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
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.
Set the school’s budget. | Senior Management Team | Usually made up of the Head Teacher, Deputy Head Teacher and senior teachers with curriculum responsibility and Senco. Set strategic direction of the school and manage/lead it. | SENCO | Support, identify, train, advise and help overcome barriers within the school for children with SEN or disability. Liaise with other external professionals with may come into contact with the pupil i.e.
Describe own role and responsibilities and those of others in the team My role of a Teaching Assistant is extremely important in the class room. I am there to support the pupils and the teacher in charge as well as other staff working in the school. A teaching assistant is responsible for preparing the class room ready for the day ahead as well as clearing the classroom after the school day. The Teaching assistant is required to float between pupils helping them to confidently complete their work and tasks set. 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.
Explain expectations about own work role as expressed in relevant standards As a teaching assistant I can refer to various standards which explain the expectations in regard to my job role. First of all I could refer to my job contract and job description for clear guidelines about my role. My job description outlines 4 main areas as expected as my main duties. There is support for the pupils, which would include duties such as establishing and maintaining positive relationships with our pupils. I should provide specific support to the pupils while supporting learning activities.
Danielle Gallagher Unit 303 Support learning activities Outcome 1 Contribute to planning learning activities 1.1 Explain how a learning support practitioner may contribute to the planning, delivery and review of learning activities Although the class teacher is primarily responsible to plan, deliver and review all learning activities for the class, a teaching assistant can work alongside the teacher and make contributions that can improve the teachers plan, alter the delivery to make it more effective for pupil attainment and extend the teachers initial review. “Planning, teaching and evaluation follow a cycle which gives structure to the learning process” and is vital in my role as a teaching assistant. I aim to describe how I aide the teacher to plan and deliver lessons and how I give feedback to the teacher about individual pupils, in order for the teacher make improvements in her planning and to be able to target individual children that are struggling. I will also give an example at the end to show how I effectively assisted in planning, delivery and the review of a lesson. 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.
This could be related to learning or a disability. A SENCO will assess children and if necessary develop an Individual Education Plan (IEP), that will give everyone targets to work to for the best outcome for the child. These targets are regularly reviewed and updated, to see that progress is achieved. The SENCO will support both children and parents, involving both to ensure that the child is supported in the best possible way. Teachers The teacher is responsible for teaching the children with guidelines
TDA 2.5 2.2 Describe the roles of external professionals who may work with a school Educational psychologist – These support the SENCO as they assess and observe SEN pupils to see if they require additional support, or liaise with parents to work on the individual’s needs. Specialist Teachers – These come into the school to support pupils with a range of needs. These could be in; behaviour support, social and communication needs or cases of autism. They may also be bi-lingual support for those who have English as a second language. Education Welfare Officer(EWO) – These work for the LEA and work with the Head Teacher to monitor pupil attendance and deal with absenteeism.
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.
It’s basically a teaching/learning plan that is specifically tailored to a child's needs. It's normally planned by a group of teachers & specialists who are involved with the child. 5. What is the school/teachers role in generating and implementing an IEP? h. To create an effective IEP, parents, teachers, other school staff--and often the student--must come together to look closely at the student's unique needs.