Tda_3.2_Unit_2

Many people are involved in enabling a school to run successfully Starting with school governors whose role is to be a critical friend to the school and they form The Governing Body. They should be united around a common vision arrived at with head and staff and they decide what they want the school to achieve, and make plans to get there. They help to set and keep under review the policies that provide a broad framework within which the head teacher and staff should run the school also ensuring that all those who have an interest in the success of the school contribute when the values and aims are being agreed. Other roles of the governing body include: • An active involvement in the creation of the school development/improvement plan (SDP/SIP). • focusing on raising standards of achievement. • establishing high expectations and promotes effective teaching and learning, so that pupils achieve to their potential. • setting specific, measurable, achievable, realistic and time-related (SMART) targets for pupil achievement. • agreeing indicators by which it will measure aspects of the school’s effectiveness. • ensuring that there are systems in place to check that progress is being made towards targets and that evidence is gathered; use that evidence to review overall progress against targets, to see whether policies and practice are effective, and to check on their school’s achievements and progress over time and in comparison with similar schools. • Making sure that the budget plan addresses the priorities identified. • exploring and defining the respective roles and responsibilities of the governing body and the head teacher. Taking advice from the head teacher before making decisions. • agreeing and implementing terms of reference and working procedures for all committees and working groups. Reviewing these terms of reference annually. • having clearly focused meetings which, through effective chairing, make effective use of time and enable all to contribute to discussions and decision making. • having meetings which are informed by succinct and relevant reports from the head teacher and staff. In addition, all members of the governing body should be aware of legislation. relating to school governance (refer to the Guide to the Law for School Governors), keep up to date with new developments relating to school governance, and attend training and development sessions where relevant. The Senior Management Team is usually made up of the Head teacher and Deputy head (or heads depending on the size of the school) it is responsible for assisting and overseeing the SLT in the management of the school, which includes the development, implementation, monitoring and evaluation of the School Development Plan and the associated INSET (In-Service Education and Training). The Senior Leadership Team (Including SMT) is the key leadership group within the school, as well as having a major role to play in the day-to-day running of the school. All members of the SLT have particular responsibility for the development, delivery and monitoring of whole school systems and practices, the support and supervision of middle leaders, and ensuring good discipline around the school. They play a crucial role, through systems of line management, in ensuring that the School Improvement Plan is a working tool, which moves the school forward. The SLT is the decision-making body of the school. Decisions will be informed, as far as possible, by the views of staff, through the normal consultative processes of the school. There are Many other statutory roles in schools some of which include SENCO (Special Educational Needs Coordinator) The requirement of the SEN Code of Practice is that every setting has a named and trained Special Educational Needs Co-ordinator. A SENCOs duties are to • Ensure they are familiar with the SEN Code of Practice • Ensure their setting has an SEN policy which is appropriate and that all practitioners are aware of it • Support the practitioners who work daily with a child with additional needs • Ensure that relevant background information about individual children with additional needs is collated, recorded and updated • Following consultation with those involved with the child, ensure that Individual Education Plans(IEP) are in place and have been shared with parents/carers and the appropriate staff • Ensure that evidence of progress towards IEP targets is gathered and shared at the review • Liaise with other professionals involved with the child with additional needs • Offer advice to parents/carers and practitioners and know where they can go for advice and support • Attend SEN training and feedback to other Practitioners • Take a lead in regular review meetings, ensuring all paperwork is completed and distributed to those involved with the child. Heads of Year Some schools appoint Heads of year or heads of specific year groups (or key stages). Their responsibilities are : • To manage systems of academic mentoring and guidance to support, challenge and encourage each pupil to develop to her full potential. • To be responsible for the overall welfare and well-being of pupils in the year group. • To develop and enhance the teaching practice of others. • To be accountable for leading, managing and developing the PHSEE-Citizenship programme in the relevant year group. • To be accountable for leading, managing and evaluating the delivery of a whole school initiative (to be agreed) across the school. Staff management • Leading a team of form tutors • Monitoring, assessing and developing the roles of the form tutors • Updating form tutors of changes to school policy • Ensuring that form tutors run their tutor group sessions effectively • Being involved in decision making and policy development across the school • Supporting the professional development of form tutors and others Student progress • Managing student review processes and procedures • Monitoring the progress of individual students • Coordinating end of year reports • Taking part in and helping organise parents' evenings • Organising year presentations during assembly time • Liaising with other schools to arrange student transfers and placements • Arranging and promoting activities within the year group • Preparing and holding year assemblies Student behaviour • Monitoring attendance and punctuality • Keeping reports of student behaviour • Making contact