Tōtaranui Kāhui Ako – Our learning support coordinators professional learning group

In 2020, Te Tāhuhu o te Mātauranga | Ministry of Education established the Learning Support Co-ordinator (LSC) role and allocated LSCs to several Kāhui Ako across the country. The role of LSC is not attached to a classroom; their work is to enable systems and processes, to be a catalyst of change for learners by providing individual responses.

Schools within the Tōtaranui Kāhui Ako were allocated 8 LSCs. At a Kāhui Ako meeting, the principals agreed to share some of the positions to allow the resourcing to reach and benefit all learners rather than allocating LSCs to certain schools, while others miss out. The decision to share the LSC allocation is still mentioned by principals, and the generosity is still very much appreciated. LSCs work in seven schools: 

• Te Kura o Matarangi Northcote Primary School
• Cotswold Mātāhae Primary School
• Te Kura o te Rākau Whero Redwood Primary
• Papanui Primary School
• Te Kura o Papakōhatu Bishopdale Primary School
• Te Kura Mareko Casebrook Intermediate School
• Papanui High School.

As the LSC role was established, there was some support from Te Tāhuhu o te Mātauranga | Ministry of Education as schools grappled with trying to figure out what this brand-new position entailed. Schools were given the role and resourcing but then had to figure out what it meant. The Kāhui Ako co-lead principal at the time remembers this taking time and a whole lot of talking, finding their way, unpacking the role, and defining the scope and parameters of what it was/wasn’t. A principal who joined the Kāhui Ako at a later stage reflected:

“In my previous school when the LSC role came in, we were very much fumbling in the dark – it felt like where does this person fit into the whole scheme of it all and how does it all work? It’s been quite a ‘feeling out’ process I think for people over the years. And so, coming into this Kāhui Ako, and also the school, it was a different role again.”

The principals discussed how to bring consistency to the role across the Kāhui Ako and consolidate what was happening for their LSCs – their solution was to bring the LSCs from the seven schools together. One of the lead principals had an interest in learning support and proposed an initiative: forming a network of support specifically for the LSCs – the creation of a Professional Learning Group (PLG). 

The purpose of the PLG was to bring the LSCs together to share practice and grow the role across the Kāhui Ako. As each school worked with their LSC, each school developed different job descriptions and ways of working – the role was different from school to school. 

Sharon Keen, principal of Te Kura Mareko Casebrook Intermediate School and co-lead of the Kāhui Ako, met with the LSCs for an hour once a fortnight to define the understanding of the LSC role throughout the Kāhui Ako, and allow LSCs to share and bring any issues to the table. This meeting became a standing appointment for LSCs.

To begin with, the PLG focussed on discussing what the LSC role could look like. The LSCs visited each school to look at what was happening in the workspaces, talk about how they fit with staff, and what their position was; all of which was very different from school to school. This gave the LSCs a wider feel for what was possible with their role, and they took new ideas back into their schools to discuss with principals.

Sharon also recognised that the role of an LSC was that of a specialist, not a classroom teacher and for some, outside of the leadership team. Most schools in the Kāhui Ako only had one LSC so the role could be quite a lonely one. Having no other colleagues on site doing the same job means that very few people fully understand the role and responsibilities that an LSC carries out. So Sharon made sure the fortnightly meeting contained an element of support for the group.

“If you're not actually doing that role yourself, there's only so much empathy someone else can feel. So that's where it's good to have a safe group that they can talk to and share with.” – Kāhui Ako principal

As the group became more established in their role, it became important that the LSCs had an opportunity to grow and for other organisations to come and meet with them as a group. Sharon brought in an external facilitator to offer a different point of view, bring some structure to their problem-solving, offer sharing and support, and so that the LSC network continued to develop. Through this network, the LSCs established the first Kāhui Ako LSC mini-conference in 2023 which was received so positively they are planning on repeating it as a bi-annual event.

The addition of an LSC to their staff has been seen as hugely positive by principals and is a resource they are passionate about supporting.

LSCs provide a bridge between teachers, parents, and external agencies; a conduit to streamline everything. They can be described as having a ‘learning support lens’ across education; they see schooling with a different view and come up with different solutions and ways to grow, develop, and be more proactive with learners. Principals shared that having an LSC frees up their senior leaders to more readily focus on pastoral care, attendance, and behaviour. One principal described their LSC as, “sort of the right-hand person for the principal”.

For learners, LSCs oversee the formulation of strategies for their future, they problem-solve (put out fires), work on passion projects to support learners' needs, and create ‘soft landing spaces’ for learners. LSCs take the time to connect, listen, and talk to learners.

For whānau, LSCs can be responsive, and help them to navigate conversations, paperwork, and meetings. LSCs can be there to listen, advocate, walk alongside, and understand when no one else in education seems to. The LSC can be a safe person at school to talk with or sit with.

For teachers, LSCs support learners; reflect, talk, and develop plans; and work alongside teachers. LSCs look after documentation, referrals, IEPs, and meetings, preparing for major changes like creating social stories for transitioning. They develop and support the staff.

“Our LSC is considered a really safe person for teachers to go to.” – LSC

Principals were mindful of creating a safe place for LSCs to share challenges, progress, and successes, while also growing together in their role.

Participating in the PLG extended LSCs' networks and broadened their understanding of their work. This support strengthened their role and, at times, their influence on the leadership team and teaching staff which often directly led to positive outcomes for learners. As one principal stated:

“If our LSC is stronger, then that can only benefit our kids.” 

The PLD that was covered in the PLG trickled into schools. One principal reflected on school-wide systems that developed around referrals in particular, and another discussed how their processes and systems were strengthened.

Participating in the PLG gave LSCs the chance to share practice and ideas, and proved to be a valuable use of time. It allowed them to discuss current educational challenges, gain new perspectives, and hear about how other schools were handling similar issues. 

The PLG also provided a necessary outlet for sharing complex experiences. Hearing stories from others facing similar situations, built a sense of understanding and respect across the group. By openly sharing what was happening for them, LSCs earned respect from their colleagues and were able to ‘walk in each other’s shoes’ particularly when comparing challenges faced across their Kāhui Ako.

Principals described LSCs as feeling more motivated and excited about their work. It’s not just about the paperwork, or putting out fires, LSCs are excited to discuss the positive impact on the lives of ākonga and how their role can make a difference for learners.

The principals of the Tōtaranui Kāhui Ako stated:

“We are really grateful and feel very privileged to be able to have LSCs; they are highly valued by our team and community.”

• Networking for sure! Secure the time and space to allow the LSC to commit fully to PLGs, meetings and learning time that's protected, built-in and routine. There are huge benefits from it!
• Ask a facilitator to work with the PLG – that’s been really helpful.
• Give your LSCs time to report back about what they've learned, and be open and receptive to new ideas and strategies.
• Make your LSC part of the leadership team.
• Give team members and staff the time and space to engage with the LSC and vice versa.

For LSCs:

Learning Support Symposium - Grow Waitaha

Learning Support Network

Learning Support Coordinators NZ | Facebook

Inclusive education:

Supporting ākonga Māori | Inclusive Education 

Inclusive design modules - Planning for diversity

Embed universal supports | Inclusive Education  

Supporting Neurodiverse Learners

Inclusive Education for Neurodiverse Ākonga

He kete tūhono ākonga ki te hauora Hear my voice: A guide for engaging ākonga in wellbeing