Impacts on Teachers and Other School Professionals: Scenario
ddewell@goodtogreatschools.org.au March 4, 2024
Impacts on Teachers and Other School Professionals: Scenario
Step 1: Teacher, Rebecca, notices a recurring challenge with one of her students, Tom, who struggles with reading comprehension. Despite her best efforts, Tom continues to fall behind in class, leading to frustration and disengagement. Recognising the importance of early intervention, Rebecca decides to take action by drafting an Individualised Plan to support Tom’s learning across the school.
Step 2: Rebecca utilises the Learning Goals Matrix to select appropriate goals for Tom, focusing on improving his reading comprehension skills. She also consults the Adjustments Matrix to identify the most suitable adjustments to effectively accommodate Tom’s learning needs. Additionally, Rebecca collaborates with the school’s learning support coordinator and literacy specialist to ensure a comprehensive approach to Tom’s support.
Step 3: Implementing the Individualised Plan, Rebecca employs instructional strategies from the Instructional Strategies Matrix to provide targeted remediation and reteaching that is tailored to Tom’s specific needs. Over the following weeks, she closely monitors Tom’s progress, regularly reviewing and updating the support plan to ensure he receives the most effective assistance.
Step 4: Through Rebecca’s dedication and mastery in delivering the support plan, Tom begins to show noticeable improvement in his reading comprehension skills. As a result of the timely intervention and collaboration with fellow professionals, Tom gains confidence and stays on track with his learning goals.