Transcript BSSOs or SSOs working with EALD learners

BSSOs or SSOs
working with EALD
students
Role of the BSSO
• Classroom support
• Cross cultural communicator/facilitator
• Interpreting
• Translating
• Excursion assistant
• More information about the role of a BSSO is
available at
http://www.decd.sa.gov.au/literacy/pages/esl/bsso/
Faculty of Edit this on the Slide Master
The University of Adelaide
Will I use BSSOs/SSOs to support EALD learners?
1. Who are the EALD learners?
What’s their distribution in the school?
What are their Language and Literacy levels?
What are the language backgrounds of students with high
levels of need?
2. What’s the need – for the students and teachers?
Are they coping without support?
Could they cope better with support?
Faculty of Edit this on the Slide Master
The University of Adelaide
Will I use BSSOs/SSOs to support EALD learners?
3. Do I have the funding (EALD + other school
funding)?
Do I have sufficient funding for an additional specialist
teacher?
Do I have sufficient funding for BSSO/SSO?
Note: Despite specialist EALD teachers being a preferred
option, 100 of the 343 schools that attracted EALD General
Support in 2014 attracted less than 0.1 teacher FTE
Faculty of Edit this on the Slide Master
The University of Adelaide
Will I use BSSOs to support EALD learners?
1. Are BSSOs available? (time, language, location)
Use the BSSO register to make contact
Faculty of Edit this on the Slide Master
The University of Adelaide
How will I use BSSOs/SSOs
to support EALD learners?
1. Who are my BSSOs/SSOs?
What is their experience, conceptual knowledge and control
of English language in a range of topics?
What are their qualifications (e.g. Certificate III in Education
Support, Certificate IV in English Proficiency)?
2. Where are BSSOs/SSOs best placed to provide
support?
Should they be spread across all EALD learners?
Will they be best placed with low / medium / high need EALD
learners?
Faculty of Edit this on the Slide Master
The University of Adelaide
Ways BSSOs/SSOs can work
to support EALD learners
• Withdrawal
• In class support
• Collegial support
Faculty of Edit this on the Slide Master
The University of Adelaide
Withdrawal
Withdrawal occurs when individual students or small
groups of students are withdrawn from their
mainstream classes.
It works best when:
• the student’s specific learning need is identified though data
(student behaviour is not used as a selection criteria)
• intervention/teaching will address this specific need
• the need arises and so it may be ad hoc
• there are clear short term learning goals and it does not
unnecessarily prolong students’ time away from the
mainstream learning
• the teacher provides and explains the material for the BSSO to
deliver and BSSO gives feedback to the teacher at the end of
the session
• W
Faculty of Edit this on the Slide Master
The University of Adelaide
Withdrawal
Pros
Cons
• Allows for individual attention
which enables the BSSO/SSO to
learn more about the learner
(needs, strengths)
• Allows for learning activities that
might otherwise disturb the class
(e.g. discussion, hands on
concrete learning to learn
concepts)
• Allows the learner to learn
without being embarrassed in
front of peers
• May result in the student falling
further behind the curriculum
• May continue well beyond when
it is necessary if there is no clear
goal
• The learner may become very
dependent upon the BSSO/SSO
for their learning
• May embarrass/stigmatise the
learner
Faculty of Edit this on the Slide Master
The University of Adelaide
In class support
In class support is when the students remain where the
learning is happening and receive additional support.
It works best when:
• The teacher builds a classroom culture which is
supportive of the BSSO/SSO by:
o being mindful of the BSSO/SSO’s need to talk with the students
o introducing the BSSO/SSO to the class
o encouraging the BSSO/SSO to support other students when
appropriate
• the teacher has discussed the learning and
assessment with the BSSO prior to the lesson and
makes time for feedback from the BSSO
Faculty of Edit this on the Slide Master
The University of Adelaide
In class support
Pros
Cons
• Learners stay where the “real” • Reduced time to talk with
learning is happening
EALD learner because it may
• BSSO/SSO and teacher can
interrupt teacher, video,
informally discuss EALD
student presenter
learners’ progress and
• EALD learner may be
differentiate learning to meet
reluctant to speak in front of
their needs
peers/teacher
• EALD learners can learn from
mainstream peers and class
can learn from EALD learners’
knowledge and experience
Faculty of Edit this on the Slide Master
The University of Adelaide
Collegial support
Collegial support is when the teacher and BSSO/SSO
work in close partnership to support students
It works best when:
• there is trust between the teacher and BSSO/SSO
• each person's role is clear and reasonable
• the working relationship is considered to be a
partnership (e.g. teacher seeks formal and regular
feedback from BSSO/SSO about students’ strengths
and difficulties and BSSO provides considered
feedback in a timely way)
• time is provided for BSSO to give input to teacher
for planning and reflection
Faculty of Edit this on the Slide Master
The University of Adelaide
Collegial support
Pros
Cons
• Increased job satisfaction that
comes from being a valued peer
• Teaching program is well
informed and targeted to
students’ needs
• Increased flexibility of how
BSSOs and teachers work with
students to best meet their
needs
• Requires time and effort for
teacher and BSSO/SSO to
communicate well, provide input
to planning and reflect
Faculty of Edit this on the Slide Master
The University of Adelaide
Resources
• Literacy professional learning
http://www.decd.sa.gov.au/literacy/pages/Home/pl/
• BSSO PD days each term
• Certificate III in Education Support
http://www.decd.sa.gov.au/hrdevelopment/pages/wo
rkforcedevelopment/SupportStaffPD/
• CEASA Associations such as Primary Maths
Association that tailor learning for SSOs.
• More information about how to become a BSSO and
how to employ a BSSO is available at
http://www.decd.sa.gov.au/literacy/pages/esl/bsso/
Faculty of Edit this on the Slide Master
The University of Adelaide
Summary
• The mix of ways BSSOs/SSOs support EALD
students should be determined by the school in light
of the considerations highlighted in the PowerPoint
• The three ways discussed in the PowerPoint all
have their pros and cons, but when possible In
Class support and Collegial support are more likely
to allow for more cohesive teaching and learning
• The mix of ways BSSOs/SSOs support EALD
Faculty of Edit this on the Slide Master
The University of Adelaide