They are aware of the current state of the school and are key in launching new initiatives that can motivate the whole school and keep track of these initiatives once implemented. Teachers Teachers are responsible for educating the children in their care, they play an important role in nurturing pupils intellectual and social development. A teacher - Prepares and delivers lessons that cater a wide range of abilities. Records and monitors the progression of students. Ensures interest in learning through enthusiastic and motivational presentations of lessons.
Children's act 2004 A further government act, recognising children's services were not working together efficiently, and effectively to protect and safeguard y/p. Several changes came out of the children's act including CAF, common assessment framework, LCSB, local children's safe boarding board, the outcomes of 'every child matters', the introduction of Directors of local children’s services (in social and education). There was a huge emphasis put on communication of multi-agency working and the communication improving. The vetting and barring scheme A new scheme looking at all people who work with y/p, on a voluntary and paid basis, in all industries. Having looked at the workers, or future workers, past history the Independent Safeguarding Authority had the power to stop unsuitable people from working with y/p and with vulnerable adults.
CYP Core 3.3: Understand how to safeguard the wellbeing of children and young people. Learning outcome 1 Understand the main Legislation, guidelines, policies and procedures for safeguarding children and young people. 1.1 Outline current legislation, guidelines, policies and procedures within own UK Home Nation affecting the safeguarding of children and young people. Legislation is an act of law. Failure to comply with this act means you would be breaking the law.
The Children Act 2004 introduced further changes to the way the child protection system is structured and organised in England and Wales. 1. Children Act 1989 (England and Wales)/Children (Northern Ireland) Order 1995: These acts were brought in to simplify the laws to protect children and young people. These laws made it clear to all people who work with children what their duties were and how they all should work together in the event of allegations of child abuse. England and Wales produced separate documents – Working together to Safeguard Children (1999) – which highlights the duties of professionals towards children who are at risk of abuse.
The teacher assistant and teacher should plan together so that you are clear from the outset what you will be doing and are given the opportunity to put forward your own ideas. In the case of teaching assistants who support individual pupils, this can be particularly beneficial since they will be able to identify any difficulties with planned activities at the earliest stages and will also know in advance if they will need to find particular resources b) Delivery: How a learning support practitioner would contribute on the delivery of a learning objective,
These three discourses normalize particular roles and responsibilities for teachers, the ESL department, and ELLs. The objective of the inquiry professional development was to promote instructional changes to benefit ELLs and was negotiated in reshaping by these local discourses. Was the problem documented?
Actively encourage and support learners in becoming independent. Will lead learning “guided” groups, modelling concepts and language that the adult leading the learning has used. Will alter an activity or change the apparatus if an activity does not meet the learners needs to enable them to achieve or exceed the expected outcome. Are acutely aware of learners capabilities/prior learning/understanding and plan very effectively to build on these. The areas that I have assessed as “good” and therefore need improving are: Enable learners to access resources appropriately – I feel that I need to make more time to be able to show the children how they can get the best from the resources that they have available to them.
Education, training, and incentives provide a basis for developing an environment to promote teams and teamwork (Taplin, Foster, & Shortell 2013). Education and training programs that emphasize collaborative care and team building are essential. Also, organizational leaders need to highly value this training and the concept of interprofessional collaborations. This can partly be accomplished during the hiring process by stressing team and teamwork values to prospective hires (Taplin, Foster, & Shortell 2013). Continuing training and coaching as collaborations work can provide encouragement during the process.
It is a impact on what teacher’s can achieve to improve themselves and therefore improve their students but it must all have an interconnection of validity and results. As identified by Darling-Hammond and McLaughlin (2011), “Habits and cultures inside schools must foster critical
Refreezing is the process of including new policies and procedures to develop into a component of the agenda of the organization. In this phase, employee coaching, and training are included as well as implementing a reward system to help facilitate the refreezing phase (Sullivan and Decker,