Becky Hargreaves Unit 2 Understand how schools are organised in terms of roles and responsibilities. 2.1 Explain the strategic purpose of: School Governors The main role of a school governor- To help raise the standards of achievement. Governors are accountable for the performance of the school. Monitor and review the performance of the school. Make decisions about the budget and staffing.
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.
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.
It also allows them to increase the higher order of thinking within the lesson and bring it up to a level of understanding to where each child is challenged based on their own method of learning. Although the first competency of rigorous learning and planning the lessons are encouraged, another competency of this component is professional development. Professional development helps teachers with every aspect of their work environment. We incorporate professional development in our organization by attending all of our staff meetings, monthly grade level meetings, and in-district workshops. The professional development meetings inform the teachers of how to incorporate rigorous learning into their lessons and also explains what the district expects to see from the staff.
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. | Planning and directing the work of groups of individuals, monitoring their work and taking corrective action when necessary. | Teachers | Plan, prepare and deliver lessons to meet the needs of all pupils by setting and marking work and recording pupil development as necessary. | Help pupils improve education for their future, identify emotional, intellectual and physical issues which may hinder or reflect on pupils learning to their full potential. Present a caring but professional approach and to show respect to pupils and teach them to respect others.
Most schools will send out monthly newsletters so that anything on the website is handed out or put on a notice board outside the school. Through fund raising, school fairs and events held at the school the child gets to show parents or guardians that the aims and values of the school are being carried out. Some schools have a school council made up of the children from classes 1 to 6, who decide on issues that are important to them and also what they would like to see happening at the
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. In secondary school they may also be year group leaders and SENCOs but may also be subject area leaders. They will usually meet once a week or on a regular basis to discuss issues which have come up and make decisions concering the running of the school or around the implementation of the school improvement plan. They will then discuss how this information
Case Study #3 Building a Coalition MGMT 591-10559 Leadership & Organizational Behavior Part I: Group Development The group is at the forming stage. Our textbook states the forming stage is characterized by a great deal of uncertainty about the group’s purpose, structure and leadership. Members “test the waters” to determine what types of behaviors are acceptable. After reading over the case study I was torn between the group being at the forming stage or the storming stage. The group does have purpose as they plan to create an after-school program which will improve school performance both by the students and the teachers.
One characteristic of the arranger strength is being flexible. I believe you must be flexible if you want to work in the field of special education. Special education teachers must be flexible with students, parents, and administrators. We must be able to change students schedules and and teachers schedules based on the needs of our students. At my school division, principals must present quarterly benchmark data to the local school board.
The GPS-IEP Seven Step Process in Creating Standards-based IEPs Step 1: Consider the Child You must know about the child before you begin to write IEP goals and objectives. This information about the child should include the following: interests, learning styles, strengths, needs, immediate future plans, long-range educational outcomes or goals, parents’ concerns, relevant medical information, safety information, and background information. Step 2: Examine classroom data to decide where the child is functioning in relation to the standards and grade-level benchmarks and indicators. You must know the academic content standards, benchmarks, and grade-level indicators for what is expected of a child in their particular grade. Next, review any data on the child from classroom-based assessments and recent state and district-wide assessments to determine where the child is functioning in relation to those standards, benchmarks, and grade-level indicators.