Unit 10 Table of Contents Table of Contents 1 1.1 Identify the main types of state & independent schools 2 1.2 Describe the characteristics of the different types of schools in relation to educational stage's & school governance 3 2.1 Describe the roles & responsibilities of school governors, senior management team, other statutory roles, eg SENCO, Teachers & Support Staff 4/5 References 6 1.1 Identify the main types of state & independent schools 1.1: School Types: 1. Voluntary aided School 2. Voluntary Controlled Schools 3. Community Schools 4. Foundation & Trust Schools 5.
Assignment 302: Schools as Organisations Task A: 1. Identify six different categories of school. For each category, you should prepare brief notes about the way in which they are owned, managed and financed, and the curriculum they are required to follow. Type of School | Ownership | Management | Finance | Curriculum | Mainstream State Maintained Schools: | Mainstream state schools are split into four different types of school. | 1.
W. W. Norton. Corcoran, J. (1998). Solution-focused practice with middle and high school at risk young. Social Work in Education, 20 (4), 286-294.
Supervision For Successful Schools Grand Canyon University: EDA-551 This paper will be discussing whether the school, Programs as a whole are conventional, congenial, or collegial, as well as discussing the type of supervisory climate that prevails on the school sites, and will examine the type of supervision that is modeled by the current school leader at, specifically. These are three very different types of supervision styles that have essentially two different types of out comes in regards to student success. A conventional school is described by the terms of dependency, hierarchy, and professional isolation, while a congenial school is described as having friendly interactions socially, and like a conventional school, professional
Next, review any data on the child from classroom-based assessments and recent state and district-wide assessments to determine where the child is functioning in relation to those standards, benchmarks, and grade-level indicators. This may be formal or informal data. Also, review the child’s most recent ETR and their progress or lack of progress on the IEP being replaced. Finally, it is important to decide how the child’s characteristics of their disability affect their progress in the general education curriculum. Step 3: Develop the Present Level of Performance (PLOP) for academic achievement and functional performance.
And two years for master's degrees, and the doctorate, a research degree that usually takes at least three to five years. 2.1 describe roles and responsibilities of: School governors: The school governor’s responsibilities are to set targets for pupil achievements, managing the school finances, reviewing staff performance and pay, appointing staff and making sure the curriculum is balanced and broadly based. Senior management team: The senior management team work with the head teacher, which share the responsibilities for all aspects of school leadership and management, the senior management
In additionthere will be a local authority governor, appointed by the local authority (LA) and a local community served by the school governors will work closely with the Head Teacher and Senior Management Team, although you may not see them around the school often during the school day Governors wilol be based on different committeeswhich are responsible for various areas of school mamgement for example the school site, personnel issues or community cohesion. They will meet in these committeees and then report back to the full governing body. Their main duties are: to set aims and objectives for the school, to adopt new policies for achieving the aims and objectives, to set targets for achieving the aims and objectives Senior Management team. The school's Senior Mangement or Senior Leadership Team will work closely with the Head Teacher. The team will usually be made up of more experienced staff who have management positions:- in a promary school this will probably be the deputy head teacher, year group leaders (if the school has more than one form entry) SENCO(Special Education Needs Co-ordinator) and Foundation Stage leader.
Scaffolding in Education Cabrina K. Browning William Carey University Scaffolding in Education Introduction Scaffolding in education as a teaching approach creates from Lev Vygotsky’s sociocultural hypothesis and his idea of the zone of proximal development (ZPD). “The zone of proximal development is the detachment between what children can do by themselves and the subsequent knowledge that they can be assisted to attain with capable help” (Raymond, 2000, p.176). The scaffolding teaching plan provides individualized hold up support on the learner’s ZPD (Chang, Sung, & Chen, 2002). In scaffolding education a more well-informed other gives scaffolds or supports to make easy the learner’s growth. The scaffolds make easy a student’s capability to construct on preceding information and internalize new information.
Educational Philosophies A. Waldorf B. Montessori C. Reggio Emila IX. Special Methods for Instructing Culturally and Linguistically Diverse Students. A. Promote Family Involvement B. Make Curriculum Relevant C. Build on Students Strengths D. Provide District Support X.
As defined by the American School Counselors Association (2010), the professional school counselor has numerous roles when addressing the population of students with disabilities. These roles are identified as advocacy, transition planning, behavior modification, counseling parents, making referrals to specialists, improving self-esteem, working as part of the school multidisciplinary team, teaching social skills, and serving as consultants to parents and school staff. There are many hats the professional school counselor must wear, however it is important to note that an efficient school counselor executing an effective comprehensive school guidance program will be implementing these responsibilities in collaboration with school administration, staff, and parents. In collaboration with other school staff, school counselors must search and serve, that is, they must be capable of identifying and promptly serving students who