal abilities such as patience, flexibility, consistency, calmness, and a sense of humour as important when working with students with disabilities. One participant stated that an SSO needs to have a bag of tricks, thus emphasising the need to be personally resourceful. Other important personal abilities discussed by participants were the need to be physically and mentally strong. 3.4 Further Information Sought by SSOs 3.4 Further Information Sought by SSOs Focus group participants were asked to discuss what further information would be helpful to receive prior to working with students with disabilities. The aim was to identify gaps in information, which could be addressed through training and induction. Participants interpreted this question as only referring to information required prior to working with individual students for the first time, and did not relate it to information on the role of SSO on commencing employment. After clarification, some discussion did ensue regarding information required at the time of employment. However, for the majority of participants, access to specific information on individual students before commencing work, was regarded as essential to successfully fulfil their role: Family history and answers to questions such as which school the student previously attended, why they moved and what happened previously were sought. (Mainstream SSO) This discussion mirrors the findings presented in Section 3.3, i.e. that most of the additional information sought by SSOs was related to the needs and abilities of individual students. The issue of time and its impact on receiving information about students was raised by many focus group participants. These participants stated that they required adequate time to assimilate all the information relevant to individual students provided by teachers, before students commenced school. They also stated that they needed time to observe individual students and become familiar with students behaviour through transition visits. This was a concern expressed by temporary staff, as they often do not meet the student until the first day of school or later. Focus group participants explained that they sought information related to students and the expectations held by teachers and parents for their learning. Twenty-nine per cent of the participants indicated that their site provided them with information before they started work with students (see Figure 1, p. 14). Focus group participants stated they would like teachers to provide them not only with information regarding the level of ability of the individual student, but also their responsibilities in relation to the student. Information sought by SSOs from parents included expectations for their child, the child s individual needs, personal care needs and areas of strength. In addition, many participants considered it necessary for teachers and SSOs to meet with professionals to discuss and observe how programs were to be implemented for individual students: It is useful to have information regarding a child s learning difficulties and liaise with professionals for the correct procedures. (Special School SSO) Professional Development for School Services Officers in South Australia 15

22 Many focus group participants considered information provided to them by teachers related to student transition and/or their involvement in transition visits as critical to gain an understanding of the needs of students before they attended a new classroom. The majority of participants wished to be involved in students transition to facilitate a successful start in the new learning environment: I would like information about the child and the opportunity to meet the child before they commence kindergarten. (Early Childhood Worker) I need time with a child s former worker to allow for a smooth transition for the child. (Early Childhood Worker) In addition to student related information, focus group participants explained that receiving site related information, such as school policies, practices and curriculum, was important prior to commencing employment. According to the profile survey, knowledge of school policies and practices was the second most frequent source of information provided to support staff (see Figure 1, p.14). In the profile survey, fifty-four per cent of participants responded they had received induction information (see Appendix 4, Table 5). However, it would appear from focus group discussions that even with induction information, in many instances there were more challenges in the position than people anticipated. Participants, particularly those working in special schools and preschools, stated that they considered peer support and work shadowing as an important way to gain knowledge of and become familiar with the role. 3.5 Training Undertaken by Participants 3.5 Training Undertaken by Participants Of the ninety-four respondents, many stated that they were participating in training either provided by the site and/or self-initiated. Only two participants reported they had not received training (see Appendix 4, Table 6). Many found it difficult to recount the number of courses they had undertaken, suggesting that professional development was readily available and had been pursued. Many participants also stated that they were committed to their work and had a personal incentive to undertake training; they had participated in training at their own cost to gather further knowledge to support students. Focus group participants reported that the majority of courses had been undertaken as in-service. This is supported by the profile survey findings, which show eighty-eight participants (94%) had undertaken in-service, compared with thirty-five participants (37%) having accessed pre-service training (see Appendix 4, Table 6). Pre-service training had mostly been undertaken in a former career, such as nursing. There was little evidence to suggest that pre-service training had been undertaken with a view to secure a position as an SSO. This supports the anecdotal evidence provided by focus group participants, that often entry into this field was through volunteering on the school site. Participants reported that they had undertaken a wide variety of workshops; the most commonly accessed related to training on disability awareness, speech and language, and health support (see Appendix 5, Table 2). This concurs with the findings in Section 3.3, on the knowledge and skills required for SSOs, as described by participants in the focus group discussions. Curriculum workshops, particularly with an emphasis on special education, were also frequently sought (see Appendix 5, Table 2). Prior to the commencement of the project, task group members had discussed whether First Aid and Mandatory Notification training were compulsory. It was ascertained they are not a prerequisite for employment as an SSO. However, results of the study indicate that SSOs are encouraged to undertake this training once employed. The profile survey confirmed that the majority of participants had undertaken First Aid (97%) and Mandatory Notification (96%) training (see Appendix 4, Table 7). 16 Professional Development for School Services Officers in South Australia

23 Many participants had engaged in a range of training courses; sixteen participants (17%) were undertaking or had completed vocational training or university studies. Participants: were studying or had completed disability related vocational qualifications through TAFE SA (Technical and Further Education South Australia) or DECS (Department of Education and Children s Services) (n=9) were studying for or had completed university qualifications in either teaching or disability studies (n=5) had both vocational and university qualifications (n=2). All participants from the Independent sector (n=14) stated they had completed two units of the DECS Certificate III in Government (School Support Services), Disability Stream. It should be noted that this training, as part of the ongoing professional development program for SSOs, was a one-off arrangement negotiated between the Association of Independent Schools of SA (AISSA) and the Department of Education and Children s Services (DECS). The DECS Certificate III in Government (School Support Services), Disability Stream is normally only available to DECS employees. Focus group participants discussed the level of relevance of the Certificate III in Government (School Support Services), Disability Stream. Some believed the course validated their work and others stated they had gained enough knowledge and skills from experience. Participants in the preschool sector stated that they considered practical experience to be important and had received on the job training in the form of peer mentoring: New people have a lot of reliance on experienced staff for guidance. (Early Childhood Worker) SSOs working in other settings stated that they received peer support through hub groups and other networks. The networking aspect of attending training sessions was mentioned as particularly helpful. The majority of focus group participants (n=62, 66%) preferred to access both accredited and nonaccredited training opportunities (see Appendix 4, Table 8). All participants indicated the importance of professional development; seventy-seven respondents (82%) described it as very important (see Appendix 4, Table 9). 3.6 How Training Assisted 3.6 How Training Assisted All focus group participants discussed the training they had undertaken and agreed it was useful. The majority of participants stated that training is seen as a validating or supplementing experience. Many commented that it assisted with new ideas and provided important skills to respond to the needs of individual children: I access training to correctly be able to assist the children to the best of my ability. (Mainstream SSO) Respondents stated that most training undertaken related to individual student need at a particular time, e.g. as new students come into the school: Students come and go so training needs to change. (Mainstream SSO) Of the specific training undertaken, participants explained that equipment and technology related training was essential to keep pace with rapid advances in technology. Participants, in particular those from special schools, reported that training related to specific disabilities and assistive technology was valued from disability service providers such as Autism SA, Novita Children s Services, Cora Barclay Centre, Down Syndrome Society, and Townsend House (see Appendix 5, Table 3). Professional Development for School Services Officers in South Australia 17

24 Many focus group participants from the country commented that there seemed to be limited choice for local training, that only a small amount of time was allocated for training at the site level, and that relevant training might not be available when needed. 3.7 Further Training Required 3.7 Further Training Required When focus group participants were asked about further training they required to fulfil their role, their responses replicated the findings on the skills and knowledge they required for the SSO position (see Section 3.3). They were of the opinion that training should be specific and responsive to individual student needs as they enter school or change classes. As one participant stated: As an SSO you need information and training on children before they start school so you can be prepared. (Mainstream SSO) The majority of participants stated that being prepared for the student s arrival and having adequate resources for the student was necessary to meet individual needs. The following areas of specific training needs (not in order of priority) were reiterated: behaviour management disability information (especially on Autism and Asperger syndrome) ongoing training as refresher or update courses a range of communication training personal safety, protective behaviours and stress management rights and responsibilities. 3.8 Access to Training Information 3.8 Access to Training Information Seventy-five focus group participants (80%) stated that they had access to training information (see Appendix 4, Table 10). Most stated that they received information in various print formats, which had been sent to their site and disseminated broadly. Staff and professional development meetings were other avenues for distribution and discussion of training opportunities. Publications such as DECS Xpress, newsletters, bulletins and industry journals were mentioned as important sources of training information. This information was mostly received from disability service providers, the unions, the Workers' Educational Association of SA (WEA), and other training providers. Further information about training opportunities was provided verbally through line managers, peers, education sector support personnel and disability professionals. Each education sector provided information and facilitated training, including that provided through the: DECS Organisation and Professional Development Services, DECS Learning Improvement & Support Services, Catholic Education SA training days, and Association of Independent Schools of SA SSO days. Participants stated that they accessed relevant training when made available, and/or they sourced information on training in response to a need they had identified, or in order to acquire qualifications. The Internet and DECS SSOnet, for those staff working in the State sector, were common sources of information. Temporary staff and staff who worked at multiple sites, especially in preschools, stated that they often missed out on training information because they had breaks in their employment, or were often not perceived as belonging to any one site. 18 Professional Development for School Services Officers in South Australia

