The allocation of LSCs has been an iterative process, with refinements and adjustments made in each briefing to the Minister. The LSC role is an integral part of the new approach to how learning support is provided, the Learning Support Delivery Model. For this reason, LSCs have been allocated to clusters of schools that are the most advanced with implementing the delivery model while providing a broad geographical coverage and a wide variety of types of schools and settings. The final allocation model sought to ensure a broad coverage across the country so that LSCs are allocated to a variety of types of schools and kura and settings, including rural and urban, to get a full picture of how the role will work before it is rolled out more widely.
To develop the LSC role description we drew on the findings of the Select Committee Inquiry to improve identification and support for children and young people with dyslexia, dyspraxia, and autism spectrum disorders; feedback and submissions from engagement on the draft Disability and Learning Support Action Plan; and key studies on SENCOs in New Zealand schools.
The remuneration approach for LSCs reflects the dedicated, full time nature of the role and the requirement to be an experienced teacher in order to engage with kaiako/teachers to support the development of their practice in working with children and young people with a range of learning support needs.