Resource Teacher

RESOURCE PROGRAMMING ROLES 

Resource Teacher 

The majority of resource teacher time is spent supporting classroom teachers and staff through coaching, modeling, collaborating and consulting in identifying, developing, and applying assessment and instructional intervention strategies and programs designed to improve or to enrich student learning. Resource teachers help address diversity, support in classrooms, and create programming. When it comes to direct student support, resource teachers develop student profiles and specific plans, advocate for students and help with transition planning. 

For any inquires or questions about resource, please reach out to Mrs. Lindsay Girard.

SFX RESOURCE PROGRAMS & INTERVENTIONS 

Resource programs and interventions are responsive, evidence-based, instructional tools and strategies selected to address targeted learning needs. Rather than relying on a fixed curriculum, educators use ongoing diagnostic and formative assessments to identify specific skill gaps—in areas such as foundational literacy and numeracy—and deliver tailored instruction for individual students or small groups.  We have used tools like Heggerty, Key-Math, Barnell-Loft, and the Orton Gillignham approach along with the Wilson Reading system.  

STRONG BEGINNINGS 

PRSD supports Strong Beginnings and believes that assessment for learning is professional practice which strengthens student achievement. Strong Beginnings refers to beginning of the year assessments in kindergarten to grade six. Strong Beginnings includes all the observations and assessments which take place over the first few weeks of the school year. Teachers use various assessment strategies such as observation of hands-on tasks, interviews, and paper/pencil tasks, in a variety of individual, small group, and whole group formats to get to know the students. Through in-depth assessment, teachers extend and consolidate their understanding of each student in order to plan for differentiated instruction which addresses learning needs as early as possible in the new school year. All students are included in this process. These “beginning of the year activities” yield information which creates a “Strong Beginning” for each student.

Teacher’s working individually with students, in an atmosphere of support and encouragement, have an opportunity to collect first-hand information about:

• how each student works best

• the student’s confidence as a learner

• the student’s foundational skills and strategies in literacy and numeracy

• the student’s approach to problem solving

• the student’s attitudes towards school and learning

• the student’s ability to reflect upon and set goals for their own learning