25 3.9 Support to Access Training 3.9 Support to Access Training Participants were asked how they were supported to access training opportunities. They were supported through: Their line managers and senior site staff who provided: personal encouragement; funding for release time or permitted use of time bank provisions as part of Flexible Work Conditions; and met or reimbursed the cost of training from site budgets. School policies and practices that support SSOs access to training. Study grants and scholarships. Catholic Education SA provides funds for the Study Incentive Program (SIP), which is available to all school staff to undertake university or TAFE studies. All the SSOs who undertake DECS Certificate III in Government (School Support Services) receive scholarships. In addition, staff from Catholic special schools advised of a number of supports including: a school support group, which meets once a term to discuss training needs; training needs discussed individually or at staff meetings; and a preplanning process to address needs of all staff. In the State sector, special school and mainstream staff discussed being supported by attending regular SSO meetings, submitting training requests to a committee/planning meeting, and through the DECS performance management process. In the Independent sector, SSOs are supported by their individual schools Perceived Barriers to Training Opportunities 3.10 Perceived Barriers to Training Opportunities Focus group participants were asked what they perceived as barriers to accessing training opportunities. Barriers were diverse, some individual and others site related. Participants raised the issues of: Relief staff being employed to allow them to undertake training, in terms of availability and cost. Staff not being replaced had the potential to impact on individual students participation at school and the workload of other staff members. Costs for both the school and the individual, as course costs could be high. Respondents recognised that schools had limited budgets for professional development and individuals could choose to self-fund. Time constraints related to other work or family commitments, especially if training was to be undertaken outside of school hours. For temporary staff, the expectation of some sites that participants undertake training in their own time was a barrier, as there is often no financial or time related compensation. For training taken within school hours, temporary staff had to make up time at a later date. You do everything at first, then become more selective as you need to do it in your own time or make up hours. (Preschool Support Worker) The location of training or lack of local opportunities for training, in particular for those SSOs living and working in the country or outer suburbs. Temporary employment conditions, as many participants were reluctant to invest in training without assurance of continuing work. Professional Development for School Services Officers in South Australia 19

26

27 4. Discussion 4 Discussion 4.1 Role of School Services Officer 4.1 Role of School Services Officer School Services Officers (SSOs) play an important role in supporting the delivery of education to students with disabilities in mainstream schools, preschools and special educational settings. They perform a variety of tasks to support teachers to cater for the academic and social needs of students, and are integral to the inclusion of students with disabilities in mainstream settings. SSOs have been employed in special schools in South Australia for many years, but as a result of the substantial growth of inclusive practice, the employment of SSOs to specifically support the education of students with disabilities has increased in mainstream settings. Increased enrolments, particularly of students with complex needs, and the acknowledgement that students with disabilities may require individual attention to fully participate in preschool and school, have contributed to the increase in the numbers of support personnel in South Australian educational sites; a trend which is reflected in national and international data (Broadbent and Burgess, 2003; Ashbaker and Morgan, 2001). The increase of inclusive practice has led to an expansion of the SSO role, to assist teachers to meet the educational needs of the growing number of children and students with disabilities in mainstream settings. According to the Australian Government career statistics, this employment category is predicted to grow (Shaddock, 2004, Online). Role in South Australia A major aim of this project was to understand the current role of SSOs in supporting the needs of students with disabilities in South Australian preschools and schools. The SSO role is broadly defined as that of a person employed in a school to provide support in areas such as secretarial, curriculum delivery, resource centre, laboratory, finance and special education. This role is supported by a classification structure contained within the relevant awards, and corresponding task set determined at the sector or site level (Department of Education and Children s Services, 2004b). This broadly defined role was also noted in the Senate inquiry into the education of students with disabilities (Commonwealth of Australia, 2002). Early Childhood Workers are employed to provide similar support in preschools; Preschool Support Workers are solely employed to support children with additional needs. In special education, SSOs are primarily employed to work with individual children who have identified special needs related to a specific disability that is recognized by the appropriate funding authority within each state or territory (Broadbent and Burgess, 2003, p. 3). The need to develop clear definitions of education paraprofessional roles and responsibilities is a recommendation contained within international literature, as contributing to effective education paraprofessional practice. As discussed in the report, Roles for Education Paraprofessionals in Effective Schools: Aligning diverse responsibilities, time allocations, teacher direction and formal supervision, can generate clear expectations for teaching assistants and lay the foundation for teamwork between them and their teacher colleagues. (Leighton et al., 1997f, p. 3) This theme is supported in the British report, Supporting the teaching assistant: A good practice guide. This report states, the essence of successful deployment of teaching assistants lies in understanding the nature of support they can provide. This includes support for the pupil, teacher, curriculum and school (Department for Education and Skills, 2000, Online, p. 8). Professional Development for School Services Officers in South Australia 21

28 During focus group discussions, the majority of participants stated that their main role was supporting individual students or small groups of students (see Section 3.2). The discussion focused on what this support entailed and a diverse range of responsibilities emerged. There was a commonality of tasks across all school types and sectors, but the frequency of tasks differed between mainstream and special educational settings. For example, special school SSOs reported a higher proportion of personal care support tasks as part of their overall role. Diverse responsibilities of SSOs can be attributed to a number of factors. The most significant factor, as verified by international data, is the acceptance and subsequent growth of inclusive practice that has contributed to the expansion of the education paraprofessional role, from a clerical and teacher support role to include an educational and instructional role (Giangreco et al., 1999, Ashbaker and Morgan, 2001). The British report, Supporting the teaching assistant: A good practice guide, emphasises the need to create effective partnerships with teachers. This includes clarifying and differentiating the roles for both teaching assistants and teachers (Broadbent and Burgess, 2003). Calder also discusses the problem of teachers not being able to maximise the assistance on offer (2002, p. 2), and suggests that there is a lack of clarity in teachers minds about their roles and responsibilities in relation to those of teaching assistants: Clarification of roles would make working relationships easier and remove professional uncertainty that makes it difficult for teachers to delegate (ibid, p. 3). According to Calder, relationships are integral to the success of teaching in an inclusive classroom. She advocates better teamwork between teacher and teaching assistant, particularly by involving the latter in planning. This could be achieved through training teachers on how to manage and effectively utilise the resource of teaching assistant. The British report, Supporting the teaching assistant: A good practice guide, advocates frequent review of team relationships based on clearly defined roles (Department for Education and Skills, 2000, Online). The recent DECS manual, Early Intervention Learning Difficulties - Working collaboratively: improving outcomes for learners (Department of Education and Children s Services, 2004a), supports collaboration between teachers and SSOs. The significance of the collaborative approach to working with students with disabilities was acknowledged by focus group participants, alongside the importance of relationships between the SSO, students and their parents. The role expansion of the SSO position was confirmed by participants, who discussed a range of tasks performed under the direction of teachers to support students with disabilities, relating to learning and curriculum support, and program support and implementation. In addition, the majority of these SSOs reported fulfilling predominantly administrative functions, which were contained in their job and person specifications developed at the site level. International data suggest that the more specific the program, the more often the role and responsibilities are explicitly defined or implicitly understood. However, many positions occupied by paraprofessionals are not so clearly defined, and at times, they may be pulled in different directions by those who direct and supervise them (Leighton et al., 1997d, p. 1). Another common problem discussed in the literature is that, the role may expand informally or in response to a crisis, sometimes without corresponding adjustment in supervision, which can create role ambiguity, role conflict and role overload (ibid, p. 1). Direction and Supervision SSOs who support the needs of students with disabilities, work in coordination with and under the direction and supervision of teachers. They are line managed by the school principal or preschool director. The majority of participants stated that they worked under the teacher s direction and it was evident that they acknowledged the teacher s authority. Giangreco et al. (1999) emphasise the acknowledgement by all staff that the teacher is the instructional leader and that teachers, special educators and related service providers have the ultimate responsibility for ensuring appropriate design, and implementation of instruction carried out by paraeducators. The recently released DECS manual, Early Intervention Learning Difficulties - Working collaboratively: improving outcomes for learners (Department of Education and Children s Services, 2004a), emphasises the differentiated roles and responsibilities of teachers and SSOs. 22 Professional Development for School Services Officers in South Australia

