Teachers & educators
Plan learning, adjust tasks, record progress, contribute to IEP reviews and communicate with families.
Our Team
Consistent support begins with clear roles and shared responsibility.
Educators understand the child within daily school routines. Families bring knowledge from life beyond school. Relevant professionals add specialist perspectives when needed. Each role should work together without going beyond its proper scope.
Leadership
Educational direction and coordinated support
The school leader is responsible for educational direction, team coordination, learner experience, family communication and ongoing school improvement. Leadership also helps ensure that roles, decisions and support boundaries remain clear across the school day.
Roles within KSS
A team with different responsibilities
Teaching assistants
Support participation, transitions, routines, safety and classroom organisation under the agreed plan.
Interventionists
Practise specific strategies within their training and role, and record learner responses for review.
Relevant professionals
Where an active service exists, appropriately qualified professionals may contribute a specialist perspective.
Admissions & family support
Coordinate enquiries, visits, documents, placement communication and onboarding.
Operations & administration
Support schedules, attendance, fees, records, premises and practical communication.
How we work together
Observe, choose, record and review
- 01
Observe
Educators note participation and learning during daily routines.
- 02
Discuss
Relevant observations are reviewed by the right team members.
- 03
Choose
A strategy is selected for a clear purpose and review period.
- 04
Record
The learner’s response is documented, not simply remembered.
- 05
Involve
Families join decisions that affect an important goal or routine.
- 06
Revise
The plan changes when a strategy is not helping or needs adjustment.
Professional boundaries
Accurate roles protect learners and families
- An educator is not presented as a therapist without a separate verified role and qualification
- Therapy-informed strategy is not described as treatment
- School observation is not a diagnosis
- Support does not guarantee a particular outcome
- Families are told when a need is outside the school’s current scope
Your next step
Know who will support your child before the first day.
During a visit, ask who is normally present, how roles are divided and who to contact for learning, health or operational matters.