Their role is to lead any changes, set the strategic direction and make sure the school is doing the best for the children and staff. Other statuary roles that are part of the school workforce are the school business manager. This is a senior member of non-teaching staff and they are responsible for managing non-teaching activities in the school. This position exists in most schools in the UK. The Special Educational Needs Co-ordinator (SENCO) is the teacher with overall responsibility for coordinating provision for children with special educational needs and is responsible for monitoring their progress.
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.
The key strategic purpose of the teachers is to prepare lessons to impart information and make them as interesting as possible to keep children engaged and to promote learning by leading discussion and encourage participation. They must ensure the classroom environment is supportive for all learners. Teachers should prepare homework and assignments to assess learner’s progress and feed that back to both students and families. Support staff roles refers to any school employee allocated to assist administrators, teachers etc. to address special needs within the school.
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.
SENCOs must also collaborate with curriculum co-ordinators at the school to make sure that the learning requirements of all children with SEN are given equal emphasis and priority. At both the School Action and the School Action Plus stages, a SENCO will work with the teacher to consider the child’s needs, and will take the lead role in getting further assessment of a child where necessary, by contacting the LEA. They normally will be responsible for making a request of the LEA for a Statutory Assessment which may result in there being a statement of SEN. Deputy Head teacher A deputy head teacher, deputy headmaster or deputy headmistress is the second most senior teacher in a school in the United Kingdom and elsewhere. A state
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.
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.
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. These individuals pool knowledge, experience and commitment to design an educational program that will help the student be involved in, and progress in, the general curriculum. The IEP guides the delivery of special education supports and services for the student with a disability. Without a doubt, writing--and implementing--an effective IEP requires teamwork. 6.
2a.Explain the strategic purpose of: *School Governors are usually a team of 10-12 people who is responsible for working with the school to ensure that it delivers a good quality education. Together with head teacher, who is responsible for day-to-day management, they set the school’s aim and policies. The key roles of governors are: -to ensure clarity of vision, ethos and strategic direction -to hold the head teacher to account for the education performance of the school and pupils and performance management of staff -to oversee the financial performance of the school and make sure that money is well spent The also carry out a number of other important duties such as: -to monitor and set school’s aims and policies -to adopt new policies -to set targets for achieving the aims and objectives
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.