29 It should be noted at this point, that an international trend discussed in the literature has been the emergence of paraeducators spending a significant amount of time providing instruction to individual students without teacher support. Leighton et al. (1997a), Giangreco et al. (1999), and Ashbaker and Morgan (2001) advocate supervisory training for teachers, as fair and effective direction and supervision ensure that paraprofessionals roles and responsibilities are appropriate to their positions as support staff (Leighton et al., 1997d, p. 2). Organisational Supports The provision of organisational supports such as written job descriptions, evaluation through performance assessments, team building activities with teachers, and training for teachers in a supervisory role, are all essential for supporting education support personnels roles (Leighton et al., 1997a). Similar organisational supports have been advocated in research and government literature in the United Kingdom. Giangreco et al. advocate for accurate job descriptions that outline roles and responsibilities commensurate with the paraeducator s skill level (1999, p. 5). In South Australia, while not specifically related only to SSOs working with students with disabilities, Recommendation 13 in the Office of Review report emphasises the need for clarification of roles supported by current job and person specifications for all SSOs: It is recommended that [DECS] district superintendents, working with principals ensure that: All schools have current job and person specifications for all SSOs with the opportunity for local variations in accordance with the local situation within the State ward and relevant classification standards. Strategies are implemented to foster a common understanding amongst staff on the roles and responsibilities of SSOs. (Department of Education, Training and Employment, 2001, p. 12) 4.2 Vocational Training Needs 4.2 Vocational Training Needs International literature, particularly American literature, affirms that an essential element for improving education paraprofessional effectiveness is professional development. This should incorporate a range of training programs, both accredited and non-accredited, for new and existing school staff. Three of the five factors in the Roles of Education Paraprofessionals in Effective Schools produced by Policy Studies Associates for the US Department of Education (Leighton et al., 1997c) concern professional development of education paraprofessionals, and are: appropriate job qualifications ongoing professional development development of effective career ladders. Appropriate Job Qualifications International Context Both in the United States and the United Kingdom, the introduction of appropriate job qualifications is now seen in policy and practice. As the US Department of Education report states, appropriate job qualifications that take into account anticipated work demands and training opportunities form an element of good paraprofessional practice (Leighton et al., 1997c, p. 1). Professional Development for School Services Officers in South Australia 23

30 In the United States, the government legislated that State certification of education paraprofessionals, who work in Title 1 programs and who provide instructional support (including support for students with additional needs in school wide projects), is mandatory. The No Child Left Behind Act (2001) established new educational requirements for education paraprofessionals to be developed and administered by the states. All eligible education paraprofessionals have until 2006 to obtain State certification and new employees will require certification before commencing employment. To meet the requirements, a paraprofessional must pass State or local assessments to demonstrate knowledge of and ability to assist in instruction or complete the equivalent of two years study from an institution of higher education or hold a two-year degree (or higher) (American Federation of Teachers, 2004, Online). Prior to the No Child Left Behind Act (2001), only thirteen states had certification or credentialing systems in place; the majority had only guidelines for minimal standards in education and experience for education paraprofessionals. Coupled with entry to the profession through volunteering, this resulted in many education paraprofessionals without appropriate training. The American Federation of Teachers (AFT) has been involved in developing guidelines and assisting states to develop a State level certification system, as now required by the No Child Left Behind Act (2001). In fact, the AFT drafted Standards for a Profession in 1998, which advocated that: Basic skills would be ascertained through a High School diploma, job interview and observation during pre-service training. Pre-service training would consist of district based and site based orientation, coupled with in-service training on basic knowledge and skills for certification. Advanced skills, based on competencies verified during in-service training provided by the district, would lead to certification. (American Federation of Teachers, 1998, Online) In the United Kingdom, there has been growing recognition by the government of the increase in the use of teaching assistants, the significant growth of teaching assistants involvement in areas of curriculum, and the need for training and supportive management to improve the support provided by teaching assistants. There have been vocational courses offered for teaching assistants and nursery staff 7 for many years, however, they have not been nationally recognised qualifications for teaching assistants. In 2003 the Local Government National Training Organisation developed National Vocational Qualifications (NVQs) for teaching assistants, linked to national occupational standards developed in NVQs are work-related and competence-based qualifications. NVQs are achieved through assessment and training, and relevant prior learning can be taken into account when assessing the evidence of occupational competence (Employers Organisation, 2003, Online). Unlike the United States, this qualification is not mandatory but is recommended as part of a national framework of qualifications for teaching assistants. Local Education Authorities (LEAs) still determine what qualifications are required at the local level. Australian Context In the Australian context, the Senate inquiry into the education of students with disabilities by the Employment, Workplace Relations and Education References Committee (Commonwealth of Australia, 2002) found that there was a skills shortage amongst teachers and specialist staff working in the special education field, which was compounded by a lack of training. A number of recommendations by the committee addressed the training and retraining of staff, particularly teachers and specialist staff, but also included teacher aides. The report documented that, most teacher aides have no specialist training in teaching for disabilities, and a great many may lack even basic training (Commonwealth of Australia, 2002, p. 7). 7 Nursery staff, or nursery nurses, working in nurseries in the United Kingdom are the equivalent of Early Childhood Workers working in preschools in South Australia. 24 Professional Development for School Services Officers in South Australia

31 To address this, Recommendation 1 states that: Within a reasonable period, all teacher aides working with students with disabilities should be qualified in special education from an accredited teacher aide training course, and that this should be a condition of additional Commonwealth funding for disability education. (ibid, p. 8) Like the governments in the United States and United Kingdom, the Australian Government supports the training, but its funding is a matter for the states and territories or local authorities. In Australia, all the jurisdictions except for the Australian Capital Territory, offer competency based certificate qualifications in SSOs through vocational education and training programs; most of these were in existence prior to the Senate inquiry conducted in At present a qualification is not a prerequisite for employment as an SSO in any State or Territory of Australia. Qualifications relevant to the SSO position range from general Certificate I in the Northern Territory, to Certificate IV and Diploma level qualifications in other states. Nationally, accredited training programs have been developed specifically for SSOs by State education departments in Queensland, South Australia, Tasmania and Victoria. A number of programs offer disability streams or electives as part of training for SSOs supporting students with disabilities. New South Wales, Queensland, South Australia and Victoria offer disability units for Certificate III qualifications in Government or Education Support, whereas Tasmania and Western Australia only offer disability electives as part of Certificate IV. Most qualifications are offered as in-service for existing employees, however, in New South Wales, Queensland, and Tasmania they are offered as pre-service with a vocational placement. It seems that a number of states have responded to or met the recommendations of the Senate inquiry, as SSO training programs are accredited and contain disability streams. Courses are provided through the jurisdictions institutes of Technical and Further Education (TAFE), community service providers and private providers, except in South Australia where the Certificate III in Government (School Support Services) is offered only through the Department of Education and Children s Services (see Appendix 5, Table 1). Appropriate job qualifications in Queensland have been supported through changes to their classification structure. The new classification structure is part of the Teacher Aides Employed by Education Queensland Certified Agreement 2003; teacher aides have a career path ranging from level TA002 to TA004 (Education Queensland, 2002a, Online). Level TA002 is the classification for entry into the teacher aide stream and is based on the merit selection process. To progress to level TA003, a teacher aide needs to have: been employed as a permanent or temporary aide at level TA002, step 4 for twelve months or longer completed the Certificate III level qualification, equivalent or higher a current Senior First Aid Certificate. (Education Queensland, 2002b, Online) In Tasmania, the work of teacher aides for students with disabilities has been part of a recent review of services for students with additional needs. The Atelier report, Essential Learnings for All, discusses the need to create a new education paraprofessional position of assistant teacher, which would lie between the positions of teacher and teacher aide. The assistant teacher position would require specialised training to include knowledge and skills across a spectrum of conditions related to students with special and/or additional educational needs (Atelier Learning Solutions, 2004, p. xi). Assistant teachers would enter the position on merit and with a formal qualification. What has also emerged from the literature about best practice, and is evident in current practice, is the use of competency based training for this occupational category: Professional Development for School Services Officers in South Australia 25

