Philosophical Background

Teacher Support Team Program Core Beliefs


  • Can succeed in and contribute as members of a general education classroom community;
  • Are harmed when labeled, because labels are often misleading, contribute to stereotypes, and do not address the student's specific learning needs;
  • Deserve appropriately timed instruction based on high quality, objective, comprehensive assessments;
  • Who "misbehave" are attempting to meet their needs for freedom, power, love, and belonging;
  • Learn when instruction is tailored to their unique development; and
  • Come equipped with an innate desire to learn and a brain that has great potential for learning.


  • Have primary responsibility for every student's learning;
  • Can achieve the task of educating each student, including those with disabilities;
  • Must provide a safe and nurturing learning environment where students experience love and belonging;
  • Must form supportive relationships with students in order to address adjustment/interpersonal challenges; and
  • Must be provided with a comprehensive program of support designed to ensure every student receives instruction appropriate to their unique development.


  • Are instructional leaders responsible for active modeling and coaching of staff to achieve higher levels of instructional effectiveness;
  • Must understand and adhere to proven, research-based strategies (including Choice Theory psychology, developmental learning, the fields of audiology and optometry, brain development and instructional approaches) to support and enhance teacher efforts;
  • Have primary responsibility for supporting teachers in identification of specific student learning difficulties and instructional interventions to eliminate these difficulties;
  • Must support teachers in establishing procedures and routines which ensure a safe and orderly school and classroom; and
  • Are responsible for ensuring adequate, high quality instructional materials and equipment.


  • Have extensive knowledge about their children that can contribute to development of optimal learning interventions;
  • Must be supported in participating in all aspects of their child's education (screening, assessment, instructional intervention, and follow-up); and
  • Are competent to make choices about their child's education.

Philosophical Basis

This program is based on the premise that good reading skills are imperative to learning. Each student must master skills that are prerequisites to reading before he/she will be a successful reader and learner. These skills are trainable and can be mastered even in students who have disabilities or delays in development.