Robyne Spring

Teaching Career
I started at Teachers’ College at Kelvin Grove in the 60s but moved to Canberra where I completed a B. Ed (Early Childhood) at The University of Canberra and The Canberra School of Music, majoring in Education Studies and Music. My first posting was to a pre-school, but because I was able to teach classroom music I was transferred to the  primary school, where I had a Year 1 class and taught music to the lower school students. I worked in an open-area teaching environment sharing with three other teachers. It was well set up and was an excellent teaching environment.

My husband Eddie transferred back to Brisbane and it was hard to find work here with the Queensland Education Department so I worked as a music teacher at various Catholic Primary Schools for two years. Eventually, once again because of my Music qualifications, I secured a position at Wondall Heights State School. T he Support Teacher was Anne Turner and she was a tremendous help to me. Later at East Brisbane with an extremely demanding Year6 class I met two more excellent Support Teachers, Judy Fraser and Jan Richardson. The example of these teachers doing such good work helped kindle my interest in Learning Support.

A move to a Year 3 class followed and it was partly  because of my interest in finding out more about a girl with Down Syndrome in the class that I applied for the Graduate Diploma of Special Education course at Mt Gravatt C.A.E., as it then was. Pam Dodd interviewed me for a place in the course and although I did not come from the usual teaching background, I was accepted.

The six months back at college was full of long days under a ‘regimented’ structure that had a very practical foundation. We had to teach students in front of lecturers every week as well as one adult student in the evening. There were pracs with ST:LDs working in schools as well as access to Pam Dodd at any time. In those days there were full-time Senior ST:LDs, who could be called upon at any time to offer support and advice. The result was a good foundation for taking on the role, as Pam was such an inspiration to us all.

The usual arrangement was to return to your class/school for six months teaching and then return to college to complete the final six months (full time). However, due to commitments with my own children I did not return until five years later in 1990. By this time the scene had transformed, with the college now part of a University. The course was more ‘intellectualised’; we were not required to attend every day but the same high standard was expected.

I then started as a ST:LD at Wellers Hill S.S., followed by Marshall Road, Belmont, Buranda, Ascot and then Kelvin Grove with a LD class. After I did the final six months, I was asked by Con Pandelli to take a Special Class at The Gap S.S. for students in that cluster with low incidence impairments. Initially the students, from Years 1 to 7, were integrated in class, but I asked the Principal if I could form a class of 11 students, which I taught with only part-time teacher aide support. It was hard work but rewarding.

Then followed a transfer to Craigslea S.S. and Somerset Hills S.S. with time at Fortitude Valley S.S. as well. The Senior Support teachers were John McKenna and Steve Simmonds, who once again were a tremendous support. The region was divided  into Staffordand Geebung districts and I was asked to be the Senior ST:LD for Stafford. I have been in that role for six years now and hope that I have been as supportive to the ST:LDs as previous ST:LDs have been to me.

Issues What are your thoughts on Appraisement?
It is very important to get information on students with learning difficulties and learning disabilities that is statewide and  holds some sort of credence. I have being using a variety of methods  to get information on students.  I use standardised  and diagnostic tests such as the Neale, BURT, South Australian Spelling , PM Benchmark, T.O.R.C.H.,  Probe and D.M.T. as well as the set tasks.

What about Moderation?
I find this process really useful. It gives a good view of what other people are doing and helps me to compare what my results are with others.

What training do you think is required for the role of ST:LD?
It is important for Universities to be careful in training people. They need not just the theory but  also the practical aspects, with work experience and/or work shadowing with good support teachers in schools. We have a high percentage of qualified people in Stafford district but it is not the case everywhere.

What about the ST:LD Network?
There are issues of isolation working as a ST:LD in schools and the network helps to overcome some of these. We have, I believe, a strong network in the Stafford district, which meets regularly. The major focus is on Professional Development. We have been fortunate to have presenters such as David Waterworth (Support Teacher Appraisement) come to the meetings and ensure that we are well informed.

Finally, Robyne, what is your aim in the job?
To help children realise how clever they are.