Most teachers/trainers will be responsible for designing their own courses. There are some courses, however, which are prescriptive and have to be delivered in a set way; for these teachers, there may be limited opportunities at this stage of the cycle. It is the responsibility of the teacher to write the syllabus for the course while ensuring that the learning outcomes, aims and objectives for the course are covered in an appropriate way e.g. length of time allocated to each outcome, order in which outcomes are planned; possible delivery strategies; appropriate resources and assessment methods. This stage is about planning the course; these plans, however, are not ‘set in stone’ and changes can be made throughout the teaching cycle.
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
TDA 2.5 – 2.1 Describe roles and responsibilities of: school governors, senior management team, other statutory roles e.g. SENCO, teachers and support staff. ------------------------------------------------- There are many professionals working within a school, all have different roles and responsibilities, but they work together as a team for the best outcomes for the children. Below is a summary of the roles and responsibilities of some of them. School Governors Usually made up of a dozen or more people from within the local community, these can be councilors, a vicar or priest, local business people and also parents and teachers.
Often you'll find senior teachers with particular responsibilities like leading one of the key stages or something like assessment across the school. The Special Needs Co-ordinator (SENCO) might be a member, and increasingly the school business manager (SBM) is also a member. Their role 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. Head teacher. A head teacher is the most senior teacher and leader of a school, responsible for the education of all pupils, management of staff, and for school policy making.
Defined roles also allow personal and organisational objectives to be met. Extensive research on teaching roles concludes that these differ greatly in various parts of the country and also differ depending on whether it is adult education, children’s education or special needs (Skills for Business, 2008). All teaching and learning organisations are also subject to legislation and professional standards which can be externally assessed and have to be met. In addition, there is a raft of legislation, standards and professional codes which require teachers to maintain and update their own knowledge and reflect and improve upon their practice (National Union of Teachers, 2012). It is therefore thought to be essential from an organisational, professional and personal point of view to fully understand the teacher roles and responsibilities (Department of Education 2013).
Conformity vs. Individuality State education and student individuality are what causes much tension in public schools. Schools want to achieve the same goal of producing a good student, but through what means? Are mandatory classes going to teach students to think for themselves of how to blend in with conformity and obey authority? It is in the schools best interest to balance these ideas and not lean towards only one, and not have a school only based on conformity or individuality, but should balance both. Mandatory classes are used to set a basic system and to set standard classes for everyone, since everyone must learn the same things such as math, reading, and science.
Victoria Alcock Preparing to teach in the lifelong learning sector level 3 Assignment 1 Describe what your role, responsibilities and boundaries Would be in terms of the teacher training cycle. The role of a teacher/trainer can be a challenging one, not just for the teacher/trainer for the learner as well. As a teacher/trainer it is my responsibility to ensure that the learner/s are achieving to the best of their ability at a pace they are able to cope with.in my role as a tutor I have to: Identify needs when a new learner arrives to my sessions for the first time I will introduce myself and any other staff/learner that may be in the room. Once introductions have been done I will explain the course to the learner find out
Is the responsibility up to the teachers, or ESL paraprofessionals? Do both share responsibilities in teaching ELLs? In top-down discourse, the classroom teachers represent themselves as experts, and the ESL department as supportive partner. The teachers select the curriculum (the vocabulary) and the ESL department uses the activities from the teachers. Yet when confronted with instructional obstacles and time management, the teachers go to the labeling discourse and shift all the responsibility to the ESL department.
To analyse the different ways in which ground rules can be established with learners to support behaviour and respect it will be necessary to identify some of the different methods available to teachers. The benefits or otherwise of these methods will be examined to assess their value and suitability to what they seek to achieve. Throughout education, business, life and sport, ground rules are used primarily as a means of managing any given group but also as a means of creating a safe environment and giving the participants responsibility. Within the learning environment there are a number of ways in which to establish those ground rules. No one method will be suitable for all learners and all situations and the person responsible for the students learning must be prepared to be adaptable and use different methods in order to establish appropriate behaviour and an all inclusive environment in which to learn.
Assignment 1 Steven Gallin Describe what my role, responsibilities and boundaries would be as a teacher in terms of the teaching / training cycle. I work in a manufacturing factory that employs mainly people with a disability. Prior to the trainees arriving there are several things I would need to know, * The range of disabilities * Would I need an interpreter for anyone who is deaf? * Will there be anyone with a learning disability? This information would be crucial to me as a trainer and I would get these details from the human resources team.