School governors are usually a team of 10-12 people although it can be up to 20 who have the responsibility in running the school, they will have links with the school and local community and there should be at least one parent governor and one staff governor in addition to the head teacher. There will be a local authority governor and a local community governor who will usually work or live in the community served by the school. The governors will work closely with the head teacher and senior management team, they may not be seen in school hours, and they will be based at different communities which are responsible for various areas like the school site, personal issues or community cohesion. They will meet in these committees and then report …show more content…
This has been due to an increase in government funding which is based on the reduction or responsibilities on class teachers and a gradual increase in initiatives to raise pupil progress, many of which have been carried out by teaching assistants. Types of support staff may be: Breakfast, after school or extended school staff, midday supervisors and catering, office or administration, caretakers or site managers, teaching assistants, individual support assistants for SEN children, specialist or technicians, learning mentors and parent support …show more content…
The Educational Psychologist should be allocated to them through the Local Special Educational
Needs department; they will support the SENCO in providing assessments and observations to pupils each year and plan the provision for pupils who have additional needs. They may also lead meetings with parents and make recommendations for work with individual pupils.
Speech and language therapists will work with pupils on speech, language and communications problems in both producing and understanding language. There should be a number of SLTs working in your local area who have links with the school or based there. Most will work from an alternative location then will come into school to work with children, parents and teachers.
Specialist teachers may come into school to offer advice and support to pupils with a range of needs, behaviour support, social and communication needs such as autism and English as an additional language needs.
Physiotherapists and occupational therapists may work with pupils outside of school, but also come into school for meetings and discussions to support pupilâ€TMs progress.
Question: Question 6
Answer: Ethos the schools values and beliefs and how it feels it is usually based on the
Osceola School District administration team is starting to implement a new plan to support the classroom instruction. The district administrators are focusing mainly in the subgroups of special education (ESE) and English language learners (ELL). In my work-site, the human resources allocated to both of those programs are usually disconnected of the regular education or content classroom. There is no communication between the regular teacher and the special education specialist. Part of the district superintendent plan is to provide the specialists with professional development in content, for them to support the regular class instruction. Additionally, the specialist must provide support as “team teaching” in the mainstream clas...
The ethos of a school should be evident as you enter the school, as it is part of the environment and daily practice of staff and pupils who attend. All staff who work at our school are responsible in
There are many parts involved in the education, implementation and transition of students with disabilities. Parents, teachers, resource teachers, outside agencies and community partners all are involved to help transition the student into the post-school world.
They can be personal aides for special education students and help assist them during the school day. The paraprofessional may follow the student to all of their classes and assist them with any tasks they need help with. Special education students have an Individualized Education Program, which states what accommodations they have and what they may need help with. Students who need more individualized attention can receive this when a paraprofessional is in the
In my classroom I will make sure that the children with special needs are benefiting from instruction. I will pair this student up with someone who is capable of helping. The student will be getting my instruction as well as help from one of their peers. I will be aware that this student is a learner with special needs and I will teach this student at a level in which he/she is comfortable. I will make sure I am aware of everything that I can about this student?s special needs. I will be in a tight contact with the student and his/her parent/guardian so I can be aware that they are working with him/her at home. If this isn?t the case then I will pair this student up with another student after school, with myself, or with someone else that would be willing to give this student extra time.
Legislation in schools is put in place to promote equality and to make sure there is no discrimination against pupils staff or visitors. Legislation makes sure children's basic needed whilst in school are met and it is a safe environment for child to learn in, with the people working in the setting having strict CRB checks against them ensuring the safeguarding of all pupils.
Gorton, R. A., & Alston, J. A. (2012). School leadership & administration: Important concepts, case studies, & simulations. (9th ed.). New York, NY: McGraw Hill. [Kindle Version] (pp. 1-323).
As a teacher it is important if not crucial to create a safe learning environment for students, especially students with disabilities. Most schools implement many services that are available in order to support students with mild-extreme disabilities without excluding them from the other students. The ‘least restrictive environment’ (educational psychology for learning and teaching) is an environment that is close to what students without disabilities learn in. However, depending on the severity of the disability, after school classes or sessions may be required. Depending on the primary school year level, some students may not even be aware that their fellow peer has a disability if the student has not been singled out as being disabled. To engage behavioural or disabled students in learning a good strategy is to accompany the main teacher with a teacher aide. In a class of 25 or so students, one teacher is not able to get around to each student individually. One-on-one interaction with student and teacher is highly beneficial with certain students. So, by having a teacher aide in the classroom the main teacher can work with the students who are able to work more independently
To start, the local school board is responsible for an annual audit to be performed for all schools. Afterwards, they are to review the audit of internal school funds for any recommendations and taking appropriate actions to resolve such findings. The school board is also responsible for providing the school supplies and equipment required for quality instruction. The Manual also lists the responsibilities held by the Director of Schools.
The teachers involvement with the process is the teachers observes the children than fills out an application or suggest that this student needs some type of help if its with speech, or any other problem.
The administrator that I spoke to wrote in a fax "the Special Education classes are transitioning into study skills classes so the teacher can provide additional help and support for the student to succeed in the regular class environment. During the four or five periods, when the teachers and instructional aides do not have students assigned to them, they are providing support for their students in the regular education classroom. The level of support is directly related to two factors: 1) What the student needs to be successful. 2) What the teacher needs to help the student succeed. So the support provided by the teacher may be provided daily in the regular education classroom, in the form of helping the student take notes, monitoring behavior, doing a lab activity, etc. The support may also take the form of weekly program checks with the regular education teacher, modifying and/or adopting curriculum, or teachers meeting informally to talk."
... support staff need to accompany them. I am a self-contained teacher and I know the needs of the students and the behaviors that students may engage in. Over the years of teaching in a self- contained setting with students with moderate to severe cognitive disabilities, along with medical needs I have learned medical procedure and how to deal with behaviors whereas, a general education teacher has no experience in any of these areas.
The school districts utilize the board of education as their governance. School Governance is the personals who are involved in the operation of a school. But an effective school
The school categories are conventional, congenial, or collegial. These three categories are distinguish by discussing the style that the principal administers the school (Glickman et al., 2010). Each individual category gives out a different outcome. A conventional administration or leadership it is recognized by the lack of communication among the staff and the administrator, also, the independence of the teachers is evident, it is no common goal it is a more individual goals setting, usually the responsible for everything are the students and teachers...
...multiple PE classes in addition to their regular rigorous educational cirriculem. Children who need support services for a variety of developmental, emotional or physical conditions receive them as needed from specialists located within the school creating a reliable and trusting relationship, furthering the success rates of the therapy provided.