TEAM AROUND THE LEARNER
Overview of the Team Around the Learner approach
Module 2:
Describing the Team
Around the Learner
approach
Module 2: Describing the Team Around the Learner approach
Overview
The aim of this module is to provide an overview of the Team Around the Learner approach to improving outcomes for
learners and families.
Focus
This module will support your understanding of:
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The Team Around the Learner approach
What is Team Around the Learner
When to use the Team Around the Learner approach
Key principles of the Team Around the Learner approach
Team Around the Learner Model
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What is Team Around the Learner?
What is
it?
Team Around the Learner provides a framework that
promotes a holistic, team-based and individualised
approach to supporting learners who are vulnerable
and at risk of disengaging or have disengaged from
education and learning.
Key people are brought together as a team to
coordinate a plan that meets the needs of the
learner and supports them to continue to engage in or
re-engage in education and learning.
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What are the Key Aspects of Team Around the Learner?
What are
the key
aspects?
• Learners are viewed within the context of their
family and their environment and are supported
by a team.
• There is no time limit to the Team Around the
Learner process. The focus is on making sure the
needs of the learner are met and sustained.
Team Around the Learner is not a new concept. It
demonstrates good practice in supporting learners
who require additional support to engage in education
and learning.
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Who is involved in Team Around the Learner?
Who is
involved?
• Team members may include the learner, education
professionals, health professionals, community
members, parents/caregivers, external agencies
and community members involved in the life of the
learner and their family.
• A Lead Professional coordinates the efforts of the
team and ensures that all team members are part of
the solution.
The team meet regularly regarding the design,
implementation and review of a coordinated plan put
in place by the team to meet the individual needs of
the learner and family.
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When to use Team Around the Learner approach?
The Team Around the Learner approach can be adopted as early as needs are identified.
The Team Around the Learner approach can be adopted at any stage of a learner’s journey. Although not all
issues experienced by students are problematic initially, it is beneficial to support the learner early to prevent
such issues impacting on their learning.
Continuum of Student Engagement
Student is engaged
in their learning
Student experiences
some challenges in
engaging with their
learning
Student is
struggling to remain
engaged with their
learning
Student is
disengaged with
their learning
Education professionals may choose to adopt a Team Around the Learner approach at any time. A coordinated
approach will help to provide appropriate support for the learner.
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Key Principles of the Team Around the Learner approach
Team Around the Learner Key Principles
Team Around the Learner Model
The learner and family are at the centre
Initiate Contact
Plan Transition
Learners experience a coordinated and
seamless service
Team Around the Learner promotes
positive engagement
Monitor &
Evaluate
Analyse Needs
Team Around the Learner is outcomes
focused
Team Around the Learner is a
collaborative and collective team effort
Plan &
Coordinate
Support
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Team Around the Learner Model - Overview
The Team Around the Learner model guides the process for improving the outcomes of learners.
Initiate Contact
The learner and family are
empowered with information
and assisted to make the
most informed choice for the
learner’s needs.
 Through contact or screening
tools the learner is identified
as vulnerable and at risk of
disengaging or has
disengaged from education
and learning.
 Relationships are built with
the learner and the process
of engagement commences
 A Lead Professional is
identified to support and
steer the process.
 The Lead Professional
engages other team
members
 An understanding of learner
and family history is
developed
 Information is captured to
inform future phases
 Informed consent regarding
information sharing is
obtained
Analyse Needs
Plan & Coordinate
Support
The learner and family are
supported
through
the
needs analysis process by
the Lead Professional.
Engage learner, family & team
Bring together the team to
develop the individualised
plan.
The learner and family
should experience
appropriate and timely
assessments and referrals.
The learner and family are
encouraged
to
fully
participate during the process
and agree on the goals,
strategies and actions to be
implemented.
 Comprehensive needs
analysis, assessments and
referrals are conducted as
required
 Services and supports that
may be required or are
already involved are
identified and engaged
 Informed consent regarding
information sharing is
obtained
 A person centred, family
sensitive approach to vision
and goal development is
encouraged
 Learning and successful
strategies from past
experiences are discussed
Develop and implement plan
 A plan is developed with
input from the learner, family,
supports and services
 The needs of the learner and
family are described and
prioritised
 Indicators of success and
links to the monitoring and
evaluation of outcomes are
determined
 Appropriate strategies and
actions that will lead to the
successful achievement of
goals are determined
 Clear roles and
responsibilities are assigned
Monitor & Evaluate
The team monitors strategies,
actions and adjustments made
to the plan as necessary.
Previous phases are revisited
with the agreement of the
learner and family, where
circumstances have changed
or strategies are not working.
 In partnership with the
learner, the family and other
service providers review the
plan and indicators of
progress toward the agreed
outcomes and goals
 Strategies are evaluated for
their effectiveness and the
need for new strategies is
considered
 Success is celebrated and
strengths recognised
 Team cohesiveness, trust and
buy-in is maintained
 The team continues to enable
the Team Around the Learner
principles within the process
Plan Transition
The learner and family
are supported through
the
transition
from
intensive wrap around
services to more natural
supports and are actively
involved in developing a
Transition Plan.
