Set the school’s budget. | Senior Management Team | Usually made up of the Head Teacher, Deputy Head Teacher and senior teachers with curriculum responsibility and Senco. Set strategic direction of the school and manage/lead it. | SENCO | Support, identify, train, advise and help overcome barriers within the school for children with SEN or disability. Liaise with other external professionals with may come into contact with the pupil i.e.
Often responsible for a curriculum area and/or specific areas of school management. Head teacher Has overall responsibility of the school, its staff, pupils and the education they receive. How does a team support the school According to an old cliché ‘there is no “I” in team’, which reminds us all of the importance of working together, sharing responsibilities and maintaining a balance of the different roles within the team. Common goals and beliefs in the team help us to- improve educational standards of the school by helping children in studies. encourage good relationships promote good community makes target achievement
(English, 2009). Subject positions emerged: (1) Classroom teacher: Too many responsibilities, time management, responsible for covering the curriculum, role of expert instructional decision maker, and role of learning facilitator; (2) ESL department: Completely responsible for all ELLs, responsible for constructing a fun community for ELLs, and supporting teachers with small group instruction and data; (3) English language learners: ELLs are responsible for their own success or failure, role of deficient and passive students who need special help, and the student’s role is determined by different labels either mainstream, ELL, or Special Education. (English, 2009, p. 6). What is your opinion of the literature review? Is it comprehensive?
IEP Observation This was an Initial/Transition from Head Start to Kindergarten IEP for Jasmine Dominguez. She was referred to Speech and Language pathologists for an evaluation out of concern from her teacher’s about her limited speech intelligibility. The attendees for this IEP were the Parent (Lola Solis), the Administrative Designee (Margerie Pingatore), the Special Education Teacher (Brian Robinson), the General Education Teacher I (ME), and the General Education Teacher II/Interpreter (Angelica Fernandez) . Ms. Fernandez was there to interpret for Ms. Solis, while I was there to give descriptions of what a typical day was like for Jasmine. Ms. Pingatore was there to represent the school district that will be providing Jasmine the services she will need.
Senior Management Team The Senior Management team is made up of the head teacher and the deputy head. Depending on the size of the school the team can be bigger and more varied. In many schools you will find assistant head teachers or senior teachers with particular responsibilities, like learning one of the key stages or assessments across the school. The special needs coordinator might be a member and also the school business manager. The roles of Senior Management Team is to set the strategic direction of the school and then manage this, lead any changes and generally make sure that the school is doing the best it can for the children that attend.
(2005, November). High School Reform and High School Afterschool: A Common Purpose. Retrieved October 25, 2010, from http://www.afterschoolalliance.org This resource has provided me with pertinent information pertaining to high school reform. It gives specific details about high school students and statistics, as well as, describes the challenges faced in educating high school students. The reference also provides some possible approaches to fixing the problems that high schools are dealing with in regards to preparing children for the outside world.
OFFICE ADMINISTRATION SCHOOL BASED Assessment HOW DOES MODERN TECHNOLOGY AFFECT THE STORING AND RETRIEVING OF DOCUMENTS AT LORI'S DAYCARE? Candidate’s Name: Renae Algeese Registration number: School Code: Teacher: Miss Maragh School: Titchfield Year of Submission: 2012 Title HOW DOES MODERN TECHNOLOGY AFFECT THE STORING AND RETRIEVING OF DOCUMENTS IN THE RECORDS DEPARTMENT AT Lori's Daycare? Table of contents Title Page PRESENTATION Aims ……………………………………………………….1 Function …………………………………………............2 Letter of Correspondence ………………………………3-4 GATHERING DATA Methodology……………………………………………….5 Questions ………………………………………………….6
ECE201: Intro to Early Childhood Behavior Management Behavioral Expectations in the Classroom By: Chauntice Purdie April 16, 2014 Instructor: Jen Alexander Intro to Early Childhood Behavioral Management ECE201: Intro to Early Childhood Behavior Managem ECE201: Intro to Early Childhood Behavior Management ECE201: Intro to Early Childhood Behavior Management Collect It! Teaching young students in a classroom is important to understand how development translates into behavioral expectation in the class. What are the different behaviors of the students? What can they be expected to listen and sit for any amount of time? Is it better to work in groups or by themselves?
TDA 2.5 2.2 Describe the roles of external professionals who may work with a school Educational psychologist – These support the SENCO as they assess and observe SEN pupils to see if they require additional support, or liaise with parents to work on the individual’s needs. Specialist Teachers – These come into the school to support pupils with a range of needs. These could be in; behaviour support, social and communication needs or cases of autism. They may also be bi-lingual support for those who have English as a second language. Education Welfare Officer(EWO) – These work for the LEA and work with the Head Teacher to monitor pupil attendance and deal with absenteeism.
Teacher’s opinions on the use of Social Studies classroom in Social Studies Education. Educational Sciences: Theory and Practices, 12, 2, 1015-1021. Miso, Thomas., & Patterson, Nancy., & Dopen, Frans. Policy in the way of practice: how assessment legislation is affecting social studies curriculum and instruction. Journal of Education Policy and Leadership, 6, 107, 1-13.