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Short Course
in
Teacher Education on Establishing, Managing, Maintaining and Developing a School-Based Support
Departmental officials from the North-West Department of Education and Sport located in the Kenneth Kaunda District, approached Dr Marinda Neethling about in-service training of educators in specialised learner support – as well as in supporting the establishment of SBSTs in schools. The NWU have specific expertise in this regard via a number of staff members in the Subject Group Educational Psychologyand Learner Support who worked in District-based Teams – and train students in Learner Support, the SIAS process as well as in focusing on SBSTs and DBSTs. There is a great need for these school-based teams to be capacitated so that they can be able to provide effective support to all learners, including those who experience barriers to learning and development. With this programme, teachers will be provided with the knowledge, skills and values to establish, manage, maintain and develop a School-Based Support Team as part of the broader education support services within the inclusive education approach.

Purpose of the course:

• an in-depth knowledge and comprehensive understanding of policy documents on SBSTs within the inclusive education approach. • integrated knowledge and skills to analyse and critically evaluate the best s election of staff members who will serve in the SBST and possible strategies to relieve them from other duties; • a high level of competence to motivate the SBST members to execute their roles and responsibilities; • integrated knowledge and skills to analyse and critically evaluate the effective management of the SBST; • integrated knowledge of the qualities of effective SBST leaders and the interpersonal dynamics in team management; • knowledge to identify and address some possible reasons that hampers the SBST to effectively operate and further develop some strategies to motivate members of the team to function optimally; and • integrated knowledge and skills to apply possible ways to move the SBST into progress as well as to connect and collaborate with other stakeholders to become an effective support centre.

Admission requirements:

Admission requirements: 
Teachers who have a professional teaching qualification as recommended by the DHET and SACE. Teachers who serve or intend to serve in the School-based Support Team, and members of DBSTs who wish to connect with SBST training. In exceptional cases multi-disciplinary staff members of an SBST/DBST may not possess a professional teacher qualification.
Learning assumed to be in place: 
The only prerequisite is that participants should serve on an SBST or intend to serve on an SBST

Course outcomes and assessment criteria :

Course outcomes and the associated assessment criteria: 

Study Unit

Outcomes

Assessment Criteria

  After completion of this course, participants will: Participant will be assessed on the following criteria:
ESTABLISHMENT OF SBST
  • Critically analyse and interpret policies on the establishment of the SBST and selection of best and passionate staff members who can serve in the team.
  • Effectively motivate members of the SBST
  • Critically evaluate the possible strategies to relief the SBST members from other duties
Participants manage the process of selecting appropriate staff members for the newly established SBST

MANAGING THE SBST

  • Critically analyse and discuss the principles of effective management of the team
  • Describe and critically discuss the qualities of the effective team leaders
  • Critically evaluate the challenges of leading the team as well as the dynamics in team management
Participants can present one challenging situation that may arise in the SBST – and how he/she will manage that as the leader

MAINTAINING THE SBST

  • Critically analyse and interpret the reasons for the SBST to discontinue to operate as well as the challenges to its sustainability.
  • Motivate different ways to ensure the optimal functioning of the SBST
  • Understand and interpret the significance of networking and collaboration in support services
Participants can present a plan on how he/she will prevent and alleviate obstacles to maintain a sustainable SBST

DEVELOPING THE EFFECTIVE SBST

  • Critically analyse and apply ways to move the SBST from maintenance to progress.
  • Understand and applydifferent ways to connect the SBST with other stakeholders to become an effective support centre
Participants can brainstorm on how SBSTs can move from good to becoming great team
     
     

 

Assessment: 
Summative
Method of assessment: 
Four assessment tasks will be required: Group brainstorming exercise: By utilising one of the group members’ schools as an example, describe how you will manage the process of selecting appropriate staff members for the newly established SBST. Present your process to the class. Present one challenging situation that may arise in the SBST – and how you will manage that as the leader. Group work: Plan on how you will preventand alleviate obstacles to maintain a sustainable SBST. Present this to the group. Brainstorm in a group how SBSTs can move from good to becoming great....

Additional information

Mode of delivery: 
Contact
Target group: 
Teachers who are serving in the School-Based Support Teams and teachers who have an interest to become part of the SBST - and also members of the District-based Support Teams.
Contact us
Name: 
UCE
E-mail: 
Telephone number: 
018 285 2821