32 Competencies (also known as units of competency, units, competency units and sometimes standards) describe the skills and knowledge that is to be expected to be applied for a person to operate effectively in the workplace. The emphasis is on outcomes: what people are able to do and also with the ability to do this in a range of contexts. (National Training Information Service, 2005,Online, p.1) It is evident that competency based training is used to provide accredited training for SSOs, and may be undertaken at any point along the continuum of vocational training. For existing employees, accreditation is attainable through training and assessment or recognition of experience and skills. For newly recruited SSOs, particularly in Queensland and Tasmania, competency based training is available as a pre-service qualification with vocational placement, or an in-service qualification. For the public sector, the National VET Plan for the Public Sector Industry outlines priorities and future directions. In particular, it states: Strengthening and promoting the role of VET and competency based training and assessment generally in the public sector as part of lifelong learning, ongoing development of a learning culture and changing career patterns. (Sing, 2003, p. 25) South Australian Context The Certificate III in Government (School Support Services) is part of the Education Services Program within the Department of Education and Children s Services (RTO) 8. Accredited training for Certificate III began in July 2003, and was developed for SSOs including Early Childhood Workers (ECWs) and Aboriginal Education Workers (AEWs) working in the State sector. The development of this certificate responds to recommendations of the School Services Officers Review (Department of Education, Training and Employment, 2001), which identified that SSOs required a more tailored training package based on competencies. It also meets the terms of the Senate inquiry into the education of students with disabilities (Commonwealth of Australia, 2002), in providing accredited specialised teacher aide training. Like the National Vocational Qualifications in the United Kingdom, the certificate is based on competencies from training packages within the Australian Qualifications Framework (2005, Online). The Certificate III in Government (School Support Services), Disability Stream has been specifically developed for SSOs supporting students with disabilities, wanting to develop their skills and knowledge as well as broaden opportunities for career pathways. The qualification consists of eleven units and is offered in two stages: Stage 1 (six core units) is a self managed program that provides staff with a focus on skills recognition and workplace activities. The required competencies relate to general skills and knowledge for working in the public sector. Stage 2 (six elective units) provides staff with a specific focus from the Disability Stream. The competencies in disability units are from the Community Services Training Package and have been customised and contextualised for support staff in the State sector. (Department of Education and Children s Services, 2005a, Online) Learning guides for this certificate have been contextualised for the SSO s role through consultation with DECS and other professional, VET (Vocational Education Training), and industry bodies. Stage 1 of the certificate can be achieved through recognition of prior learning (RPL), and Stage 2 through training and assessment or by RPL (Department of Education and Children s Services, 2005a, Online). Recently, the recognition process has been modified and expanded to combine skills recognition and workplace learning, providing the opportunity for SSOs to develop evidence while working. The flexible delivery of the certificate was developed to cater for all learners and offset personal barriers to course participation: 8 Department of Education and Children s Services (RTO) refers to the department s role as a registered training organisation. 26 Professional Development for School Services Officers in South Australia

33 Flexible approaches to training delivery, particularly using information and communication technologies, are strongly supported by the Australian Government through the Australian Flexible Learning Framework. Implementing flexible approaches to training means individual learners and enterprises are better able to obtain the skills they need in a variety of ways that best suits them. (Department of Education, Science and Training, 2004, Online, p. 8) The Certificate III in Government (School Support Services) is currently available only to DECS employees. Through an initiative by the Association of Independent Schools of South Australia, via its Targeted Program, two disability units of DECS Certificate III in Government (School Support Services) have been made available to a number of Independent sector support staff. Strategies have been implemented to encourage SSO participation, including payment of course fees and release funds. The Certificate III in Government (School Support Services) has been widely promoted through a variety of media. In addition, a number of strategies have been implemented to encourage SSO participation in achieving this job qualification, including funds allocated through DECS to offset course costs. These include travel expenses and release funds, identified in the findings as barriers to accessing training. The options of recognition of prior learning (RPL) and scholarships, provide alternative and supportive pathways to gain the qualification. Another strategy to raise awareness and promote recognition of SSO work, is the development of SSO Recognition of Achievement awards, which recognise individuals and promote best practice; similar awards exist in New South Wales. Victoria and Queensland have also implemented various strategies to support staff to undertake competency based qualifications. Ongoing Professional Development Nationally and internationally, the most consistent recommendation in the literature concerning improvement of education paraprofessional (SSO) practice is the need for ongoing professional development (Leighton et al., 1997a; Giangreco et al., 1999; Pickett, 1999; Mueller, 2003; Atelier Learning Solutions, 2004). This is recognised in both policy and practice; professional development programs for support staff are becoming more prominent, as well as being implemented in a variety of ways. In the United Kingdom, education paraprofessional development is the responsibility of Local Education Authorities, while in the United States it is the responsibility of local school districts. It is noted in the American literature that training opportunities and ongoing professional development vary from district to district in the same State. The literature advocates for pre-service and in-service education activities to be regularly scheduled, through the provision of a formal training plan or other structures that help prepare education paraprofessionals for their positions. Within Australia, all education sectors have embraced the need for professional development of staff. In South Australia, this is evidenced by the range of training opportunities across the three sectors: DECS provides many workshops for SSOs who support students with disabilities. DECS Learning Improvement and Support Services provide many of the training sessions, which cover an extensive range of topics. Catholic Education SA provides professional development for SSOs who support students with disabilities. From the focus group discussions, Catholic sector support staff particularly valued the Rights and Responsibilities of SSOs training sessions and hub group activities. AISSA through its Targeted Program currently provides professional development for SSOs and develops an annual calendar of special education workshops and seminars for schools, including training for SSOs. A Special Education Professional Development grant is provided to all schools to fund school based and external training for staff, including support staff. Professional Development for School Services Officers in South Australia 27

34 Professional development initiatives are publicised on education sector websites. In South Australia, professional development is made available at both sector and site levels; with schools being flexible to arrange training opportunities according to local needs. Planning the training needs of staff, including support staff, in the context of site needs is the key to informing effective professional development of staff. According to Roles for Education Paraprofessionals in Effective Schools (Leighton et al., 1997a), effective professional development should include: a pre-assessment of the education paraprofessional s training needs, established objectives, an activities plan, resources for learning, and a method of evaluating the improvement in targeted knowledge and skills. Development activities should provide a continuum of experiences including: Paraeducators should receive orientation (e.g., information about the student, classroom, and school) and entry-level training prior to working directly with students (e.g., family-centered principles; multicultural and other diversity issues; teamwork; inclusive education; roles and responsibilities of team members; principles of learning). Paraeducators should receive ongoing, on-the-job, training to match their specific job responsibilities and assignments. Paraeducators should have access to ongoing learning opportunities, in addition to their on-the-job experiences (e.g., workshops, courses, internet study) that promote their skill development in relevant areas (e.g., supporting students with challenging behaviors; approaches to literacy; use of technology; needs of students with low incidence disabilities) and have input into what training they need. Paraeducator training experiences should be designed to allow individuals to gain continuing education or college/university credit. (Giangreco et al., 1999, pp. 3-4) Induction In the United States and United Kingdom, academics, policy makers and employee associations have identified that orientation and/or induction training is critical for support staff prior to working directly with students. This significant growth of the paraeducator/teaching assistant role has evolved from a teacher/clerical support to assistance with instruction of students, including students with disabilities, under the direction and supervision of teaching staff. Most of the literature discusses orientation training in terms of the provision of information regarding the student, the classroom and the school district. Giangreco et al. (1999) advocate that paraeducators should receive orientation, but also entry level induction training with a focus on the knowledge required to work directly with students, particularly students with disabilities. This is supported in a recent development by the UK Department for Education and Skills, of a four-day primary induction training program for newly recruited teaching assistants. The program contains modules on the following topics: Role and context, Literacy, Mathemathics, Behaviour management, Inclusion, SEN and disability, English as an additional language and Science (Department for Education and Skills, 2005, Online). The program is linked to the knowledge and skills contained within the national occupational standards for teaching assistants. Induction for classroom assistants in Scotland has been in existence since 1999, and occurs prior to staff commencing employment in a school (The Scottish Office, 1999, Online). In all three of the South Australian education sectors, induction of employees is considered an important initiative and occurs at the site level. Additionally in the State sector, a set of documents available on the DECS website has been produced to assist schools to implement a staff induction program (Department of Education and Children s Services, 1996, Online). In the focus group discussions, regarding what information would have been helpful prior to working with students with disabilities, the majority of participants confirmed that information most desired related to individual students. What emerged from these discussions is that SSOs would like information to be provided more effectively and with sufficient time to assimilate the information before working with students. Twenty-nine per cent of this study s focus group participants indicated that they had received information on the student before commencing work (see Figure 1, p. 14). 28 Professional Development for School Services Officers in South Australia

