Kerry Collier 2.6.1 Summarise the roles and responsibilities of national and local government for education policy and practice Local Government It is the role of the Local Government (Local Education Authority) to provide the schools within its region advice and support. They are responsible for providing accessible local services for: Special Education Needs The curriculum, which will include early years education Staff training and development Promoting a good community cohesion Behaviour management The Development of all school policies It is their responsibility to provide the schools with documentation which outlines their vision and any plans that they have for development. This may be through the their local Children and Young People's Partnership (CYPP) plan, which sets out ways in which children's services are integrated. Local authorities will have their own set of policies which will relate to wider issues, just like each school will have its own set of individual policies (within the local authority guidelines). Local authorities will generally employ specialist advisers, who will deal with different curriculum areas, or to advise in specific educational needs.
Task 3: Roles and Responsibilities Home Study Written Task Introduction This task prepares you for working in a school. It covers key aspects of schools as organisations. This includes the structure of the education system, the roles and responsibilities of key members of the school team and the purpose of school ethos, mission statement and aims and values. Assessment You can either use the templates that follow to record your work, or produce your own. You will be assessed on your knowledge and understanding, through your assessor looking at your written records.
(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.
The role includes, communicating with other members of staff and parents regarding the special education needs of the pupil involved. To advise and support other practitioners within the school setting and to ensure that the children have appropriate (IEPS) in place, (individual education plans.) They must also be aware of and collect all previous background information regarding
Unit 307 (1.5) Explain how assessment for learning can contribute to planning for the future learning carried out by :- (a) the teacher Teachers should think about the strategies they use when pupils carry out formal assessed tasks. (Consider baseline assessment at the start of a topic to assess prior knowledge. If assessment shows lack of understanding, stop and address how to overcome understanding) Teachers must think about and plan their questions carefully. Feedback from pupils enables the teacher to assess whether the pupils completely understand what they have been learning. Teachers can analyse performance using tests or questioning the pupils after completing an activity.
This year, I will have each group to write a code of conduct that they will follow. 4) How would you ensure that you are being ethical in your teaching of gifted students? To ensure that I am being ethical in my teaching of gifted students is attend workshops and conferences to improve my methods of teaching. By joining the National Association for Gifted Children will keep, inform on the last research and teaching strategies. 5) What are the reasons these questions are important?
TDA 2.9 supporting children and young people’s positive behaviour 1.1 All staff member’s within the setting need to be aware of the policies and procedures when dealing with children’s behaviours. This is very important so the children and young people are aware of the behaviour management within the setting, by following the policies and procedures children will also know that there is a flow for both negative and positive behaviours. Policies and procedures within the setting cover various areas such as behaviour, code of conduct, rewards and sanctions, dealing with conflict and inappropriate behaviour, anti-bullying and attendance. Behaviour policy The schools behaviour policy covers guidelines on how all members of staff should manage behaviours of children effectively within the setting, it also enables the staff members to help keep a consistent flow with behaviour management. Code of conduct.
It is at this point that a child is usually referred to the Special Education department and an Individual Education Program is developed for the child. (Bradley et al, 2010) The interventions needed for this level vary greatly and as the general education teacher, you will receive guidance from the special education staff if you have a child on this level. Some of the typical interventions used at Tier Three level are: direct teaching of prosocial skills; changing antecedent conditions to pre-empt behavior issues; and change of placement to decrease stimulation levels. (Fairbanks et al, 2007) Our Special Education staff here at Utopia School will provide you with any necessary training, documentation sheets, and assistance to implement the interventions that are decided upon. The goal is for the student to remain in the least restrictive environment while
School management issues and the development of school policies are also supported by the local government. These issues are normally dealt with on governor meetings, held at the school. They pass on any changes within the education policy and offer any training to key members of staff. The local government is responsible for staff DBS checks, to ensure the safety for the children. The national government is responsible for developing news ways to improve the quality of services within education.
IEP Direct Data Input Procedures for Teachers Student:___________________________________ Classification:_____________ Date of IEP Meeting:_________________ Case Manager:_____________________ Please input your information into IEP Direct BEFORE the IEP meeting is held as the parent will receive a draft IEP at the meeting and will be expecting your information. Areas of the IEP in which you are required to input information Strengths of the Student: Provide a short statement of the student’s strengths. This area can be used to comment on the student’s cooperative nature or pleasant demeanor. It is not broken down into academic areas; rather it’s an opportunity to provide a positive overall statement. Only current information is required.