Senior Management Team The Senior Management team is made up of the head teacher and the deputy head. Depending on the size of the school the team can be bigger and more varied. In many schools you will find assistant head teachers or senior teachers with particular responsibilities, like learning one of the key stages or assessments across the school. The special needs coordinator might be a member and also the school business manager. The roles of Senior Management Team 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.
Newsletters to parents showing the topics their child is to be learning about, also how they would like parents to be included with their children’s learning. Any important events that will be happening during the term to be shown in newsletters. 4.2 Describe how laws and codes of practice promote pupil wellbeing and achievement The laws and codes of practice promote pupil wellbeing and achievement because the schools must abide by rules set down. The laws and codes of practice each have parts that cover wellbeing and achievement. The UN Convention on the Rights of the Child 1989 The articles that relate directly to schools
2 Know how schools are organised in terms of roles and responsibilities. 2.1 Describe the role and responsibilities of: * School governors * Senior management team * Other statutory roles e.g. SENCO * Teachers * Support staff Role | Responsibilities | School Governors | Volunteers, who with the Head Teacher ensure the school, provide a good quality education. Set the aims and policies of the school. Set the school’s budget.
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
2a.Explain the strategic purpose of: *School Governors are usually a team of 10-12 people who is responsible for working with the school to ensure that it delivers a good quality education. Together with head teacher, who is responsible for day-to-day management, they set the school’s aim and policies. The key roles of governors are: -to ensure clarity of vision, ethos and strategic direction -to hold the head teacher to account for the education performance of the school and pupils and performance management of staff -to oversee the financial performance of the school and make sure that money is well spent The also carry out a number of other important duties such as: -to monitor and set school’s aims and policies -to adopt new policies -to set targets for achieving the aims and objectives
a) Explain the strategic purpose of School governors b) Senior management team c) SENCO d) Teachers e) Support staff f) External professionals (named e.g. educational psychologist) In all state maintain schools the governing body is responsible for making decisions that are in the best interest of the children and young people. It is the main accountable body and its main purpose is to promote high standards of educational achievement within the school. The governing body establishes the ethos, mission and aims of the school within and agreed framework. The governors appoint the head teacher, set statutory targets and monitors performance by reviewing the effectiveness of the progress and targets.
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. They are volunteers and ensure that the school is delivering a good level of education. The governors are responsible for making decisions on the running of the school, looking at budgets, forecasts and authorising and agreeing on any changes or adjustments that need to be made to buildings. Governors may also be involved in funding, applying for grants and monitoring the overall standing of the school to ensure results are in line with expected achievement i.e. stats and ofstead.
We are also required to sometimes work with individual groups of pupils on set tasks or individually with pupils who need one to one support. A teaching assistant also displays work of the pupils in a complimentary way and this is very important to give an ego boost to the pupils and to celebrate their achievements. We also have to display pupils targets, class rules and other words/numbers from various topics. Sometimes a TA is required to work with pupils who have a disability or learning difficulty on a one to one base to help them achieve the same goals as their peers keeping them in mainstream school can be extremely important and a pupil with these difficulties will often need extra support to understand their work. Quite often a TA is responsible for supervising the pupils at playtimes, on school outings, or just generally in the classroom and also offering additional support to the teaching staff in all areas.
Culturally Competent Consultation in Schools focuses on consultation between school personnel and parents. It explains how imperative it is for school psychologists and other personnel to become actively engaged in in culturally competent practices. It continues to explain that all school personnel should continue to examine and increase their cultural competence so that their efforts meet the needs of every student. The article also has links to personal assessments so educators can heighten their awareness and sensitivity to the importance of cultural
I see this as a way to encourage open dialogue between students and administration. Circulation does convey a purpose to students as well as staff. I believe the principal must create that climate for learning with openness and development of trust. Through this reflective process I realize that the principal did do the majority of the paper work after the students had departed from school. This commitment models the expectations for the staff and proves that I, as a principal, must strive to create a school culture that has a positive influence on life and learning in my school.