35 It would appear from this study s data that SSOs are more likely to receive orientation information on students needs rather than induction information related to the role and knowledge required for the position. As part of a job recruitment strategy at one time, DECS offered an information session, Getting ready to be an SSO, to help potential applicants identify the suitability of the SSO position for them. The information was based on the foundation units contained in the Certificate III in Government (School Services Support), Disability Stream. These units could be used as introductory information on the role and knowledge of SSOs working with students with disabilities. As advocated in the American literature, induction should include information on student needs, but also provide an understanding of team goals, the team s relationship to the larger institution and the way different roles and responsibilities fit together to form an integrated whole (Leighton et al., 1997e, p. 3). It would appear from the literature on the topic that pre-service induction is the key to preparing staff and providing them with the necessary knowledge about the role of supporting students with disabilities. In Victoria, the Department of Education & Training has developed clear and concise guidelines to assist school management in their responsibilities for SSO induction (2002, Online) and in New South Wales there is an Education Support - Teachers Aide (Special) course, which provides information on role, school, student and the system (TAFE New South Wales, 2001, Online). On the Job Training Structured on the job coaching is described in the literature as one of the most effective ways of training education paraprofessionals. It allows for concepts and strategies to be applied by education paraprofessionals in a real classroom under the supportive supervision of teachers, and the opportunity to tailor strategies to meet the requirements of individual settings. It is an opportunity for the teacher and paraprofessional to work collaboratively, and instils a team approach to meet the needs of teachers, gives opportunities for teachers to groom paraprofessionals to assume new tasks, and provides feedback for improving their performance (Leighton et al., 1997e, p. 4). Teacher workloads do not always accommodate training opportunities. However, teachers involvement in planning and delivering education paraprofessional in-service training facilitates an improved complement of combined skills and shared expectations for collaborative work. DECS Disability Coordinators and Special Education Coordinators in the Catholic and Independent sectors also play an important role in providing information and, at times, specialised on the job coaching. The recent Tasmanian review on services for students with additional needs, stated that the observation was made repeatedly that simply offering more external courses was not the answer to building capacity of staff and schools (Atelier Learning Solutions, 2004, p. x). It endorsed on the job support: The Review believes that capacity-building should be an integral part of service provision. It should, in the main, be provided through in situ, just in time support, located within the local community of schools. This does not involve notions of courses. Rather, it is about skilled specialist staff working alongside teachers and para-professional staff to increase their capacity to meet student needs through the implementation of effective approaches and programs. (ibid, p. x) This specialist support would address the training needs most identified by SSOs in the focus group discussions, i.e. immediate training based on the needs of individual students. Many of the focus group participants have been working as SSOs for many years, and considered experience gained over time as relevant as formal training. In particular, preschool support and special school staff discussed coaching by peers, peer support and work shadowing as integral to enhancing their work practices. Professional Development for School Services Officers in South Australia 29

36 In Queensland, a joint Education Queensland and Australian Liquor Hospitality and Miscellaneous Workers Union (ALHMWU) committee was established to raise awareness on the professional development needs of teacher aides, and to support their access to professional development. One of the strategies used by the committee was to broaden the concept of professional development to include not only full qualifications and off site, sometimes costly training but also mentoring (either being the mentor or the mentoree) (Education Queensland, 2004, Online, p. 1). Providing opportunities for SSOs to visit other schools or preschools to observe best practice or alternative strategies, is already occurring in the three education sectors in South Australia. This could be enhanced by the formal recognition of certain schools or preschools as Centres of Excellence in supporting students with disabilities, either through adoption of best practice or exchange of staff with specialised knowledge or experience. The Senate inquiry (Commonwealth of Australia, 2002) recommended the exchange of support staff between mainstream schools and special schools for on the job training, as one means of addressing the training deficit. This concept was also discussed by Horrocks, who investigated established partnerships between special schools and mainstream schools in South Australia, the potential for their development, and the factors that might promote or inhibit these partnerships (2003, p.18). There also exists an opportunity for schools and preschools to combine in clusters and for sites within these clusters to recognise or develop specific competencies in their support staff, which could be shared with other sites within the cluster. The concepts of Centres of Excellence and clusters were recommended in the School Services Officers Review for finance and administration staff (Department of Education, Training and Employment, 2001) and referred to in the Atelier report, Essential Learnings for All (Atelier Learning Solutions, 2004). Ongoing Learning Activities The majority of focus group participants had participated in training and development activities provided by their education sectors. They indicated that they were accessing training information and undertaking training, when site and personal commitments permitted. In some sites, SSOs are participating in whole school and teacher/support staff professional development initiatives as valuable members of school teams. However, many focus group participants were unable to nominate future training needs. The data suggest that this is due, in part, to the need for SSOs to undertake training related to individual students (just-in-time training), as well as limited attention to SSO training in the context of site based performance management. The US Department of Education suggests: Where both teachers and paraprofessionals need to learn the same skills or where the paraprofessional needs a clearer understanding of the teacher s orientation in using a new strategy or curriculum, shared training is an efficient approach. (Leighton et al., 1997e, p. 1) A recent initiative in the United Kingdom has been the provision of training for more experienced teaching assistants who want to undertake higher duties. Calder (2002) who recommended codifying roles into higher and lower duties, supports this initiative in recognition that this cohort is not homogeneous, and not all SSOs want to perform complex roles or progress their careers. Development of Career Paths The importance of career paths, which support the transition from the role of education paraprofessional to teacher, is discussed in the literature and recognised in practice, both nationally and internationally. It is suggested that participants require support through strategies that reward participants persistence and goal attainment in the development of their careers in this field (Leighton et al., 1997f, p. 5). Financial support, information workshops, coursework tied to job assignments, and personal support, were discussed as strategies in the Roles for Education Paraprofessionals in Effective Schools (Leighton et al., 1997a). 30 Professional Development for School Services Officers in South Australia

37 Moreover, articulation 9 arrangements feature in some State frameworks of recognition and training of education support staff, and support the establishment of career paths. Qualification programs that offer Diplomas often have articulation arrangements in place. For instance, articulation arrangements between Certificate IV, Diploma in Education Support and Bachelor degrees, are available at various Queensland universities, and the Certificate in Education can achieve status at the University of Tasmania. Recommendation 20 of the School Services Officers Review highlights the necessity of integrated career paths for SSOs, including raising the awareness levels of SSOs in relation to career paths and options currently available to them both within and outside the school context (Department of Education, Training and Employment, 2001). 4.3 Core Competencies 4.3 Core Competencies Developing a good training program begins by identifying the skills and knowledge that staff require to work effectively. Proficiency in basic skills such as reading, writing and numeracy, are necessary and form minimum criteria for the position. Research suggests that job related pre-service and in-service education for most education paraprofessionals should be designed to address the following additional demands of their work: recognising and accommodating the school policies affecting their roles resolving the legal and ethical issues involved in their roles in the classroom understanding the role expectations of their positions relative to teachers, administrators, students and parents using effective discipline and classroom management strategies observing, documenting and reporting student behaviour using and maintaining instructional materials using audiovisual, duplicating and other equipment relevant to their assignments providing first aid and directing safety procedures. (Pickett, 1994) Skills and knowledge relevant for SSOs have been addressed internationally through the development of skills and knowledge standards or competencies, and represent much of the information originally drafted by Pickett (1994). This information has been used to inform training for education paraprofessionals in the United States. According to American paraprofessional trainer, David Freschi, knowledge and skills relevant to supporting students with disabilities include: basic knowledge of disability, the use of reinforcement, communication skills, behavioural intervention techniques, promoting independence, presentation and correction techniques, and ethical and professional behaviour (Freschi, 2002, p. 2). Since 2003, the Department of Education and Children s Services has provided a competency based training package tailored to SSOs, including those who support students with disabilities. At the time of the study, the Certificate III in Government (School Support Services), Disability Stream contained six competencies taken directly from the Public Sector Training Package and six adapted from the Community Services Training Package Other Australian states have also adopted Community Services Training competencies to inform training available for SSOs working with students with disabilities. The South Australian elective competencies specific to the disability area are: 9 In education, articulation refers to the process of transferring a unit of credit between postsecondary institutions like colleges or universities. Professional Development for School Services Officers in South Australia 31