The learner and family
should feel positive and
capable moving forward
and know that support is
available if required.
 A purposeful transition
away from more formal
supports is planned to
assist the learner and
family to maintain the
positive outcomes
achieved
 It is ensured that the
family is continuing to
experience success and
support is provided if
necessary
 Successes are
celebrated and the skills
and knowledge of the
learner and family are
positively reinforced
 Follow-up continues with
the learner and family
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Team Around the Learner Model – Initiate Contact Phase
Initiate Contact
The learner and family are
empowered with information
and assisted to make the
most informed choice for
the learner’s needs.
 Through contact or
appropriate screening tools,
the learner is identified as
vulnerable and at risk of
disengaging or has
disengaged from education
and learning
 Relationships are built with
the learner and the process
of engagement commences
• At the Initiate Contact phase, a learner is identified by a teacher, student wellbeing coordinator,
principal etc as vulnerable and recommends a Team Around the Learner approach.
• A Lead Professional is identified as early as possible to guide a collaborative team response.
• The learner and family formally provide consent as to how their information will be used and with
whom it will be shared.
• This phase lays the foundation for collaborative team work, goal setting and planning in future
phases.
Points to Consider:
• Most often the person who makes the initial contact is someone who has the appropriate
knowledge and skills to begin the process. This person may be anyone who cares for, supports or
works with the learner and must be able to recognise and articulate the need for a co-ordinated
service response to address the learner’s vulnerability and complex needs.
 A Lead Professional is
identified to support and
steer the process
• The Team Around the Learner approach recognises that for each learner the focus and
complexity of need will be different. This will impact the composition and membership of the team
and the choice of Lead Professional.
 The Lead Professional
engages other team
members
• Questions to reflect on when considering membership of the team and choice of Lead
Professional include:
 An understanding of the
learner and family history is
developed
 Information is captured to
inform future phases
- Are there agencies already involved?
- Who else needs to be involved?
- Who is best placed to play the Lead Professional role?
- How can we share information and planning on a need to know basis?
 Informed consent regarding
information sharing is
obtained
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Team Around the Learner Model – Analyse Needs Phase
Analyse Needs
The learner and family are
supported through the needs
analysis process by the Lead
Professional.
The learner and family
should experience
appropriate and timely
assessments and referrals.
 Comprehensive needs
analysis, assessments and
referrals are conducted as
required
 Services and supports that
may be required or that are
already involved are
identified and engage
 Informed consent regarding
information sharing is
obtained
• A comprehensive needs analysis is conducted with the learner and family to understand the
underlying and presenting issues of the learner.
• This phase may be initially conducted as a broad conversation with the learner and family which
may identify the need for referrals to additional services.
• Through this process, additional people may be identified who need to be part of the team and
should be contacted and briefed with the permission of the learner and family.
• This phase should be as thorough as possible as it will inform the urgency and type of assistance
that is required by the learner and their family.
• Ideally, this phase should happen within 7 working days of the Initiate Contact phase, or within 2
working days if considered urgent.
• This phase does not have a specified end point and may be an ongoing process depending on the
learner’s needs.
• As the learner moves into subsequent phases, analysis of the learner’s needs may continue as an
ongoing process as a result of the Monitor and Evaluate phase.
Who is involved and how?
• This phase is initiated by the Lead Professional. However ,if more formal assessments are
required, they should be conducted by persons or providers with the appropriate qualifications,
skills and knowledge in the particular area of service delivery.
• This phase may be conducted by one person, or by different people over several days. Individuals
should have a broad understanding of the service system and have experience interviewing
learners and families.
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Team Around the Learner Model – Plan & Coordinate Support Phase
Plan & Coordinate
Support
Engage learner, family and
team
Bring together the team to
develop the individualised
Plan.
The learner and family are
encouraged to fully
participate during the
process and agree on the
goals, strategies and actions
to be implemented.
• The Engage learner, family and team aspect of this phase is characterised by building team
trust and developing shared planning processes to support the immediate and longer term
needs and goals of the learner.
• The Plan & Coordinate Support phase is initiated by the Lead Professional who makes
arrangements for shared planning and review meetings.
• It is critical that this process is embedded in a person centred and family sensitive practice
approach. This approach eliminates potential barriers and supports the implementation of
successful strategies and actions.
• The learner and family should be equal members of the team and see that their perspectives are
central to the process so that shared ownership is developed.
 A person centred, family
sensitive approach to vision
and goal development is
encouraged
Key activities:
 Learning and successful
strategies from past
experiences are discussed
• Focus on the learner’s strengths, family context, culture and vision for the future.
• Develop a partnership between the learner, family and the other team members.
• Address any legal and ethical issues.
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Team Around the Learner Model – Plan & Coordinate Support Phase
Plan & Coordinate
Support
Develop and Implement
Plan
• The Develop and Implement Plan aspect of this phase focuses on the specific needs of the
learner by collaboratively developing goals and working towards their achievement.
• The Lead Professional facilitates and guides the development of an individualised plan and
ensures the learner and family are fully engaged in this process.
Bring together the team to
develop the individualised
plan.
