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.
They will decide between them how to pass this information on to the rest of the teachers and school staff. Yet again these will have the school and pupils best interests at heart. SENCO. The SENCO are responsible for the care of children with special educational needs with in the school. The role includes, communicating with other members of staff and parents regarding the special education needs of the pupil involved.
School counselors must use data to assess student needs, establish measurable goals, and measure the results of guidance and counseling activities. This helps to ensure accountability. Data is collected, disaggregated and analyzed to determine areas of student strength and areas in need of improvement. Gathering and analyzing school data identifies
My role there is to work under the teaching and senior staff, usually in the classroom with the teacher, to support learning for students and to give general support to the teacher in managing the children and the classroom. I also have to take
They also promote high standards of educational attainment, set targets for pupil achievement, take general responsibility for the conduct of the school and manage the school's budget, including deciding how many staff will work there and their pay. School governors make sure that the curriculum is balanced and broadly based, in particular that the National Curriculum and religious education are taught, and report on pupils' achievement in National Curriculum assessments and examination results. Senior management team. The senior management team (SMT) is usually made up of the head teacher and deputy head. Often you'll find senior teachers with particular responsibilities like leading one of the key stages or something like assessment across the school.
It is at this point that a child is usually referred to the Special Education department and an Individual Education Program is developed for the child. (Bradley et al, 2010) The interventions needed for this level vary greatly and as the general education teacher, you will receive guidance from the special education staff if you have a child on this level. Some of the typical interventions used at Tier Three level are: direct teaching of prosocial skills; changing antecedent conditions to pre-empt behavior issues; and change of placement to decrease stimulation levels. (Fairbanks et al, 2007) Our Special Education staff here at Utopia School will provide you with any necessary training, documentation sheets, and assistance to implement the interventions that are decided upon. The goal is for the student to remain in the least restrictive environment while
Name; Nicola Bull Date; 21/9/2015 Evidence; Signature; TDA 2.6 (3.2 3.4) My team Head teachers role: The head teacher oversees the day to day running of the school this includes its staff, pupils and grounds. The Head Teacher holds the responsibility of building relationships in the community and also to maintain a safe and effective working environment for their staff and a safe happy environment for the pupils. The head teacher also has overall accountability to ensure that the school is compliant with government guidelines, policy and law. Teachers Role: Teachers are responsible for teaching lessons in a imaginative and informative way whilst still sticking to their guidelines of the curriculum. This helps the children to enjoy their learning a little more.
Question6: Understand the wider context in which schools operate a) Summarise the roles and responsibilities of national and local government for education policy and practice. The local government gives advice and support to local schools. They also oversee any staff training and development. The local government work alongside the schools SENCO to help with any changes to special educational needs. School management issues and the development of school policies are also supported by the local government.
The support staffs have varies roles and responsibilities for example. Learning support staff works with teachers in the classroom, helping pupils progress with their learning. They include: Teaching assistants and higher level teaching assistants work with teachers in the classroom to help pupils with their learning Administrative staff provides essential back-up services for the whole school. Welfare and pupil support staff is responsible for the welfare of pupils outside the classroom including during break, lunchtime and outside school hours. Specialist and technical staff are on hand in schools to provide valuable know-how and resources that support teaching and learning.
1.1 Describe how a learning support practioner may contribute to the planning delivery and review of learning activities; Within the role of TA we will at some point contribute to the planning, delivery and evaluation of learning activities alongside the teacher .When the planning of a lesson takes place there should be some opportunity to discuss the pupils work with the teacher. Planning, teaching and evaluation follows the cycle which gives structure to the learning process: PLAN Teacher ,put input,suggest ideas,own input and part of the planning ,take notes ,take part Evaluate,feed back to both children and teacher ,techniques written /verbal feedback Prepare,get resources ready,have a lesson plan ,adapt the resources ,clean up and check health and safety Prepare Get resources ,,ready,have a copy pre Observing ,taking notes to see pupils ability .compare notes Implement and support To do activity ,extra support ,managing behaviour ,encouragement. Most Ta,s are involved in the daily /short plans rather than the long /medium term .By knowing the LO TA,s will be clear on what is expected from the pupils and to what they are expected to achieve . If a TA has particular strengths in ascertain area which is being taught they may be asked to put forward their ideas towards the lesson plan. At some point you may be asked to work alongside the teacher with their long term plans and activities for the week .PPA may be set aside for this.