38 Orientation to disability work (foundation unit) Provide behaviour support (foundation unit) Provide care and support to students with disabilities Provide advanced behaviour support Support students with special needs (focus on Autism Spectrum Disorder) Support students with additional needs in the classroom (focus on communication difficulties). (Department of Education and Children s Services, 2005a, Online, p. 1) National training packages contain a broad range of competency standards across a range of organisations, providing Registered Training Organisations (RTOs) with the ability to use and tailor competencies to suit their respective organisation s training needs. These national standards are similar to the vocational training standards developed in the United Kingdom. However, the British National Vocational Qualifications for teaching assistants are more comprehensive, as they are linked to national occupational standards for teaching assistants. In South Australia, within the State sector, competencies contained in the SSO training program could be used to inform the skill verification process and the development of job and person specifications. 4.4 Vocational Training Opportunities 4.4 Vocational Training Opportunities In South Australia, training and development opportunities for School Services Officers who support students with disabilities are available and being accessed, as evidenced by the range of training undertaken (see Appendix 5, Tables 1 to 3). The accredited training opportunities specifically for SSOs supporting students with disabilities include: Competency based training Certificate III in Government (School Support Services), Disability Stream. This is available for School Services Officers and Early Childhood Workers who support students with disabilities and work in the State sector. It is provided by the Department of Education and Children s Services (RTO) Education Training Program. Certificate III School Support Services. This is a new program relevant to support staff working in the non-government sectors. This qualification is contained within the new Public Service Training Package, however there is no information available about registered training organisations offering this course at present. Accredited training opportunities, related to child care workers and teacher assistants, provided through TAFE SA Certificate III in Children's Services Certificate III in Education (Information Technology Support) Certificate III in Education (Integration Aide) Certificate III in Education (Language and Literacy Support) Certificate III in Education (Library Assistant) Certificate III in Education (Office Support) Certificate IV in Out of School Hours Care Diploma of Children's Services Diploma of Out of School Hours Care. (TAFE South Australia, 2005, Online) These training opportunities, alongside a range in the area of community services, are available to all members of the general public interested in this type of work. 32 Professional Development for School Services Officers in South Australia

39 Sector based training DECS Learning Improvement and Support Services internal training provision Catholic Education SA training days Association of Independent Schools of South Australia SSO training days and other relevant seminars contained within their calendar of training events Coaching or specific training by District Disability Coordinators in the State sector and Special Education Coordinators in Catholic and Independent sectors. Non-Government organisation training This includes seminars and workshops provided by non-government organisations supporting people with disabilities (e.g. Autism SA, Novita Children s Services). Many courses provided by non-government organisations are being accessed by SSOs on an individual and site basis (see Appendix 5, Table 3). Collaborative training between education sectors and non-government organisations For example, Autism SA is currently developing a Certificate IV program specialising in Autism Spectrum Disorder work. A potential link is envisaged to demonstrate pathways for DECS SSOs into the Autism SA Certificate IV program. Special Education organisation training For example, professional organisations such as the Australian Association of Special Education SA (AASE), which offers training to teachers, has had SSOs attend workshops in the past. Training and development opportunities for SSOs who support students with disabilities are available in a range of formats, and provide a continuum of learning for these support staff. For existing SSOs, the opportunity to gain formal qualifications validates and supplements their years of experience. For newly recruited SSOs, training opportunities provide the knowledge and skills required to support teachers working with students with disabilities. Professional Development for School Services Officers in South Australia 33

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42 Department for Education and Skills (DfES) Supporting the teaching assistant: A good practice guide. Department for Education and Skills, United Kingdom, [Online]. Available: [2005, February 7]. Department for Education and Skills (DfES) Induction training for teaching assistants. Department for Education and Skills, United Kingdom, 1. [Online]. Available: [2005, February 7]. Department of Education & Training, Victoria School Services Officers (SSO) Induction Guidelines. Department of Education & Training, Victoria, 1. [Online]. Available: [2005, March 31]. Department of Education and Children s Services (DECS) Induction of Staff to Schools: A Resource Paper. Department of Education and Children s Services, Adelaide, [Online]. Available: [2005, February 23]. Department of Education and Children s Services (DECS) Performance Management Policy: For employees of Department of Education and Children s Services. Department of Education and Children s Services, Adelaide, 1-6. [Online]. Available: [2004, December 22]. Department of Education and Children s Services (DECS). 2004a. Early Intervention Learning Difficulties - Working collaboratively: improving outcomes for learners. Department of Education and Children s Services, Learning Improvement and Support Services, Adelaide. Department of Education and Children s Services. 2004b. Temporary Ancillary and Early Childhood Workers in Government Schools/Centres: Application and Guidelines 2004/2005. Department of Education and Children s Services, Workforce Planning and Recruitment, Adelaide. Department of Education and Children s Services (DECS). 2005a. Education Services Program, Certificate III in Government (School Support Services), Disability Stream. Department of Education and Children s Services, Organisation and Professional Development Services (RTO), Adelaide. [Online]. Available: [2005, February 23]. Department of Education and Children s Services (DECS). 2005b. SSOs Work: A Framework for School Service Officer functions in schools (Draft). Department of Education and Children s Services, Adelaide, [Online]. Available: [2005, March 31]. Department of Education, Science and Training Annual Report , Chapter 4 - Outcome 2: Post-School Education & Training. Australian Government, Canberra, [Online]. Available: [2005, March 23]. Department of Education, Training and Employment (DETE) Training and Professional Development Support Strategy. Department of Education, Training and Employment, Adelaide. Department of Education, Training and Employment (DETE) School Services Officers Review. Unpublished report, Department of Education, Training and Employment, Office of Review, Adelaide. Devon Curriculum Services Deploying and Managing Learning Support Assistants Promoting Good Practice. Devon County Council, [Online]. Available: [2005, March 21]. 36 Professional Development for School Services Officers in South Australia

43 Education & Training Voluntary Partnership Skills Standards for Frontline Workers in Education and Training: Paraprofessionals, Paraeducators, Teacher Assistants, Education Assistants, Child Care Workers, Working in General Education, Special Education, Early Childhood Care and Education. American Federation of Teachers, Washington, D.C., [Online]. Available: [2004, December 22]. Education Queensland. 2002a. Teacher Aide Training: Classification Structure for Teacher Aides. Education Queensland, 1. [Online]. Available: [2004, December 22]. Education Queensland. 2002b. Teacher Aide Training: Eligibility. Education Queensland, 1. [Online]. Available: [2004, December 22]. Education Queensland Teacher Aide Training: Professional Development Ideas and Opportunities. Education Queensland, 1. [Online]. Available: [2005, March 21]. Employers Organisation for local government School Support Staff: The Way Forward. National Joint Council for Local Government Services, United Kingdom. [Online]. Available: [2005, March 31]. Employers Organisation for local government Qualifications for Teaching Assistants, Version 2. National Joint Council for Local Government Services, United Kingdom, [Online]. Available: [2005, March 31]. Freschi, D. F Ask the Experts: The role of the Paraprofessional. Autism Asperger s Digest magazine, September-October, 1-4. Gerber, S. B., Finn, J. D., Archilles, C. M. and Boyd-Zaharias, J Teacher aides and students' academic achievement. Educational Evaluation and Policy Analysis, 23 (2), Giangreco, M. F Working with Paraprofessionals. Educational Leadership, 61 (2), Giangreco, M. F. and Broer, S. M The Paraprofessional Conundrum: Why We Need Alternative Support Strategies. Center on Disability & Community Inclusion, University of Vermont, 1-4. [Online]. Available: [2004, October 11]. Giangreco, M. F. and Doyle, M. B Students with disabilities and paraprofessional supports: Benefits, balance and band-aids. Focus on Exceptional Children, 34 (7), Giangreco, M. F., Broer, S. M. and Edelman, S. W Teacher engagement with students with disabilities: Differences between paraprofessional service delivery models. Journal of the Association for Persons with Severe Handicaps, 26 (2), Giangreco, M. F., CichoskiKelly, E., Backus, L., Edelman, S., Broer, S., CichoskiKelly, C., and Spinney, P Developing a shared understanding: Paraeducator supports for students with disabilities in general education. University of Vermont, 1-7. [Online]. Available: [2004, October 11]. Giangreco, M. F., Edelman, S.W. and Broer, S. M Respect, Appreciation and Acknowledgement of Praprofessionals Who Support Students with Disabilities. Exceptional Children, 67 (4), Giangreco, M. F., Edelman, S. W., Broer, S. M. and Doyle, M. B Paraprofessional support of students with disabilities: Literature from the past decade. Exceptional Children, 68 (1), Professional Development for School Services Officers in South Australia 37

