The purpose of this policy is to support principals and school leaders to make decisions about the effective use of education support staff in the classroom.
The Education Support Staff Working in Classroom Support Roles Guidelines provide evidence-based guidance about effective ways to work with education support staff employed in schools in classroom support roles. This involves:
- supporting education support staff to build on their capabilities to influence the achievement, engagement and wellbeing outcomes of all students
- providing a foundation for conversation, collaboration and action between principals, teachers, education support staff and regional staff when reviewing how they work together to support students in the classroom
- using practical, evidence-based key improvement strategies (KIS), which principals and school leaders can draw on when using the Framework for Improving Student Outcomes (FISO) Improvement Cycle to evaluate their school’s current practice and to plan for improvement.
Education support staff in classroom support roles can have a significant impact on the achievement, engagement and wellbeing outcomes of all students, including those with disability and additional needs. They have an important role in strengthening an inclusive school culture and creating a positive climate for learning.
The Education Support Staff Working in Classroom Support Roles Guidelines have been developed to align with Department of Education and Training policy requirements and the provisions of the Victorian Government Schools Agreement .
They may assist principals and school leaders when making decisions regarding education support staff working in classroom support roles at their school.
The Guidelines can be used to identify and prioritise KIS and actions most critical to each school’s specific areas of strength and areas of practice that could be improved. These KIS and actions can be embedded into the school’s School Strategic Plan (SSP) and Annual Implementation Plan (AIP) to sharpen the school community’s collective focus on inclusive education and the effective use of education support staff.
The Guidelines also refer to effective ways education support staff can support all students, including students with disability, gifted and talented students and students with other additional learning and support needs.
The Guidelines outline ways that school leaders can assist education support staff to:
- have high expectations for all students, which promotes improvement in students’ achievement, engagement and wellbeing outcomes
- use data-informed, evidence-based, high-impact teaching strategies to improve outcomes for all students
- support classroom teachers who have responsibility for teaching all students in their class
- understand the role of education support staff as being responsible for supporting teacher-led teaching and learning in the classroom, not curriculum programming or goal setting
- promote collaborative, professional and respectful relationships between teaching staff and education support staff to improve student outcomes
- allocate time for teaching staff and education support staff to plan and work collaboratively
- build the capability of teachers and education support staff to improve outcomes for all students.
Refer to the Guidance tab for the Education Support Staff Working in Classroom Support Roles Guidelines.
- Annual Implementation Plan (AIP)
- Dimensions of Work — Education Support Class
- Framework for Improving Student Outcomes (FISO)
- Performance and Development for Education Support Class Employees
- Roles and Responsibilities Education Support Class
- School Strategic Plan
- Students with Disability
- Victorian Government Schools Agreement
Reviewed 15 February 2021