The learner and family are
encouraged to fully
participate during the
process and agree on the
goals, strategies and actions
to be implemented.
Vision
Goals
Strategies
Actions
 A plan is developed with
input from the learner, family,
supports and services
• This process begins by focusing on the needs of the learner identified in the Analyse Needs phase
to inform the development of short term and long term goals.
 The needs of the learner and
family are described and
prioritised
• A number of strategies are developed to achieve individualised goals with specific actions that are
assigned to members of the team.
 Indicators of success and
links to the monitoring and
evaluation of outcomes are
determined
 Appropriate strategies and
actions that will lead to the
successful achievement of
goals are determined
• The actions for achieving the goals in the plan should be explicitly outlined so that everyone
understands their roles and responsibilities for successful outcomes.
• This process is characterised by brainstorming, options development, negotiation, information
sharing and effective communication.
 Clear roles and
responsibilities are assigned
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Phases of the Team Around the Learner Model – Monitor & Evaluate Phase
Monitor & Evaluate
The team monitors
strategies, actions and
adjustments made to the
plan as necessary.
Previous phases are revisited
with the agreement of the
learner and family, where
circumstances have changed
or strategies are not working.
 In partnership with the
learner, family and other
service providers review the
plan and indicators of
progress toward the agreed
outcomes and goals
 Strategies are evaluated for
their effectiveness and the
need for new strategies is
considered.
 Success is celebrated and
strengths recognised
 Team cohesiveness, trust
and buy-in is maintained
 The team continues to
enable the principles of the
Team Around the Learner
principles within the process
• Progress and successes are continually reviewed during the Monitor & Evaluate phase to ensure
strategies are working and the learner is achieving the planned goals.
• This phase is predominately led by the Lead Professional who monitors and evaluates the input
and achievements of the team.
• The Monitor & Evaluate phase relies on open communication channels being maintained.
• The team needs to be responsive to changing circumstances during the course of implementation.
Any changes that are required to the plan are discussed in team meetings and implemented
together.
• Where necessary, the Analyse Needs phase is also revisited to make sure that, if needs have
changed, they are addressed appropriately.
• The Monitor & Evaluate phase is repeated as each new set of learner goals are implemented.
When the team determines that the learner no longer needs the additional support provided
through the Team Around the Learner approach, the Plan Transition phase should begin.
• There is no defined timeline for the Monitor & Evaluate phase.
Points to consider:
• The Lead Professional is also tasked with working to maintain the team’s satisfaction,
cohesiveness and buy-in throughout the process.
• Celebrating successes as a team (e.g., accomplishment of actions, strategies and goals) is an
important way of sustaining momentum and buy-in.
• This is particularly crucial when actions do not go as planned and momentum and trust in the
process can easily decrease. A strong culture of team work, respect and trust will make a
difference to perceptions of success in achieving the needs of the learner.
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Team Around the Learner Model – Plan Transition Phase
Plan Transition
The learner and family are
supported through the
transition from intensive
wrap around services to
more natural supports and
are actively involved in
developing a Transition Plan.
The learner and family
should feel positive and
capable moving forward and
know that support is
available if required.
 A purposeful transition away
from more formal supports is
planned to assist the learner
and family to maintain the
positive outcomes achieved
 It is ensured that the family is
continuing to experience
success and support is
provided if necessary
• Plans are made for a purposeful transition from intensive wrap around services to more natural
supports.
• This will include a Transition from Additional Support Plan that takes into consideration the
need for post-transition crisis planning.
• This phase begins as the responsibility of the Lead Professional but ends with the learner and
family taking on responsibility for their own success.
• This phase is entered once it has been agreed by the learner, family and team that the goals
outlined in the individualised plan have been achieved and sustained.
• It is assumed that by this stage the learner and family will be equipped with the knowledge and
coping skills to manage crises as they arise and they will contact the appropriate supports as
required.
• The formal Team Around the Learner process is concluded with a celebration of the achievements
of the learner, family and team.
• The Lead Professional should continue to follow up with the learner and family to ensure they are
continuing to experience success and provide advice where necessary.
• It is acknowledged that crises and other life events that occur in the learner’s life may provoke a
need for an increased level of support. At these times, the Team Around the Learner approach
may need to be reinstated to support the learner.
• The activities of this phase have no defined timeline.
 Successes are celebrated
and the skills and knowledge
of the learner and family are
positively reinforced
 Follow-up continues with the
learner and family
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Team Around the Learner approach
Determining the practice implemented in schools.
To assist schools to measure their practice of the Team Around the Learner approach, a five level Rubric has been
developed that describes what Team Around the Learner might look like in a school.
It is not a definitive description, however it gives schools some ideas for discussion about what would work best with
their school communities.
To complement the Rubric, a Planning Improvement
tool has been developed to assist schools. This tool
supports schools to put improvement plans in place for
any phase of the Team Around the Learner approach
which is identified as needing further development.
This tool asks the school to identify:
• current strengths in practice
• the evidence they have that clearly demonstrates the
established practice
• the next steps they will need to take to improve
practice
• the tools they will use in improving practice
Resources
Team Around the Learner Rubric
Planning Improvement tool
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