with parents to discuss student behaviour • Liaising with outside agencies • Meeting regularly with the pastoral coordinator and deputy head Student guidance and support • Getting to know all students in the year group as well as possible • Keeping in contact with parents of students in the year group • Taking steps to prevent bullying and support victims of bullying Head of Department The core purpose of the HOD is to prove professional leadership and management for a subject or faculty area in order to secure high quality teaching, the effective use of resources and improved standards of learning and achievement for all pupils The four principle areas of departmental leadership may be classified as: • Strategic direction and development of the department/subject. • Leadership of teaching and learning. • Leading and managing staff. • Efficient and effective deployment of staff and resources. The Head of Department is a pivotal figure in the success of a school. They are the chief professional in the subject area and are expected to set a positive, enthusiastic lead and to be an example of good practice, to be followed by the department. Heads of Department are directly responsible for the standard of teaching and the quality of learning that takes place in their subject and are answerable to the Head for this. Teacher The Role and Responsibilities of a Teacher Towards Themselves • To be a teacher out of choice, and not by default. • To acquire relevant professional education and training to get the right concepts of teaching. • Honesty and sincerity towards the profession. • Accept that being a teacher does not make you a 'know it all'; so it's important to become a partner in the learning cycle with your students. • Accept that no two students will think, act and react alike, and to respect that diversity. • Upgrade knowledge and learn new ways of teaching. • Avoid indulging in unethical behaviour, and at all times maintain the dignity a teacher-student relation. Towards Students • Inculcate model behaviour and mannerisms by self example. • Prepare long-term teaching programs and daily lessons in accordance with the guidelines of the school's education system. • Provide activities and materials that engage and challenge the students intellectually. • Shift between a formal and an informal method of teaching; debates, discussions, practical activities, experiments, projects and excursions. • Plan, set and evaluate grade test, exams and assignments. • Supervise student conduct during class, lunchtime and other breaks. • Understand the diverse background students come from, their strength, weakness and areas of interest. • Be honest in student appraisal, avoid favouritism. • Enforce discipline by firmly setting class room rules. • Resolve conflict among students by encouraging positive debate. • Be ready to adjust teaching styles to meet individual needs of students. Towards Parents • Keep the parents well informed about their childs progress. • Take time out to discuss an issue, or a problematic behaviour. • Encourage parents to promote various diverse interests of their children. • Inform the parents about after school activities; excursions, meetings as well as detention. • Keep the parent feedback journal updated. • Encourage parent participation in parent-teacher meets. • Finally, work with the parents for the betterment of the student's future. Towards Management • Actively involve yourself in all staff meetings, educational conferences and school programs. • Voluntarily participate in organizing sporting events, and other excursions like camping trips, picnics, educational tours, etc. • Maintain a healthy relation with all teaching and non-teaching staff members. • Help out in formulating school policies. • Carry out administrative duties relevant to your position in the school. Teaching Assistants/Learning Support Assistants Most schools employ Teaching assistants on some level. They Provide: • support for the pupil • support for the teacher • support for the curriculum • support for the school. Teaching Assistants work throughout the UK in primary, secondary or special schools, either in a general role or they may have responsibilities for a particular child (with a statement or additional educational needs). A key role of the Teaching Assistant is to help raise educational standards in the classroom, by providing support for the pupils, the teacher and the school. Teaching Assistants' classroom responsibilities can range from performing routine tasks, such as getting things ready for lessons, putting up displays around the school, administrative tasks (photocopying, collecting dinner money etc), to sometimes working with individual children. The work often involves helping children with special educational needs, such as learning difficulties, physical impairments or those for whom the first language is not English. In a nursery or primary school, with children aged three to eleven, a teaching assistant will help in a variety of different ways: • getting things ready for lessons • reading and telling stories • helping children with number work by using counting games or learning tables • playing games and encouraging children to play together • talking and listening to children • displaying art and craft work • supervising dining and play areas • escorting pupils between classes and on outings and sports events • comforting and caring for children if they have a minor accident or are upset • helping younger children with motor and co-ordination skills such as holding pencils correctly or tying shoelaces • helping the teacher to maintain records • liaising with other professionals, parents and carers Most teaching assistants in secondary schools work as special needs assistants. This might involve accompanying a pupil around the school, taking notes for them in lessons or carrying bags and books. Secondary schools usually have learning support departments, where teaching assistants work with individuals or small groups of pupils, often complementing work being done in class. Teaching assistants can be attached to a pupil, year group or department depending on the way the school is structured. Bursar School business managers and bursars play a key role in the management of all activities, other than teaching, in schools. They are responsible for ensuring that support services are provided in the most