A Network of Support through a Process of Intervention

The building and nurturing of a collective responsibility for integrated systemic support for learning at all levels for all students is essential for every school. All schools should have a systemic support system that supports teachers and identifies them as the central solid foundation for student learning. In public education, teachers are the first line of support for our students.  The relationships they form and nurture provide the connections needed for deep, profound learning to take place.  Within the constructs of the classroom, the effective teacher employs many strategies to protect the sanctity of the classroom so that learning flourishes. Thus, the personal influence of an effective teacher is directly related to the tools they employ to establish an effective learning environment. It’s fair to say that the effective teacher will have many tools in their toolbox to support all students; the effective school will have structures in place to support all teachers. These structures should form a tightly woven network of support with a clearly communicated process of intervention that provides a safety net for every student.

As educators, we design learning opportunities that seek to engage all learners. The classroom is the front line where learning support and interventions occur. Everyday teachers face student issues related to learning difficulties, social emotional distress and behavioral concerns.  When intervention is needed to effect change, classroom level intervention is the first line of support. The classroom teachers, through their myriad of tools, are in the best position to effect positive change with their students.  Thus, teachers who have access to many different intervention tools often experience the greatest success when intervention is needed. The underlying concern is that there are times when teachers are unable to effect change due to the breadth and depth of potential student issues. It is inevitable that we have some students who still won’t engage in learning and or let impediments interfere with their learning. An effective network of support will care for these student and help teachers develop and hone the tools in their toolbox.

When intervention outside of the classroom needs to occur, communication becomes essential. Some of the sources of intervention and support outside of the classroom include Counsellors, LST Support Teachers, District Resource Counselors, Behavior Specialists, District Psychologist, etc. The student’s case manager (often the counselor) is the one who coordinates and directs the support of external resources and personnel with the ultimate goal of following a process of intervention that ensures all possible resources have been utilized in support of their student.   Effective schools make time to develop a clearly outlined and communicated process of intervention that employs everyone’s expertise. 

Identify the stakeholders…       Trust the process…      Trust the people…