2.a) The school Governors are volunteers who ensure a school is run efficiently, they work with the school to deliver good quality education, they set the schools aims and policies whilst working with the head teacher. They also make sure the schools budget is spent correctly and the building is being run well and safely. Senior Management Team (SMT) consists of the head teacher, deputy heads and the heads of the departments. They have a collective responsibility for the efficient daily running and discipline of the school, assisting the head teacher in leadership and management and is designed to allow strategic day to day responsibilities. Special Educational Needs Coordinator (SENCO) Is a teacher responsible for any pupils with special …show more content…
They prepare lessons for a range of abilities within the classroom and also meet with parents to keep them up to date with how they the children are progressing with their education and behaviour. The teaching assistants role is to work closely with the class teacher and help any pupils that need additional support. They will carry out any specific duties that are outlined in the pupil 's Individual Learning Plan (IEP) and provide feedback about pupil 's difficulties or progress to the class teacher. The roles of other support staff such as cleaners, dinner staff, caretakers, administrative staff are integral to the daily running of the school. Each role ensures the school runs smoothly and safely for the pupils attending. 2.b) Many schools also have external professionals who help pupils with any additional needs such as a Speech and Language Therapist (SLT) or an Educational Psychologist. They are an important part of the school and help pupils meet the performance standards needed. An SLT 's role is to assess children with any speech or communication problems and help them to communicate to the best of their ability. As such, they work closely with nurses, doctors and occupational therapists and report back their
Teachers can also help by advocating for their students. These efforts are important in order to build or create coalitions that support
It is important for the pupils to know that they are supported and guided not just by the teacher but also by the assistant’s. They also have a right to being taught the right work appropriate to their level of study. The frameworks that makes this possible consist of child protection, Health and safety, content and delivery of the curriculum, staff training and anti-discrimination. Both teachers and the assistants need to know these frameworks and many others so that they are able to work with the children equally and to the best of their ability. Child protection insures that the children are well looked after in the school environment or at home.
The text states, “The superintendent did have enormous power of initiative in virtually all matters concerning the schools: the appointment of staff, the selection of textbooks, plans and contracts for buildings, the determination of the curriculum, and normal decisions about everyday running of the schools” (159). When examining the formal education of our current educational institutions, it is evident that the power structure lies with superintendents, school boards and principals who share expectations on how classrooms should be run as well as decision making for the betterment of the institution and students. Overall, formal education has evolved and will continue to evolve as educators search for their perception of the “one best system” for their students. Throughout the history of education, power structure and social class matters have influenced how educators implement regulations, interact with community members and fellow educators, but most importantly, the education of students so that they may be instilled with the skills and confidence to further themselves as
On the other hand, superintendents in larger districts have the necessary support staff to manage the business department. Superintendents in larger districts have a team of individuals who assist in providing regular financial and budgetary reports to the school board. Nevertheless, it is critical for all superintendents to understand the complexities of state and federal funding formulas and to stay abreast of the changes associated with fiscal
Good communication skills, the ability to handle administrative duties and maintaining strong student interactions are the qualities that make a professional assistant principal. Assistant principals assist principals and teachers in developing the academic criteria that propel students to reach their full potential. Assistant principals help teachers create lessons, counsel students in educational matters and uphold the disciplinary operations for a productive school environment. A good assistant principal uses experience and knowledge to counsel students about any personal issues that may be affecting their school performance.
Teaching assistant should use strategies and techniques to make pupils follow instructions such as: prompting shy or reticent pupils, translating or explaining words and phrases, reminding pupils of using teaching points that were made by a teacher, using correct language and vocabulary, making sure that pupils understand what is asked of them and carry the task out, helping pupils to use resources that are relevant to the learning activity. When pupils lack motivation, Teaching Assistant should be aware of the impact that his/her verbal comments and body language have on them. In order for Teaching Assistant to be a good motivator, he/she should follow the tips bellow: - Teaching staff should always show their honest appreciation about a pupil
Explain the process of managing risk and how it applies to Forest SchoolThere is increasing debate around the idea that children need to take more risk in their play. The prevalence of indoor, gadget based play and screen-time as downtime means children are spending less and less of their day “playing out”. Even if they do go out to play children are very rarely given a freedom to roam. In fact according to a recent study the distance a child is permitted to wander from their home has decreased by 90% in the past 30 years.1This has become such an issue that an all party parliamentary group on a fit and healthy childhood recently examined the problems and potential solutions and published their report “Play”. Among other conclusions were the statements that children should engage in ....
