The responsibilities of Learning Assistance teachers vary across districts and across schools within districts, depending on a child's profile (e.g., age, designation, history of intervention, etc.) and the amount of non-enrolling time allocated to a school. We will discuss some key responsibilities of this role, including Individual/Inclusive Education Plans (IEP), School-based teams (SBT), and different models for learning assistance, including co-teaching, in-class support, one-to-one support and small group learning. As part of the IEP development, we will briefly discuss the various designations and funding categories. There may be time to discuss the ways classroom teachers can provide support for vulnerable students.
All Grades K-12
Danielle Neer is currently a Resource Teacher/Reading Recovery teacher in the Vancouver School Board. She is the vice-president of the Learning Assistance Teachers' Association (LATA), a Provincial Specialist Association (PSA) of the British Columbia Teachers' Association (BCTF). She completed her teacher certification at OISE/UT's Institute of Child Study (ICS). Danielle is coordinating a teacher inquiry project to identify the diversity of roles and responsibilities of learning assistance teachers across B.C.
Andrea is a Learning Support Services teacher in Abbotsford. She is a member of the Learning Assistance Teachers' Association (LATA) Executive.