School management issues and the development of school policies are also supported by the local government. These issues are normally dealt with on governor meetings, held at the school. They pass on any changes within the education policy and offer any training to key members of staff. The local government is responsible for staff DBS checks, to ensure the safety for the children. The national government is responsible for developing news ways to improve the quality of services within education.
2.1 School Governors School Governors work as a team and come together from volunteers from the local community, parents and teachers this is so they have a adequate diversity of views and experience. The Governing body is accountable for the performance of the school, plans the schools future direction, selects the head teacher, makes decisions on the schools budget and staffing, including the performance management policy. They makes sure the curriculum is followed and taught well. Decides how the school can encourage its aims and values. School governors are at the heart of how a school operates, how they do there job effects the interests of pupils, staff and the reputation of a school in the community.
A formativie assessment is a variety of informal and formal assessments measures that are used by teachers during the learning process in order to adapt teaching and learning activities to improve a child’s attainment in school, it is designed to give pupils feedback in order to improve in their learning and help a pupil understand what is expected of them in relation to their educational success and give ideas as to how to develop their work. In order for formative assessment to be effective, there must be a whole school approach which includes teachers in each year group assessing with subject leaders to ensure consistency within year groups in order to maintain high individual pupil progress. Informal/Formative teacher assessments are carried out by teachers throughout the course of their teaching by using assessment
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.
Task 3: Roles and Responsibilities Home Study Written Task Introduction This task prepares you for working in a school. It covers key aspects of schools as organisations. This includes the structure of the education system, the roles and responsibilities of key members of the school team and the purpose of school ethos, mission statement and aims and values. Assessment You can either use the templates that follow to record your work, or produce your own. You will be assessed on your knowledge and understanding, through your assessor looking at your written records.
M- TDA 2.6 Unit 3.3 Describe own roles and responsibilities and those of others in the team. Roles and responsibilities as a Teaching Assistant in a Primary School. *Teaching Assistant= TA *Special Educational Needs= SEN TAs have an essential role to play in the smooth and effective running of a school. They are an extra pair of eyes, ears and hands for the teacher and gives support to the structure of the school.The main responsibilities are- Working alongside with teacher to plan work and activities. Helping to organise the learning environment and supporting the introduction of new activities.
The use of external experts by schools is widespread and there are many external professionals who may work with schools on an ad-hoc or regular basis. These experts will usually bring a high degree of specific professional knowledge and specialist skills which teachers themselves may not have. Teachers may work these professionals to directly support children and young people with their educational, health or social needs. Equally, professionals may go into schools to provide specialist training to teachers to enable them to do their jobs more effectively. Schools under Local Authority maintenance will be supported by a team of educational experts who will provide training and support linked to national initiatives.
Individual Education Plans (IEP) has an educational purpose; it provides evidence of the agreed special educational interventions and other supports to be provided for the pupil together with recording parent, pupil and teachers’ professional views. An IEP also records the strategies that need to be used to enable a pupil to progress in the education system. An IEP is a written document prepared for a named pupil, specify the learning goals that are to be achieved by the pupil over a set period of time and the teaching strategies, resources and supports necessary to achieve those goals. The Individual Education Plan is developed through a collaborative process involving the school, parents, the pupil and other relevant personnel or agencies. It refers to the adapted or modified aspects of the educational programme and focuses on priority learning needs, although the pupil may also have other learning needs that will not require the same intensive degree of planning and monitoring.
To achieve these, policies such as anti bullying policy, equal opportunity, fire drills and mental health guidelines etc are created. To encourage higher learning every schools has some goals set forth by the school board. Such type of policies establishes standards and hold schools and staff accountable to the public. Policies are important because they help a school establish rules and procedures and create standards of quality for learning and safety as well as expectations and accountability. Without these, schools would lack the structure and function necessary to provide the educational needs of students.
Vocational Guidance & Counselling - working closely with students in 4th, 5th and 6th year on career/ college choices. 3. Social and Personal Guidance & Counselling – the Guidance Counsellor is available to meet with students to talk about any issue that might be affecting them. The students may also have talks and workshops on stress management, making friends, mental health etc. Therefore basing on their roles, guidance and counseling is important to secondary school teachers in the following ways.