Section 1 What am I meant to be doing?

In this section:

1.1.       Introduction. 3

1.2.       Support for all new staff (including PCTs / OTTs/LATs) 3

1.3.       Classroom Practice & Pedagogical Support 4

1.4.       Professional Learning & Development (PLD) 4

1.5.       Staff Wellbeing & Mediation. 4

1.6.       Administrative & External Liaison. 4

1.7.       Getting started with your own practice. 5

1.8.       Getting started with staff 5

1.1.                     Introduction

The Specialist Classroom Teacher /Specialist Teacher (SCT/ST) role is flexible and shaped by the needs of each school. It may look different in every setting. Its core mission is to foster high-quality, Te Tiriti honouring teaching practices that drive equitable outcomes for all students.

By providing school-wide leadership in professional practice, mentoring and confidential support, the SCT /ST works alongside colleagues to create purposeful learning environments that implement Culturally Sustaining and Revitalising Pedagogies (CSRP). Ultimately, the role functions to strengthen the professional growth of the entire teaching staff through collaborative, reflective practice. The role of SCT in your school will evolve from the qualities, skills and knowledge that you bring to the position.

The SCT / ST role for your school will be negotiated between you and your principal. After aligning your skill set with the school's priorities, you may need to refine your job description. This may include a plan to promote the visibility and growth of the role in your school. You will need to plan to balance your allocated hours. Some will need to be allocated to whole staff needs and some to more individual needs such as self-referrals, PCT/OTTs etc.

1.2.                     Support for all new staff (including PCTs / OTTs/LATs)

SCT/STs support teachers in many different ways. Below are examples of work current SCT/STs undertake in their schools.

• Assisting with Induction & Mentoring programmes: for Provisionally Certificated Teachers (PCTs), Overseas Trained Teachers (OTTs) and those with a Limited Authority to Teach (LATs).
• Organising and Leading Regular Meetings: These might be weekly or fortnightly hui to discuss professional standards, "what's on top," and administrative requirements.
• Conducting Classroom Observations: These observations are followed by feedback sessions, goal setting and written reflection reports.
• Providing Mentor Support: Liaising with and providing guidance to the mentors who work directly with PCTs.
• Providing guidance on how to record practice: Helping staff navigate registration and the Professional Growth Cycle (PGC).

“The SCT role in my Kura is a wrap-around support for all staff and teachers. I work closely with the DP Pastoral and respond where and when I am needed. Some of the key tasks that I complete are inducting new staff members, supporting PCT’s, planning and presenting PLD, running the PLD committee and approving PLD applications, refining systems to work better for teachers in the classrooms, supporting staff with class behaviour management and sometimes it's just a matter of sitting together with a cup of tea and really listening to staff. Sometimes you don’t need to fix things to make it better.” (SCT of 10 years at yr 9-13 Girls’ school).

1.3.                     Classroom Practice & Pedagogical Support

• Behaviour Management: Providing targeted strategies and "in-class" support for teachers dealing with challenging student behaviours.
• Curriculum & Planning: Assisting with unit planning, differentiation, literacy across the curriculum and assessment moderation.
• Modelling & Coaching: Engaging in shadow coaching, restorative practice coaching and demonstrating effective practice teaching techniques.
• Resource Development: Creating and maintaining libraries or digital hubs (e.g., SharePoint/Google Classroom) of pedagogical resources and templates.

1.4.                     Professional Learning & Development (PLD)

• Whole-School PLD: Planning, preparing, and facilitating staff-wide workshops on school priorities (e.g., AI integration, literacy, restorative practices).
• Research: Keeping up-to-date with professional readings and trialling new technologies or teaching methodologies.
• Strategic Planning: Working with Senior Leadership (SLT) to align PLD with school-wide goals and focus areas.

1.5.                     Staff Wellbeing & Mediation

• Confidential Advice: Acting as an impartial "sounding board" for staff to vent, discuss frustrations or seek advice outside of formal attestation processes.
• Conflict Resolution: Mediating staff conflicts and facilitating restorative conversations.
• Wellbeing Support: Checking in on staff workload and helping teachers navigate school systems to reduce stress.

1.6.                     Administrative & External Liaison

• Pre-Service Teachers: Coordinating with universities to manage practicums and timetables for student teachers.
• Relief Teacher Support: Implementing systems to support and monitor the treatment of relief staff.
• Reporting: Writing reports for the Board of Trustees (BOT) and meeting with Senior Management termly to discuss staff development needs.
• Systems Oversight: Managing the professional learning budget and overseeing committees.

1.7.                     Getting started with your own practice

The following are important questions to consider as you begin your practice:

• What professional development can you access?
• Where will you work?
• How will you keep your records?
• How will you safeguard confidentiality?
• Who will support you?
• Have you joined the SCT/ST Association?
• Can you connect, and potentially work with, other local SCT/STs?
• Is there a regional cluster in your area?

 1.8.                     Getting started with staff

Introduce yourself as the SCT/ST and position yourself as a supportive peer dedicated to improving learning outcomes for students. Make it clear that your support is strictly confidential and sits outside formal management processes.

Provide specific examples of how you can assist staff at all career stages, such as through classroom observations, coaching cycles, or sharing innovative pedagogical strategies.

Ensure everyone knows how to reach you by inviting them to contact you via email, staffroom chats, or informal check-ins to arrange a time to work together.

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