44 Horrocks, L Partnerships Between Special Schools and Units and Regular Schools in South Australia. The Australasian Journal of Special Education, 27 (1), Leighton, M. S., O'Brien, E., Walking Eagle, K., Weiner, L., Wimberly, G. and Youngs, P. 1997a. Roles for Education Paraprofessionals in Effective Schools: An Idea Book. Policy Studies Associates, Inc., Washington, D.C. [Online]. Available: [2005, February 7]. Leighton, M. S., O'Brien, E., Walking Eagle, K., Weiner, L., Wimberly, G. and Youngs, P. 1997b. Roles for Educational Paraprofessionals in Effective Schools: An Idea Book. Policy Studies Associates, Inc., Washington, D.C., Education Paraprofessionals: Multifaceted Members of the School Staff, 1-3. [Online]. Available: [2005, February 7]. Leighton, M. S., O'Brien, E., Walking Eagle, K., Weiner, L., Wimberly, G. and Youngs, P. 1997c. Roles for Education Paraprofessionals in Effective Schools: An Idea Book. Policy Studies Associates, Inc., Washington, D.C., Elements of Good Paraprofessional Practice, 1. [Online]. Available: [2005, February 7]. Leighton, M. S., O'Brien, E., Walking Eagle, K., Weiner, L., Wimberly, G. and Youngs, P. 1997d. Roles for Education Paraprofessionals in Effective Schools: An Idea Book. Policy Studies Associates, Inc., Washington, D.C., Elements of Good Paraprofessional Practice: Clear Definitions of Paraprofessionals Roles and Responsibilities, 1-2. [Online]. Available: [2005, February 7]. Leighton, M. S., O'Brien, E., Walking Eagle, K., Weiner, L., Wimberly, G. and Youngs, P. 1997e. Roles for Education Paraprofessionals in Effective Schools: An Idea Book. Policy Studies Associates, Inc., Washington, D.C., Elements of Good Paraprofessional Practice: Ongoing Professional Development, 1-4. [Online]. Available: [2005, February 7]. Leighton, M. S., O'Brien, E., Walking Eagle, K., Weiner, L., Wimberly, G. and Youngs, P. 1997f. Roles for Education Paraprofessionals in Effective Schools: An Idea Book. Policy Studies Associates, Inc., Washington, D.C., Executive Summary, 1-5. [Online]. Available: [2005, February 7]. Local Government National Training Organisation Teaching/classroom assistants: National occupational standards. Employers Organisation for local government, [Online]. Available: [2004, December 22]. Marks, S. U., Schrader, C. and Levine, M Paraeducator experiences in inclusive settings: Helping, hovering, or holding their own? Exceptional Children, 65 (3), Ministerial Advisory Committee: Students with Disabilities Support for Children and Students with Disabilities: Information for Preschool Directors and School Principals. Ministerial Advisory Committee: Students with Disabilities, Adelaide. Ministerial Advisory Committee: Students with Disabilities Aboriginal Students with Disabilities. Ministerial Advisory Committee: Students with Disabilities, Adelaide. Minnesota Department of Education Core Instructional Competencies for Minnesota Paraprofessionals. Minnesota Department of Education, 1-6. [Online]. Available: [2004, December 22]. Minondo, S., Meyer, L. H. and Xin, J. F The role and responsibilities of teaching assistants in inclusive education: What's appropriate. The Journal of the Association for Persons with Severe Handicaps, 26, Mueller, P. H The Paraeducator Paradox. The Exceptional Parent, 32 (9), Professional Development for School Services Officers in South Australia

45 Mueller, P. H Building Capacity to Attract, Train, Support and Retain Paraeducators. Northeast Regional Resource Center, Williston, 1-7. [Online]. Available: %20ACROBAT.pdf [2004, December 22]. Peck, A. F. and Scarpati, S Who s teaching students with special needs? Teaching Exceptional Children, 36 (5), 7. Pickett, A. L Strengthening and supporting teacher/provider-paraeducator teams: Guidelines for paraeducators roles, supervision and preparation. National Resource Center for Paraprofessionals in Education and Related Services, Center for Advanced Study in Education, Graduate Center, City University of New York. Pickett, A. L Paraprofessionals in the education workforce. National Education Association (NEA), Washington, D.C. Riggs, C. G To Teachers: What Paraeducators Want You To Know. Teaching Exceptional Children, 36 (5) Shaddock, A. J Education, Work, Career & Security. Keynote address to the 39th National Conference of the Australasian Society for the Study of Intellectual Disability: Visions and Realities, Adelaide Hilton, 9-12 November, [Online]. Available: [2005, March 31]. Sing, M National VET Plan for the Public Sector Industry Public Service Education and Training Australia (PSETA), [Online]. Available: [2004, December 22]. TAFE New South Wales Education Support - Teachers Aide (Special). TAFE New South Wales, 1. [Online]. Available: [2005, March 31]. TAFE South Australia SATAC Courses - Childcare Workers and Teachers' Assistants. TAFE South Australia, 1. [Online]. Available: [2005, March 31]. The Scottish Office Classroom Assistants Implementation Guidance. The Scottish Office, Edinburgh. [Online]. Available: [2004, December 22]. Website Addresses American Federation of Teachers (AFT): Paraprofessional Certification: Association of Independent Schools of SA (AISSA): Australian Government Department of Education, Science and Training: Professional Development for School Services Officers in South Australia 39

46 Australian Qualifications Framework (AQF): Catholic Education SA (CESA): Council for Exceptional Children, United Kingdom: Department of Education and Children s Services (DECS), South Australia: DECS Organisation and Professional Development Services: School Services Officer Classification Criteria: SSO Net [a secure site with access by password]: Department of Education and Training, Victoria: Professional Development, SSO Development: Staff Development and Performance Handbook Department of Education, Tasmania: Education Queensland (EQ): Professional Learning Grants for Teachers and Teacher Aides Employers Organisation for local government, United Kingdom: National Clearing House for Professions in Special Education, United States: Paraeducators National Education Association, Washington, D.C.: National Training Information Service: TAFE South Australia: teachernet, United Kingdom: Induction training for teaching assistants: Mapping to show how the DfES induction training materials contribute towards the National Occupational Standards for teaching assistants 40 Professional Development for School Services Officers in South Australia

47 Appendix 1: Task Group Membership Appendix 1 Task Group Membership Ms Claire Cotton Ministerial Advisory Committee: Chairperson Students with Disabilities (Non government Special Education Committee) Ms Ingrid Alderton Ms Libby Burns Ms Georgina Cattley Ms Marguerite Dissinger Ms Christine Flynn Ms Stephanie Grant Ms Genevieve Harris Ms Kathryn Jones (proxy Ms Lolita Higgins) Mr Tommy Philavong Ms Joanna Seymour Ms Kathryn Stevens Ms Roslyn Usher Schooling Sector Department of Education and Children s Services Association of Independent Schools of South Australia Ministerial Advisory Committee: Students with Disabilities (Minister s Nominee) Disability Services Office Parent Catholic Education SA Australian Education Union (SA Branch) Organisation and Professional Development Services (RTO) Department of Education and Children s Services Student Australian Association of Special Education (AASE) SA Chapter Association of Non-Government Education Employees Preschool Directors Association Ministerial Advisory Committee: Students with Disabilities Ms Christel Butcher Ms Fiona Snodgrass Executive Officer Project Officer Professional Development for School Services Officers in South Australia 41

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49 Appendix 2: Terms of Reference Appendix 2 Terms of Reference 1 To formulate advice for the South Australian Minister for Education and Children s Services on the role and professional development needs of School Services Officers who work with children and students with disabilities in preschools and schools in this State. 2 To document the vocational training needs of School Services Officers who work with children and students with disabilities. 3 To identify the required core competencies for School Services Officers who work with children and students with disabilities. 4 To investigate and document vocational training opportunities for School Services Officers who work with children and students with disabilities. Professional Development for School Services Officers in South Australia 43

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51 Appendix 3: Survey/Focus Group Questions Appendix 3 Survey/Focus Group Questions Profile Survey Profile Survey 1 How many hours do you work per fortnight? 2 How many hours do you work supporting children and students with disabilities per fortnight? (Actual contact time with the children) 3 Upon starting employment were you given induction information? (Yes/No) 4 What information were you given before starting work with a child or student with disability: Individual child s needs? (Yes/No) School policies and practices? (Yes/No) Responsibilities of teachers and SSOs/ESOs/ECWs/PSWs? (Yes/No) Personal safety and care practices? (Yes/No) Implementation of individual programs? (Yes/No) Key legislation? (Yes/No) Other? (Please specify) 5 What training have you undertaken that relates to your work with children and students with disabilities: pre-service; in-service; none; other? For example: behaviour management; first aid; mandatory notification; protective behaviours; sign language; other (please specify)? 6 Is training and professional development important to fulfilling your role as an SSO/ESO/ECW/ PSW who works with children and students with disabilities? (Yes/No) If Yes, how important: not important; slightly important; important; quite important; very important? 7 Have you accessed information about training opportunities? (Yes/No) 8 If training is offered to you what would you prefer: accredited; non-accredited; both? Professional Development for School Services Officers in South Australia 45

