Worksheet 2 2.1 Describe roles and responsibilities of school governors, senior management team, other statutory roles (eg. SENCO), teachers, support staff | Roles | Responsibilities | School governors | Promote effective ways of teaching and learning, help raise pupils’ standards of achievement. | Performance of the school, planning school’s future direction, selecting the head teacher, to make decisions on the schools budget and staffing including the performance management policy. Making sure the Curriculum is well taught. Deciding how the school can encourage pupils’ spiritual, moral and cultural development | Senior management team | Work with the Headmaster which shares the responsibilities for all aspects of school leadership and management.
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. They are also responsible for the education policy, and their role as national government to emend and changes and development within this policy.
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. Governors challenge and support the head teacher by gathering views, asking questions and having discussions on what’s best for the school. They must be prepared to take and give advice and must be loyal to their decisions taken by the governing body as a whole. Senior Management Team The senior management team work closely with the Head teacher, usually they are made up of more knowledgeable staff with the management positions made up of the Deputy Head teacher, year group leaders, Senco, and the foundation stage leader. They will meet on a regular basis to discuss issues and make decisions concerning the school or about the implementation of the school improvement plan.
For example, if a teacher has a hard time with classroom management, our principal will suggest a professional development to address classroom management skills for that particular teacher. These are ways our district communicates and aligns each building and staff member to follow the common goal of our organization. The third core
As a professor, they would also have to be keeping accurate records of the students’ attendance and progress. Just like the instructor a professor would also report to a supervisor usually the head of the department or schools president. Lastly an advisor is a person who recommends, teaches, or otherwise helps the student body. He or she is also known as a guide, and his task is to direct, supervise, or influence individual students. He advises students and conducts their course of life.
My personal philosophy for classroom management can be summarized by a simple acronym. E.E.L. Efficient Effective Leadership Teaching is a leadership role, and with any role, there are responsibilities. Children come to school with the expectation of learning. In providing the proper atmosphere for learning, classroom management is an important key in the success of your school year.
Creating a Productive Learning Environment Jennifer Glencer Nova Southeastern University Abstract This paper focuses on the learning environment and how to create it productively. Classroom arrangement and goal oriented atmospheres can allow a teacher to have a learning environment where students have a sense of community and are productively engaged. Rules and procedures that are enforced on a regular basis can also add to the classroom. A teacher with respect for every student and withitness will have a productive learning environment for the students. Creating a Productive Learning Environment Teachers have long known that learning environments have to be productive for students to succeed.
Being able to work together as a group is very important, illustrating to pupils that team is essential for a society to work in harmony. This would entail that each member of the team to take on a specific role, sharing ideas and achievements. A team leader, would lead the group with the main goal of achieving a smooth running of tasks, the team leader of a school is the head teacher. Effective teamwork among the school staff is very important as it ensures the smooth running of school. It shows that the school staff has a common purpose, targets and greater support would be achieved, an environment that would encourage greater and more effective learning would result in the pupils knowledge being more diversified.
In additionthere will be a local authority governor, appointed by the local authority (LA) and a local community served by the school governors will work closely with the Head Teacher and Senior Management Team, although you may not see them around the school often during the school day Governors wilol be based on different committeeswhich are responsible for various areas of school mamgement for example the school site, personnel issues or community cohesion. They will meet in these committeees and then report back to the full governing body. Their main duties are: to set aims and objectives for the school, to adopt new policies for achieving the aims and objectives, to set targets for achieving the aims and objectives Senior Management team. The school's Senior Mangement or Senior Leadership Team will work closely with the Head Teacher. The team will usually be made up of more experienced staff who have management positions:- in a promary school this will probably be the deputy head teacher, year group leaders (if the school has more than one form entry) SENCO(Special Education Needs Co-ordinator) and Foundation Stage leader.
Running Head: DIRECT ASSISTANCE TO TEACHERS Direct Assistance to Teachers Teresa McNair Grand Canyon University: EDA 5551 May 9, 2012 Direct Assistance to Teachers “Direct assistance to teachers is one of the crucial elements of a successful school” (Glickman, Gordon, & Ross-Gordon, 2010, p. 288). Direct assistance provides one on one support which is necessary to promote the attainment of knowledge, interpersonal and technical skills needed by our teachers to be efficient in the classroom instruction and management. Within our educational organizations today, clinical supervision and peer coaching are currently two of the most popular forms of direct assistance used. Within today’s educational organizations, many changes are taking place which now puts majority of the responsibility on administrators. With this amount of accountability, administrators must ensure the academic success of their students through the effective use of supervisory practices.