effective and efficient way, allowing head teachers to focus on teaching and learning. The role of a school business manager or bursar varies according to the needs and circumstances of the school. The key areas of responsibility include: • strategic planning, making sure the school makes best use of resources • managing finance, human resources, buildings and grounds, administration and training • health and safety, environmental issues and management of external contracts. Caretaker/Site Manager The School Caretaker is responsible for the care and upkeep of the buildings and their grounds. They may also supervise other staff such as assistant caretakers, cleaners and gardeners. All caretakers carry out some general tasks but their exact role depends on the size and type of building they are looking after. Caretakers are responsible for who comes on to the site and the security of the building. This may involve monitoring CCTV and other surveillance equipment to guard against vandalism or break-ins. They may have to report some incidents to the police. They also unlock buildings in the morning before people arrive, and then lock up at the end of the day. In schools and community centres caretakers will also be in charge of letting people in who have hired rooms for clubs or evening classes. Other duties may include: • arranging chairs and tables for meetings and clearing away afterwards • •storing equipment and supplies safely • understanding fire safety regulations, Health and Safety regulations, emergency procedures and the rules for evacuating a building • •ensuring disabled access to the building where necessary • Swimming Pool Care and maintenance • Basic Minibus maintenance • Sports field maintenance and other Groundwork Catering Staff Most schools employ some catering staff. The number is dependent on the size and facilities available at the school. Some schools source cook and serve all their own food but must still comply with national nutritional guidelines. These schools have catering staff employed specifically to do this. Smaller schools may outsource their meals from a LA recognised source and may use Existing admin or Teaching assistants to provide midday supervision and serve meals. There are also many other support roles depending on the needs of a specific school. Some schools also employ: • Librarian • School Nurse • Subject specific technicians • Reprographics assistant • Attendance officer • Receptionist • Administration assistants • Educational Psychologist • Cover supervisor Schools also work with a number of outside agencies and professionals. Such as: Educational Psychologist Educational psychologists tackle the problems encountered by young people in education, which may involve learning difficulties and social or emotional problems. They carry out a wide range of tasks with the aim of enhancing children's learning and enabling teachers to become more aware of the social factors affecting teaching and learning. Reports may be written about children for allocation of special educational places, or as part of court proceedings or children's panels . The work of an educational psychologist can either be directly with a child (assessing progress, giving counselling) or indirectly (through their work with parents, teachers and other professionals). Direct work involves some form of assessment to uncover the problem through consultation with professional colleagues, observation, interview, or use of test materials. Interventions might plan learning programmes and collaborative work with a teacher. Recommendations are then made to determine the most appropriate education provision for children experiencing educational difficulties. In their role within a local authority, educational psychologists are often called upon to advise or join working/consultation groups on issues concerned with organisation and policy planning. CAMHS (Child and Mental Health Services) They promote the mental health and psychological well-being of children and young people. Working with CAMHS schools should include a targeted approach for those pupils with or at risk of experiencing mental health problems. In particular those who are: • looked after • in need • refugees and asylum seekers • with learning difficulties or disabilities • coming from black and minority ethnic groups • subject to child protection concerns • young offenders • needing additional help requiring integrated support. They can form part of a team around a child working with the school, parents and other agencies to help and develop strategies for the pupil. Speech and Language Therapist Work with pupils and teachers to help students with speech and language difficulties(such as a stammer) EAL consultant (English as an Additional Language) Outside agencies may be consulted and send someone to work with pupils whose first language is not English. This can be one on one or with small groups. Also they may provide strategies for the school to implement regarding teaching and learning. Visual Impairment Agencies Blind or partially sighted pupils will need special help and consideration in schools. There are agencies available to advise schools on all aspects from site preparation to tailoring resources for the visually impaired. Such agencies as VISPA (Visual impairment and special needs advice) RNIB (Royal National Institute for the Blind) may be consulted. Hearing Impairment There are many organisations available to assist schools in teaching children with hearing impairments such as Hearing Concern, RNID Royal National Institute for Deaf People and NADP National Association of Deafened People. The pupil may also have a sign language interpreter to assist them in their learning. Social Services Schools work closely with Social Services when a child is at risk or looked after. They often form a part of a” Team Around the Child”. Counsellors Schools often offer counselling to pupils who need it. This is often provided by an external agency providing someone who comes in to the school to meet with a child, often on a weekly basis. Clergy Often a school will invite local clergy in to speak with children at assembly. Church affiliated schools work closely with the clergy an often they are included on their board of governors. Exam Invigilators Due to the high numbers of invigilators needed during the exam period it is often necessary to source them externally.