School counselors have a qualifications and skills to address preK-12 students’ academic, career, and social/emotional development (ASCA). A school counselor are leaders and consultants who create educational access and success to their schools. ASCA ethic principles include, all students must be respected, treated with dignity and have access to a school counseling program that advocates for and affirms all students diverse population (ASCA) not limited to, ethic/ racial identity, nationality, age, social class, economic status, abilities/disabilities, language, immigration statue, sexual orientation, gender, gender indemnity, family type, religious, emancipated minors, ward of the state, homeless youth and incarcerated youth ( ASCA). Nevertheless, there are several important codes for each school counselor to obey by. Responsibilities to Student: The duties of a school counselors are to develop and maintain comprehensive, developmental, data driven programs that addresses the academic career, and personal social needs of all student ().
School and teachers can influence the extent and quality of learning for all students. Teacher’s beliefs, practices and attitudes are important for understanding and improving educational processes. They are closely linked to teachers’ strategies for coping with challenges in their daily professional life. Educators have control over numerous factors that influence motivation, achievement and behaviour of students. They are turning around their approach into a focus on creating positive school climate and responsive classroom as part of holistic quality education based on child rights where there is effective teaching and classroom management, thus enhancing students’ learning experiences.
(pg.80) Acknowledging and embracing a student’s racial or ethnic background is important, but it is just a piece of the educational puzzle. Effective teachers must be culturally responsive, with fine-tuned classroom management skills, and high expectations for all their students. It is crucial for an effective
For example, they conduct formative assessment. Formative Assessment is part of our instructional process. It provides the information needed to adjust teaching and learning while they are happening. In this sense, formative assessment informs both teachers and students about student understanding at a point when timely adjustments can be made. These adjustments help to ensure students achieve, targeted standards-based learning goals within a set time frame.
There are many school policies and procedures that are set within the school and is accessible to everyone. Some schools have the policies and procedures on the school website, in folders located in the staff room or headteachers office, on notice boards etc. The legislation is put in place to protect the staff, pupils, and visitors so the rules must be followed to keep the school setting a safe space for all children, young people, and adults. The legislation helps structure the school as there are rules to follow which allows the school setting to run
11-12) , the basic principle of the inclusive school is that learning should be done by all children together, if possible, in spite of any differences or difficulties may have. Inclusive schools have to know and act in response to the various needs of their students, accepting both different styles and rates of learning and ensuring quality education to all through suitable curriculum, organizational planning, teaching techniques and strategies, partnerships with their communities and resource use. There should be a continuum of support and services to match the continuum of special needs encountered in every
It is vital to protect the rights of children’s with disabilities and these safeguards aid in doing so. Within them the rights and responsibilities of parents, children, agencies, and the school district, are outlined in detail. They protect children and families by making sure each component is explained within their native language and in their preferred mode of communication. They are also protected by making sure that parents are always well informed on what the school is proposing or refusing to do, as early as possible so that parents can participate in the school’s proposed actions or respond to its refusals. The procedural safeguards also lay out every procedure within special education, so that parents and the school district know exactly what steps must be taken.
Physiotherapists/occupational therapists work with children outside the school but to support the progress of the pupil may also visit the school to attend any meetings regarding the pupil. Question: Question 6 Answer: The ethos of a school along with its values, aims and mission statement should all be reflected in the school environment. These should all be perceptible to anyone spending time in a school watching both the pupils and staff.
Therefore, it is imperative that the school finds a new, research-based positive discipline program designed to teach students expected social behavior. In order to do so, all teachers must participate in professional development to ensure that the discipline policy is consistent throughout the grade levels. With a positive discipline policy, students similar to Joey would learn and practice expected behavior; thus, reducing the occurrences of discipline problems. In addition, all students will come to feel safe, valued, and respected within the school
First and foremost it is important to plan the meeting which includes being very clear as to why a meeting is required, what is to be accomplished and who is expected at the meeting. The different types of meetings held in the school are important to ensure that children achieve their potential and staff can work in an environment that is supportive, yet challenging. Different meetings enable information to be shared, decisions to be made, and ideas to be shared with others. The different meetings mean that each area of the school community can connect with each other. It is important that all know what the governors and senior leaders are trying to achieve.
ELCC 5.1 states that leaders act with integrity and fairness to ensure the success for all students; therefore, as an educational leader I will have to practice demonstrating principles of integrity and fairness, and know the federal, state, and local policies, guidelines and procedures. I will have to plan, implement, and evaluate policies and procedures within the school in order to support the student’s success. Data is an easy way to assess student learning, and to ensure teachers are following the policies and procedures that are in place through the federal and state guidelines. As a leader, I will need to improve on my knowledge of the laws that are in place (which are is also stated in ISLCC standard 6), and research the best ways to assess my teachers and students according to these
The pupil’s attainment and achievements are monitored by their teacher, and where a pupil isn’t making as much progress as their peers or falling behind then additional support will be provided. St Margaret’s ensure that all staff can identify and provide for those pupils who have speech, language and communication needs to allow them to join in with the activities of the school. They also work to ensure that children with SLCN are able to reach their full potential and are fully included within the school community.
According to Nasir (2008), education, culture and race are directly related. Gonzales (2011) discusses the impact of legal status and responsibilities for undocumented individuals. It is important to acknowledge these student’s differences and backgrounds, but the after-school program can be a place where all individuals are treated with respect and dignity regardless of their personal backgrounds. Students cannot be discriminated against based on their culture, race or immigration status in a valuable after-school program because they are all human beings and deserve to be treated like any other individual. All students should be given the same rights.
The principles of relationship building with Children, Young people and Adults need to be nurtured in order to maintain the relationship that has already formed. All parties need to feel secure and comfortable around one another in order to build further trust and open up and talk effectively about any subjects and issues. Teaching assistants need to act as good role models to the children, young people and adults. Teaching assistants need to be polite, considerate, empathic and good at identifying and sorting out problems as they are also regarded as a representative of the school. The children and young people need to be encouraged and praised with their academic life and showed by staff that they are accepted for what they are and receive
If all members of the school community are using the same principles and techniques when managing behaviour, it is much more likely that the children will respond in a positive way. The children will know the range of rewards and dispensations, and the order in which they will be used, no matter who is speaking to them about their behaviour. Workforce re-modelling has had an impact on a number of different professionals who are now working in schools. Support staff and midday supervisors, as well as those running extended school provision, should know the importance and impact of consistent methods. It is also important that support staff are given status within the school so that they are respected in the same way as fully qualified teaching