| Senior Management team | The leadership or senior management team are often made up of the head teacher, deputy and heads of department. These professionals will often have more than one responsibility. Their role is to set the strategic direction of the school and then manage this. They will lead any changes and often ensure that the school is doing the best it can for those children who attend. The team must be aware of the current state of the school and manage this effectively, be imaginative in trying new ideas/initiatives in a manner that can get the whole school behind their ideas.
Local Government. The LEA's duty is to ensure a high standard of education for all children, including those with SEN. One main role they have is implement the policies set by the National Government and follow the curriculum they also set. They are responsible for things such as; catchment areas, funding for trips, free school meals, hiring the staff/maintenance staff/cleaners/caterers etc. When parents and/ or carers apply for a school for their child to attend, they may not always get in if they do not fit the criteria (catchment area). Therefore, the LEA has to deal with the appeals process.
To treat children equally a variety of unequal factors need to be taken into account in order to meet their entitlement as pupils. If my communications with the children are to be effective the factors that I must consider are: * The child’s age and stage of development * The context of the communication * Any communication differences In order for the communications to be pitched at the right level I need to know my pupils on a personal and professional basis, avoid any pre-judgements and fixed expectations and look for creative and individual solutions. a) The age and stage of development Children develop and learn in different ways and at different rates. When communicating with a child or young person I take into account their age, stage of development, ability and expectations and ensure my communicative approach is appropriate to them. Where necessary I adapt my style of communication and use appropriate communication systems that meet the child’s needs and abilities.
They will decide between them how to pass this information on to the rest of the teachers and school staff. Yet again these will have the school and pupils best interests at heart. SENCO. The SENCO are responsible for the care of children with special educational needs with in the school. The role includes, communicating with other members of staff and parents regarding the special education needs of the pupil involved.
So any learning plan for this student would be centred around this goal, especially self-directed learning and placement provision. Specific learning needs can be identified and then addressed by the teacher, for example different coloured handouts for a dyslexic student, or by student support, for example a sign language interpretor in the class for a deaf learner. Prior to my lessons, I speak to the students' course tutor about any student individual needs that I need to be aware of and whether my chosen resources are appropriate for the students that I will be teaching. Prior knowledge and skills can be built upon with the ILP, which can help target areas for extra learning, such as specific or embedded numeracy skills, and develop areas of strength for the student, for example knowledge of local and government policy within Health and Social Care. Reece & Walker (2006) state that a focus on retention rates is increasing, so identifying the needs of learners prior to a course beginning will help the college to assess which students are likely to be able to complete the course.
When assessing an ELL students’ performance, there must be group work that will be close to the real world like problem solving and personal communication. The English language development is monitored overtime by the teacher’s observations and the student’s self-assessments. The assessments are used at every level of the learning process. Both the teacher and student will benefit from the initial results and the ongoing
Planning - the teacher will ask her staff to look over her planning and to give an opinion on it, if the staff feel there could be any improvements then they will tell the teacher. Delivery - we would make sure all the equipment needed for the lesson is all ready for when the pupils come to do the lesson. The teacher may ask for one member of staff to work 1-1 with a pupil to keep them on task, and the rest of the staff to support the other pupils. We would take our lead from the teacher and listen to what she wants us to do. Review - we would review the lesson at the end of the day and talk about what we thought went well and what we thought could do with improving.
The typical first step of Tier Three is to give the student a Functional Behavior Assessment (FBA). (Horner et al, 2010; Fairbanks et al, 2007; Rodriguez, 2010; Sayeski & Brown, 2011) The FBA requires school personnel, other than the teacher, to conduct observations, do interviews of student, teacher, parents, etc, and use other assessment tools available for behavior. Once the FBA is done, it is used to create an intervention plan that is child specific. (Fairbanks et al, 2007). 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.
In my theory, an effective teacher must also be willing to change and adapt lesson plans based on the needs of the students. This requires good decision-making skills so that a teacher can chose what is best for the student and that will reap the most rewards. Test-taking is also important to this theory because tests must be appropriate for all learners. If we want students to pass, we must create test that are fair to each student and allows for strengths to be shown on the
This data is then mined for implications - did the lesson work? Did the students learn the skill we wanted them to learn? Did the lesson cover material the students already knew? How can we improve the lesson next time? School Counselor Performance Standards The ASCA model clearly spells out standards for school counselors.