Politics also play a part in this dynamic on a large and small scale, from the board members who must campaign for their position to individuals engaging in self-promotion in hopes of improving their position. Legitimate formal power and direction comes from the top of the pyramid on down through the ranks. Perched at the top of the power pyramid are five elected county school board members and the county superintendent of schools. Below them are five assistant superintendents and at the next level down are a combination coordinators and program managers. Lastly, all other staff make up the base of this formation, having the least amount of influence and dependent on mid-level managers for resources, information and approval of decisions.
The strategic purpose of school governors is to support the school in many ways. This includes, making sure there is a clear vision, ethos and strategic direction within the school. They support the head teacher and hold them accountable for the educational performance of the school and its pupils. They will oversee the financial performance of the school and make sure its money is spent in the right areas. They will also carry out a number of other significant duties, which include the appointing and dismissing of staff, hearing appeals and grievances, forming policy on the school's curriculum, setting standards for pupils' behaviour and discipline and setting and monitoring the school's aims and policies.
Although it may take longer to develop solutions to problems that are strategic in nature; it's important that the superintendent distributes her time efficiently by working on what can easily be fixed and building the strategies and visions necessary for the long-term survival of an organization. Due to the immediate and visible nature of operational problems, I believe an efficient superintendent should be able to respond and help almost immediately when these sort of problems arise. However, a superintendent, that is also an strategic leader, should be able to acknowledge these issues without compromising the long-term feasibility of the organization or project. In Brigg's case, I believe she should ten to the operational problems affecting the schools without relinquishing the need to create visions. It's important than a strategic leader develops a clear vision, but it is also fundamental that the leader sets in place.
The fourth key element: availability of general education problem solving support systems notes that when clinical teaching is not successful, teachers should have access to problem solving support systems (Garcia & Ortiz, 2006). The general education setting is where the teacher has to make observations and do the prereferral intervention. When the teacher is faced with issue that may seem difficult to work with, then he/she can seek additional help to meet student needs. For instance, teachers can exchange resources with their peer teachers or even meet with ESL or special education teachers to come up with functional strategies. Teacher Assistant Teams (TAT) are made up of four to six general education teachers and they meet to help
The SMT usually includes both the head teacher, deputy and assistant heads. Depending on the needs and size of the school and amount of people within the SMT can vary with each having slightly differing roles (Tassoni et al, 2010). For example one member of the SMT may have the role dedicated to behaviour and safeguarding of children in which they need to be aware of what is happening within the school in relation to this as well as the needs. This requires the SMT to be on the ball as well as being innovative with ideas on how to improve and better the school (Tassoni et al,
senior management team Made up of head teacher and deputy head, they set the strategic direction of the school and manage this. Always aware of current state of school, lead any changes that need to happen and ensure school is doing the best it can for the children that attend. other statutory roles e.g. SENCO The SENCO will co-ordinate additional support for pupils and help/discuss with their parents, teachers and other professionals who are involved with them. The SENCO has responsibility for requesting the involvement of an Educational Psychologist and other external services.
Employees: Employees are one of the type of stakeholders of Bayer. Employees are the ones who work for the company. They are the ones who provide services to the customers of Bayer, which in this case are other businesses. In Bayers case, the employees are the engineers, chemists, technicians, marketers, etc. Other businesses purchase products from bayer and it is the duty of the employees to make sure that the products that they sell are very high in quality.
School leaders must understand that they cannot do everything alone. Allowing others to have power in their areas of strength will provide a winning situation for all parties. This allows colleagues to hone in on tasks they may be passionate about such as reading comprehension, while administrators are able to oversee teams; however, they do not have to be the entire team themselves. They can rely on their staff to accomplish goals that are aligned with the mission and vision of the school. Creating a collaborative culture also creates buy-in from all stakeholders.