Specialist Classroom Teachers Toolkit Opt 2
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What does a typical week look like?
As you will see from the responses from our members below, not all weeks look the same, and the balance of each SCT/ ST’s time shifts depending on whether they’re planning, organising, or facilitating hui and PLD. While there are some regular commitments, a big part of the role is responding to the needs of staff as they arise.
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There is not often a 'typical' week in the role of an SCT! But at my school I get four hours. I will meet with, support and if needed observe my beginning teacher. I meet and support teachers with new initiatives in the classroom that we may be trying to roll out. I attend LOLA meetings and run the PD committee for the school. I often present some whole school PD to the staff. I check and approve PD requests for the staff. I help teachers with an self-referral issues they may require support in. (State Integrated Girls’ school, roll<500) |
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I mentor beginning and/or struggling teachers, I run and/or organise PLD, I observe teachers in the classroom and provide feedback. Sometimes you might find me hosting hui with teachers who share classes with challenging behaviours to create joint action plans. Or you might see me working with HODs on how to coach/mentor staff, etc. (Co-ed school, roll >1300) |
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I attend quite a few meetings as part of my SCT role, including the school PLD Committee where we discuss staff needs and future PLD opportunities. I teach three classes and have eight hours of SCT time each week, during which I mentor 1-2 staff members. I also support PCTs and overseas-trained teachers, meeting with them every second Wednesday and providing ongoing mentoring throughout the year. (Co-ed school, roll <1000)
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Each week I’m a regular point of contact for staff who need a listening ear, advice, or help with day-to-day questions. I catch up with our Year 1 PCTs, meet with curriculum mentors, and have one-on-one hui with PCTs and other staff. I also support new teachers with practical tasks like reports, KAMAR, and navigating school systems. Depending on the week, I may be planning or facilitating Every fortnight I meet with our OTT group and catch up with new-to-school kaiako, although these meetings tend to become less frequent as confidence grows. I also have a regular catch-up with my Principal. Classroom observations are an ongoing part of my role and can involve new staff, PCTs, OTTs, or any teacher seeking feedback. These observations include a goal-setting conversation, the observation itself, and a follow-up hui to reflect on practice and next steps. I meet with our Year 2 PCT group on a fortnightly to monthly basis, depending on their needs. Throughout the term, I also organise and coordinate our compulsory PLD programme, which offers 8-10 different workshop options linked to staff needs, school goals, and our values. This involves planning, liaising with facilitators, preparing resources, and often running sessions myself. Every month looks a little different, but supporting staff growth and wellbeing remains at the heart of the role. (Secondary, Roll 1950)
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Last modified on Tuesday, 1 September 2026 17:35