learning-support-teacher/references/tasks.md

Tasks & work activities — learning support teacher

Source: O*NET 30.3, occupation 25-2058.00 (Special Education Teachers, Secondary School).

Task statements

• [Core] Maintain accurate and complete student records, and prepare reports on children and activities, as required by laws, district policies, and administrative regulations.
• [Core] Teach socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement.
• [Core] Prepare materials and classrooms for class activities.
• [Core] Establish and enforce rules for behavior and policies and procedures to maintain order among students.
• [Core] Confer with parents, administrators, testing specialists, social workers, or other professionals to develop individual educational plans (IEPs) for students' educational, physical, and social development.
• [Core] Instruct through lectures, discussions, and demonstrations in one or more subjects, such as English, mathematics, or social studies.
• [Core] Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory.
• [Core] Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
• [Core] Teach personal development skills, such as goal setting, independence, and self-advocacy.
• [Core] Prepare students for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks.
• [Core] Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students.
• [Core] Develop and implement strategies to meet the needs of students with a variety of handicapping conditions.
• [Core] Modify the general education curriculum for students with disabilities, based upon a variety of instructional techniques and technologies.
• [Core] Meet with other professionals to discuss individual students' needs and progress.
• [Core] Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems.
• [Core] Meet with parents and guardians to discuss their children's progress and to determine priorities for their children and their resource needs.
• [Core] Guide and counsel students with adjustments, academic problems, or special academic interests.
• [Core] Coordinate placement of students with special needs into mainstream classes.
• [Core] Observe and evaluate students' performance, behavior, social development, and physical health.
• [Core] Monitor teachers and teacher assistants to ensure that they adhere to inclusive special education program requirements.
• [Core] Prepare, administer, and grade tests and assignments to evaluate students' progress.
• [Core] Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, and food preparation.
• [Core] Meet with parents and guardians to provide guidance in using community resources and to teach skills for dealing with students' impairments.
• [Core] Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.
• [Core] Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.
• [Core] Use computers, audio-visual aids, and other equipment and materials to supplement presentations.
• [Core] Administer standardized ability and achievement tests, and interpret results to determine students' strengths and needs.
• [Core] Collaborate with other teachers and administrators in the development, evaluation, and revision of secondary school programs.
• [Core] Prepare for assigned classes, and show written evidence of preparation upon request of immediate supervisors.
• [Core] Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence.
• [Core] Plan and supervise class projects, field trips, visits by guest speakers, or other experiential activities, and guide students in learning from those activities.
• [Core] Attend staff meetings and serve on committees, as required.
• [Core] Provide assistive devices, supportive technology, and assistance accessing facilities, such as restrooms.
• [Supplemental] Provide additional instruction in vocational areas.
• [Supplemental] Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage.
• [Supplemental] Select, store, order, issue, and inventory classroom equipment, materials, and supplies.
• [Supplemental] Perform administrative duties, such as school library assistance, hall and cafeteria monitoring, and bus loading and unloading.
• [Supplemental] Visit schools to tutor students with sensory impairments and to consult with teachers regarding students' special needs.
• [Supplemental] Provide interpretation and transcription of regular classroom materials through Braille and sign language.
• [Supplemental] Sponsor extracurricular activities, such as clubs, student organizations, and academic contests.

Detailed work activities

• Administer tests to assess educational needs or progress.
• Advise students on academic or career matters.
• Apply multiple teaching methods.
• Assist students with special educational needs.
• Attend training sessions or professional meetings to develop or maintain professional knowledge.
• Collaborate with other teaching professionals to develop educational programs.
• Coordinate student extracurricular activities.
• Create technology-based learning materials.
• Develop instructional objectives.
• Develop strategies or programs for students with special needs.
• Direct activities of subordinates.
• Discuss problems or issues with supervisors.
• Discuss student progress with parents or guardians.
• Distribute instructional or library materials.
• Document lesson plans.
• Encourage students.
• Establish rules or policies governing student behavior.
• Evaluate student work.
• Maintain inventories of materials, equipment, or products.
• Maintain student records.
• Modify teaching methods or materials to accommodate student needs.
• Monitor student behavior, social development, or health.
• Monitor student performance.
• Order instructional or library materials or equipment.
• Plan educational activities.
• Plan experiential learning activities.
• Prepare reports detailing student activities or performance.
• Prepare tests.
• Serve on institutional or departmental committees.
• Set up classroom materials or equipment.
• Supervise school or student activities.
• Teach life skills.
• Teach others to use technology or equipment.
• Teach vocational courses.
• Tutor students who need extra assistance.