Competencies and Skills Required To Be an Effective Resource Teacher

Abstract

Resource programs generally are regarded as the most common administrative/instructional vehicle for meeting the educational and social needs of pupils with mild-moderate specific learning disabilities. This study investigated the perceptions of 420 resource teachers (grade levels 1 to 12) in Maine public schools relative to the most important competencies/skills required to be an “effective resource teacher.” Of 32 competencies/skills, identified as the most important were 1) “knowledge and skill in employing a variety of methods for teaching reading” (91.5%), 2) “ability to deal effectively with personal/professional frustrations” (88.9%), 3) “ability to communication with parents” (87.8%), and 4) “knowledge of and skill in a variety of pupil behavior management techniques” (87.4%). Implications of the findings of this study for personnel responsible for the pre-service and in-service training of resource teachers who work with learning disabled pupils include the need for more training in communication and interpersonal skills.