Staff_Structure

Staff structure Head teacher Head teacher has overall responsibility for the school its staff and its pupils, the education they receive. They are responsible for supervising staff, building relationships with students, monitoring a school’s disciplinary codes and perform administrative duties. They are responsible for the day to day operations of a school. They must coordinate with the school’s governing board, superintendent, and Board of Education to determine that a school is meeting its required educational standards. Headmasters are responsible for developing new academic and interscholastic programs, seeking and securing funding for those programs and tracking data related to the success of such programs. In addition to tracking a school’s educational performance, the headmaster must also evaluate a school’s adherence to civil and health codes. They are also tasked with enforcing school disciplinary roles, codes of ethics, and preventing potential safety violations. Working with students and staff, the headmaster should create the most effective educational environment possible. Headmasters must interview, train and coach all staff members including everyone from custodians to teachers. Additionally, they are responsible for recognizing and seeking treatment for students with behavioral or learning complications. Deputy Head teacher Plays a major part managing the school particularly in the absences of the head. Often responsible for a curriculum area or specific areas of school management. Raising Standards of Teaching and Learning. To support the head teacher with the overall management and leadership of the school. To undertake any professional duties of the head teacher reasonably delegated. To undertake the professional duties of the head teacher in the event of their absence from the school. Formulating the aims and objectives for the school establishing the policies through which they shall be achieved. Managing staff and resources to the end. Monitoring progress towards pupils’ achievement by raising standards. Promoting the outcomes of the Every Child Matters agenda. Main Activities Leading and Managing Staff. Early year’s coordinator Responsible for children in the foundation stage, leading the foundation team of teachers, nursery nurses and teaching assistants. Be responsible for ensuring that children are cared for in a happy, safe and stimulating environment at all times. Within a designated room, planning and preparation of learning opportunities and activities in accordance with the themes and principles of the Early Years Foundation stage. Be responsible for ensuring that the Nursery and its equipment are prepared, cleaned and maintained in accordance with Ofsted statutory guidance. Day to day supervision of staff, assisting with induction of new staff, undertaking regular assessments and identifying training needs. Assisting with the Nursery manager with the organization of activities including parents’ evenings, college open evenings, outings and recruitment campaigns. Assisting the Nursery manager with administrative tasks as required, for example record keeping, children’s’ assessments, individual learning plans, general correspondence and enrolment procedures. Supervising and caring for children having regarding for their physical, social, emotional and intellectual development needs, within an equal opportunities framework. Preparation and minor maintenance of nursery equipment. Supervising of meals and snack times and preparation of meals and snacks, as required. Keeping development records and observations up to date as part of the ‘key person’ responsibilities and helping to ensure effective communication within the Nursery. Key stage coordinator. To lead and manage either Key Stage 1 or 2. They usually also have a class teaching commitment. He Key Stage Coordinator is primarily responsible for establishing and supporting the resources for learning within their key stage across the subject(s) within their faculty. The major responsibilities are Quality of learning: Ensuring all staff teaching within their key stage is provided with baseline student data and the targets that each student is expected to achieve. Ensuring that there is both progression and continuity across the year groups for which they are responsible. To liaise with the HoF with regards to links with other Key Stages within the Faculty. To ensure effective management of both internal examinations and external end of Key Stage examinations. To support the HoF in the monitoring of exercise books/student folders. Supporting staff: To carry out the normal day-to-day duties in the absence of the HoF .To ensure staff who teach within their Key Stage are supported and that there is a coordinated approach towards the delivery of lessons across all subjects within the Faculty. To implement subject specific strands, as delegated by the HoF, relevant to the School Improvement Plan o organize meetings where appropriate for those staff teaching within the Key Stage. To form part of the wider management team operating within the faculty. Ethos and environment: To ensure that classrooms, corridors and displays are of a high quality. To adhere to health and safety procedures Deployment of resources: To deploy capitation and resources as delegated by the Head of Faculty. To implement new resources in accordance with the school improvement plan Whole school to undertake any other duties as may be required from time to time by the Head teacher. Special educational needs coordinator Responsible for day-to-day provision for pupils with special educational needs. A special educational needs co-ordinator (SENCO) is a teacher who is responsible for special educational needs within schools. All schools have a SENCO and they work with other teachers and with parents to ensure that the needs of pupils, who are identified as having special educational needs, are met within the school. If your child is identified as having special educational needs and does not progress sufficiently with extra help from a teacher, the SENCO will become involved. Their role is to: make sure you, the parent or career, are kept informed about your child's special educational needs. Support the staff and other professionals working with your child. Make sure that an individual education plan is in place. Make sure that information about your child's needs is collected and kept up-to-date. Subject leaders and curriculum coordinator Responsible for the leadership and management of a particular curriculum subject. Class teachers may be expected to accept responsibility for an area of the curriculum as part of their normal professional duties. To assist the SLT in formulating and reviewing the aims, objectives, policies and procedures in the context of the specific needs of their Department, including any relevant statutory obligations. To support the Head teacher in providing a clear educational vision, ethos and direction for the Department, this promotes excellent teaching and learning, including the spiritual, moral, social and cultural development of pupils. To assist the Head teacher with the internal organization and management of the Department, subject to appropriate legislation, orders and regulations, the articles of government and rules, as laid down by the LA. Or the Governing Body. In consultation with the SLT, to ensure that the issues raised in their Departmental Action Plan are fully supportive of the School’s Development Plan. To support the Head teacher in the pursuit of excellence across the whole life of the school. Classroom teachers Plan, prepare and deliver lessons to meet the needs of all pupils, setting and marking work and recording pupil development as necessary. Includes advanced skills teachers and supply teachers. Often work in partnership with teaching assistants. prepare lessons, making them as interesting as possible .prepare homework, assignments and assessment .research information to ensure the knowledge they impart is current .mark homework and pieces of assessment .identify the needs of individual students in their classes, and work to help each child develop his or her own potential .prepare resources for the classroom confer with students over their work. assist children to learn, not judge their inability to learn .identify emotional, intellectual, physical, etc issues which may be hindering the student from learning to his/her best potential, and research and recommend courses of action conduct parent-teacher interviews provide a sounding board (for both students and teachers) and allow for open discussion. attend professional development sessions to improve his/her own teaching methods and curriculum present a professional but caring persona at all times .Treat students with respect, and teach them to treat others with respect.