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Within the school organisation there are people who have various roles and responsibilities within the school which help towards running the school efficiently and therefore benefiting everyone connected to the school and its facilities.
Above the head teacher are the school governors whose main responsibility is for the general conduct of the school whilst also promoting a high standard of educational achievement in the school. It is the schools accountable body and as such it sets out the aims of the school, agrees the school's improvement strategy and manages the financial and staffing levels at the school. The governors also appoint the headteacher and monitors their performance as a headteacher The governors also respond to Ofsted's reports and will hold the headteacher responsible for the school's overall performance. It is also their responsibility to ensure that parents are informed and advised correctly of matters concerning them.
The senior management team is made up of the headteacher and deputy head. The headteacher is responsible for the day to day running of the school which would involve implementing the governing body's strategic plan, and formulating objectives and targets which the governors would consider implementing. The headteacher is also responsible for the welfare of all pupils and teachers/staff in the school.
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The head teacher is also part of the overall team including deputy head and special needs coordinator (SENCO) responsible for ensuring the school is creating and maintaining the best possible learning environment for pupils. The special needs coordinator (Senco) is responsible for overlooking the provision of children with special needs and overseeing the records of children with special needs.
The Senco would also liaise with fellow teachers and advise teachers of issues regarding children with special needs to ensure their needs are met. The Senco is also responsible for overseeing the school's SEN (special needs and disability) policy as well as managing learning support assistants within the school and also liaising with with external agencies such as support and educational psychology services, health and social services as well as voluntary
bodies. Within the school there are different types of teachers from newly qualified teachers to experienced teachers and although they all teach they all have different roles within the teaching environment. Teachers prepare lessons trying to make them as interesting as possible as well as preparing homework and assessments with the classroom in order to assess the pupils learning and achievements providing appropriate feedback to both the pupils and parents/carers. Support staff roles within schools is made up of employees allocated to work in the school other than teachers but will have direct contact with the pupils and these include admin staff (school secretary), cleaners, cooks, caretakers and lunch supervisors and in some schools technical staff. Teaching assistants would also be included in this group and their main role is support both the teacher and pupil within the school in various different ways for example giving extra support to pupils in small groups or on an individual basis.
UK Centre for Legal Education (UKCLE). (2010). SENDA: Special Education Needs and Disability Act 2001 [Online]. York: The Higher Education Academy. [Accessed: 17/11/13]. [Available: http://ww.ukcle.ac.uk/resources/directions/previous/issue4/senda/].
As a leader candidate, I can understand the challenges and multiplicity of complications that administrators must face each day. However, I will not accept any remote possibility that the students must be affected by some flaws of the school organization. We all as leaders, must be strategic with people, time, and money to guide our students towards an academic success.
School governors role is to work with the school to ensure it delivers a good quality of education, along with the Head Teacher who is responsible for the management and together they
In School Leadership that Works Marzano introduces twenty-one responsibilities of a school leader (see Appendix A). These leadership responsibilities are used in the two change orders discussed by Marzano, McNulty and Waters (2005). “Some innovations require changes that are gradual and subtle; others require changes that are dra...
Leaders in the school have hard decisions to help make on a daily basis. They need to evaluate their decisions to make sure they are ethical and effective. Administrators need to listen to all sides of a situation and evaluate all options before they make a decision. This process is difficult because administrators need to make sure that all parties involved are satisfied with the decision that was formed.
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.
Amateur golfers across America all go to the golf course to seek relaxation and enjoyment of the sport, but don’t always think about the hard work that it takes to keep their favorite golf course up and running. So who is in charge of the entire golf club? Golf course superintendents are basically in charge of operating and maintaining everything related to the club, including directing employees. To be a successful superintendent, you need to be a good communicator, along with having a high range of knowledge in science and business. A golf club would fall apart without a superintendent because there would be no sense of leadership or direction within the club.
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.
Well, I’m not here to point fingers at who’s not making the right decisions; I’m here to discuss who is best suited to make the decisions that affect the masses. It’s easy to point out where the problem occurs, but there is difficulty in identifying the solutions to fix these problems. As a teacher, I believe that the teachers and administration should have the most
Board of Education members have a responsibility to the district it serves as well as the state. According to Mooney (2012) “board of education members have a dual status, serving both as town officers and serving as agents of the state to implement the educational interests of the state” (p. 23). This was evident as I glanced at the agenda of the meeting I attended on March 11, 2014. On the agenda were issues that represented the district/town such as, district highlights, a public session, report of the superintendent, and committee updates. Seven different policies ranging from student use of district computers, social media and use of private technology devices were on the agenda too. There were seven out of nine board members present, superintendent, associate superintendent, as well as a student representative.
In reading Adams- “The School as an Ecosystem”, he brings up the question of who should control our schools and how? In the U.S we have a multilevel governmen...
The school provides a safe environment for students to accomplish academic, social and emotional development. The leadership of a building will include effective decision making, human resource management, mission or purpose, understanding of change, relationship buildi...
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...
How can ICT support the learning of children with special educational needs? ICT can support the learning of children with special educational needs [SEN]. It enables children with SEN to overcome barriers to learning by providing alternative or additional methods of communicating within the learning process. Moreover, it also helps teachers to create a supportive framework, which can enable autonomous learning. When used creatively, ICT can enrich and enhance teaching, motivating pupils and engaging them in active learning.
The role of teacher leader has been defined as “teachers who aspire to stretch beyond their classrooms to engage in leadership roles that take many shapes and forms, both “informal and formal”. (ECS, 2010). Teacher leadership has also been described as “the process by which teachers, individually and collectively, influence their colleagues, principals, and other members of the school community to improve learning practices with the aim of increased student learning and achievement.” (ECS, 2010). In years past, a majority of teacher leadership roles took the form of department chair, committee chair, grade level chair, etc. It was more of a representative role versus a leadership role. Their responsibility primarily involved dispersing information from administration to their counterparts and taking information back to administration from the group. Their position lacked decision-making power and true leadership that brings about “real” change. These tasks are still viewed as opportunities for teacher leadership; however, recently, the