Deciding how the school can encourage pupils’ spiritual, moral and cultural development | Senior management team | Work with the Headmaster which shares the responsibilities for all aspects of school leadership and management. | Planning and directing the work of groups of individuals, monitoring their work and taking corrective action when necessary. | Teachers | Plan, prepare and deliver lessons to meet the needs of all pupils by setting and marking work and recording pupil development as necessary. | Help pupils improve education for their future, identify emotional, intellectual and physical issues which may hinder or reflect on pupils learning to their full potential. Present a caring but professional approach and to show respect to pupils and teach them to respect others.
. As a result of teamwork, teachers and teaching assistants improve the ways in which they work together efficiently to meet the needs of children in their classes. Teachers working together and helping each other creates an atmosphere of teamwork that improves student performance and work morale. As the staff work in a team, sharing common beliefs and goals for the pupils, their learners, this would enable all to function effectively and more productively. Sharing responsibilities such as demonstrating effective communication, continuing with professional development.
Effective teachers strive to motivate and engage all their students in learning, believing every student is capable of achieving success at school and they do all they can to find ways of making each student successful. They personalize the learning for their students and uses techniques that have each student working on tasks that engage and challenge them to achieve their personal best. Teachers have a repertoire of effective teaching strategies and use them to implement well designed teaching programs and lessons. (AITSL (a), 2012). Planning influences what student will learn, because planning can transform the available time and curriculum materials into activities, assignments and tasks for students so time is the essence of planning.
They learn how they can work together with their partners, share vision, get benefit from each-other and also teacher trainers meet new people from the same branch during training and differentiate their ideas, instructions or lesson plans in partnership, leading team meetings viably and proficiently, and fitting one's initiative style to meet the group teachers' need. “A hallmark of leadership, therefore, is the ability to collaborate with others. Teacher leaders must enlist colleagues to support their vision, build consensus among diverse groups of educators, and convince others of the importance of what they are proposing and the feasibility of their general plan for improvement. They gain a better grasp of how to share the elements of strong instruction more effectively with other teachers.They must be respected for their own instructional skills. They also must understand evidence and information and recognize the need to focus on those aspects of the school's program that will yield important gains in student learning” ().
Creating a Productive Learning Environment Teachers have long known that learning environments have to be productive for students to succeed. When creating these environments, teachers have many issues to address. Classroom arrangement and producing a goal oriented atmosphere are just the beginning. Teachers must also create a sense of community to where each student belongs and feels respected. Rules and procedures have to be enforced regularly so that students are aware of what needs to be done so that they are productive and engaged every day.
During my field visit to St. Vincent St. Mary High School, I witnessed many of these standards being utilized effectively. The first of Seven Standards is that teachers understand student learning and development and respect the diversity of the students they teach. ("Ohio standards for," ) A thorough understanding of how students learn is essential to quality teaching. Effective teachers must understand the processes and strategies students use to construct knowledge, and use this understanding to create learning activities appropriate for students’ ages, abilities and learning styles. Effective teachers understand the impact of students’ backgrounds and experiences on their learning.
Keeping up to date with change procedures and practice by attending meetings and training. SUPPORT FOR THE PUPILS Supervise and support children ensuring their safety and access to learning. Promote the inclusion and acceptance of all children. Encourage children to interact with others and engage in activities led by the teacher. Establish good relationships with children, acting as good role and being aware of and responding appropriately to individual needs.
It also allows them to increase the higher order of thinking within the lesson and bring it up to a level of understanding to where each child is challenged based on their own method of learning. Although the first competency of rigorous learning and planning the lessons are encouraged, another competency of this component is professional development. Professional development helps teachers with every aspect of their work environment. We incorporate professional development in our organization by attending all of our staff meetings, monthly grade level meetings, and in-district workshops. The professional development meetings inform the teachers of how to incorporate rigorous learning into their lessons and also explains what the district expects to see from the staff.
I believe that management of the environment and all its factors influence the overall function of the classroom. By developing and implementing routines, structure, and choices in my classroom, students are able to develop self- worth and a sense of community. The student’s become responsible for the learning that is taking place daily. Experiential learning is a theory of John Dewey. This theory emphasizes that all
With this amount of accountability, administrators must ensure the academic success of their students through the effective use of supervisory practices. Many educational organizations use clinical supervision and peer coaching to help guide and encourage teachers are they grow to become proficient educators. By conducting continuous research on the supervisory practices, administrators will then have the opportunity to implement the most effective method. According to Glickman (2010), “Clinical supervision is consistent with formative evaluation; it provides nonjudgmental assistance aimed at improving the teacher’s instruction” (Glickman et al., 2010, p. 293). This supervision method welcomes “face-to-face contact with teachers with the intent of improving instruction and increasing professional growth” (Acheson, 1977, p. 304).