52 Focus Group Focus Group 1 Please describe the tasks you undertake to support children and students with disabilities? Which tasks are undertaken frequently/less frequently? (Tasks ranked on whiteboard) 2 What knowledge and skills do you believe are required to undertake these tasks? 3 Upon starting employment were you given an induction package? What further information would have been helpful prior to working with a child or student with a disability? (Refer to the survey) 4 Please describe what specific training you have undertaken to assist you in your role as an SSO/ESO/ECW/PSW working with children and students with disabilities? (Training table on whiteboard) What type of pre-service training have you undertaken? What type of in-service training have you undertaken? 5 To what extent or how did the training assist you to perform your task/s? 6 How did you access the training? 7 What further training do you require and why? 8 How do you access information about training opportunities? 9 How are you supported to access training? 10 What do you perceive as the barriers to training? 11 Any other comments? 46 Professional Development for School Services Officers in South Australia

53 Appendix 4 : Profile of Participants Appendix 4 Profile of Participants A total of ninety-four respondents from seventy-two different sites participated in the focus groups. Tables 1 to 3 provide an overview of participants by sector, school setting and region. Table 1: Participants by sector Education Sector Number of Respondents Percentage of Respondents Catholic Independent State Total Table 2: Participants by school setting School Setting Number of Respondents Percentage of Respondents Mainstream school Preschool Special class/unit Special school Total Table 3: Participants by region Region Number of Respondents Percentage of Respondents Country Metropolitan Total Professional Development for School Services Officers in South Australia 47

54 Table 4 provides information about participants workplace by education sector and school setting. The majority were State sites (n=42); proportionally Catholic (n=18) and Independent sites (n=12) were well represented. Table 4: Education sites by sector and type of school setting School Setting Catholic Independent State Total Mainstream school Preschool Special class/unit a Special school b Total a There are no special classes or units in the Independent sector. b There are two special schools in the Catholic sector and one special school in the Independent sector. Table 5: Participants who had undertaken induction Induction Number of Respondents Percentage of Respondents Yes No Both Yes & No 5 6 Total Fifty-four per cent of respondents stated that they had received induction. Those who answered both Yes and No may work in multiple sites where they received induction at one but not the other site. Table 6: Participants who had undertaken training related to their work with SWDs Training Related to SWDs Number of Respondents Percentage of Respondents Pre-service only 4 4 In-service only Both Pre-service & In-service None 2 2 Total Table 7: Type of training undertaken Type of Training Number of Responses Percentage of Responses (N=94) Behaviour Management First Aid Mandatory Notification Protective Behaviours Sign Language Professional Development for School Services Officers in South Australia

55 Table 8: Participants preferred training Preferred Training Number of Responses Percentage of Responses Accredited only Non-accredited only 5 5 Both No Response 4 4 Total Table 9: Participants rating of the level of importance of training Level of Importance Number of Responses Percentage of Responses Not important 0 0 Slightly important 0 0 Important 3 3 Quite important Very important Total Table 10: Participants access to information about training opportunities Access to Information Number of Responses Percentage of Responses Yes No Sometimes 4 4 No response 4 4 Total Professional Development for School Services Officers in South Australia 49

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57 Appendix 5 : Range of Training Undertaken Appendix 5 Range of Training Undertaken The following tables indicate the range of training undertaken by focus group participants and examples of the organisations that facilitated this training. Table 1: Accredited Training Institution Qualification Specialisation (if relevant) University Master of Disability Studies Post Graduate Certificate Bachelor of Education Bachelor of Education Bachelor of Nursing Bachelor of Speech Pathology Down syndrome Special Education General Technical and Further Education (TAFE SA) Certificate in Community Services Disability Intellectual Disability Department of Education and Children s Services Certificate III in Government (School Support Services) Disability Care and Support Autism Spectrum Disorder Communication Difficulties Behaviour Support Note: These qualifications pertain to focus group participants only (n=94), and do not represent a conclusive list of the relevant tertiary training available to gain a formal qualification for working with children and students with disabilities. Professional Development for School Services Officers in South Australia 51

58 Table 2: Other Training Courses and Workshops Area of Training Disability Specific Examples of Specific Training by Topic Auditory Processing Disorder Dyslexia Makaton signing Autism Spectrum Disorder Hearing impairment Vision impairment Attention Deficit Hyperactivity Disorder (ADHD) Down syndrome Inclusion of Students with Disabilities Learning Difficulties Behaviour/ Psychology and Anger management Cognitive Behaviour Therapy Program Achieve Social Skills Assault management Conflict resolution Protective behaviours Bullying Counselling Psychology Challenging behaviours Maximising Positive Behaviours Reality Therapy Choice Theory Positive programming for students with additional needs Seasons for Growth Occupational Therapy Speech and Language Curriculum and Special Education Brain Gym Gross motor skills Kinesiology Dyspraxia Handwriting Sensory integration/programs Augmentative processing First Steps Recognising speech difficulties Boardmaker Keyword signing Speech pathology Communication skills Picture Exchange Communication System (PECS) Visual communication strategies English as a Second Language Phonological Awareness Working with language disorders Creating a successful environment in the classroom Introduction to working with a student with a disability Special Education for School Assistants Early Intervention Learning outcomes Special support training Gifted and Talented Skills affecting preschool and school success Literacy Guided reading Reading recovery Letterland Sharpening up on pencils Phonics awareness Story writing THRASS (teaching handwriting, reading and spelling skills) Health Support Administering medications Health support planning Restraint training Asthma management Immunisation Seizure management Epilepsy management Manual handling Toileting OHS&W Fire safety/drill Stress management Voice care Information Technology Personal Development Computing SSO rights and responsibilities DECS finance software Work career planning 52 Professional Development for School Services Officers in South Australia

59 Table 3: Organisations that Facilitated Training Area of Training Disability Specific Special Education SSO Role and Responsibilities Organisation Autism SA Cora Barclay Centre Down Syndrome Society Kilparrin Teaching & Assessment Unit Novita Children s Services (formerly the Crippled Children s Association) Specific Learning Difficulties Association (SPELD) TALK Speech Pathology Training and Resources Townsend House Australian Association of Special Education SA (AASE) Institute for the Study of Learning Difficulties Special Class Network Special Education Resource Unit Special Education Services (DECS) The Briars Special Early Learning Centre ASK Employment and Training Service Association of Independent Schools of SA Catholic Education SA Department of Education and Children s Services Note: Focus group participants listed these organisations as those who had provided the training they had undertaken. This is not a conclusive list of organisations that are able to facilitate training related to the education of children and students with disabilities in South Australia. Professional Development for School Services Officers in South Australia 53

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61 Appendix 6: Participating Educational Sites Appendix 6 Participating Educational Sites These are listed in alphabetical order per education sector: State Aberfoyle Hub Primary School Allenby Gardens Primary School Ardrossan & Districts Community Kindergarten Ardrossan Area School Ashford Special School Brighton Centre for Hearing Impaired Clare Valley Children's Centre Darlington Kindergarten Dunbar Terrace Kindergarten Elizabeth East Primary School Elizabeth Special School Forbes Primary School Frieda Corpe Community Kindergarten Hamilton Secondary College Happy Valley Kindergarten Hendon Primary School Kadina Preschool Centre Karrara Kindergarten Kensington Centre Kilparrin Teaching and Assessment Unit Maitland Area School Maitland Kindergarten Margaret Lohmeyer Kindergarten Minlaton District School Modbury West Primary School Mulga Street Primary School Paralowie School Pasadena High School Port Pirie Special School Reidy Park Primary School Riverdale Primary School Salisbury Primary School Seaview Downs Kindergarten Settlers Farm Campus Kindergarten Settlers Farm Primary School Solomontown Primary School Suttontown Primary School The Briars Special Early Learning Centre Torrensville Primary School (continued) Warradale Kindergarten West Beach Primary School Woodcroft Children's Centre Woodend Children's Centre Woodville High School Catholic Cabra Dominican College Cardijn College Catherine McAuley School Christian Brothers College Holy Family Catholic School Kalori Catholic School Mount Carmel College St Ann's Special School St David's Parish School St Margaret Mary's Preschool Centre St Patrick's Special School St Teresa s School Star of the Sea School Stella Maris Parish School Thomas More College Whitefriars School Independent Bethesda Christian College Calvary Kindergarten Immanuel College King s Baptist Grammar School Lobethal Lutheran School Pedare Christian College (Primary Campus) Southern Vales Christian Community School St John's Grammar Preschool & School St John's Lutheran Primary School - Highgate Suneden Special School Tyndale Christian School Woodcroft College Inc (Junior) Professional Development for School Services Officers in South Australia 55