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Tda 2.1

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2.a) The school Governors are volunteers who ensure a school is run efficiently, they work with the school to deliver good quality education, they set the schools aims and policies whilst working with the head teacher. They also make sure the schools budget is spent correctly and the building is being run well and safely. Senior Management Team (SMT) consists of the head teacher, deputy heads and the heads of the departments. They have a collective responsibility for the efficient daily running and discipline of the school, assisting the head teacher in leadership and management and is designed to allow strategic day to day responsibilities. Special Educational Needs Coordinator (SENCO) Is a teacher responsible for any pupils with special …show more content…

They prepare lessons for a range of abilities within the classroom and also meet with parents to keep them up to date with how they the children are progressing with their education and behaviour. The teaching assistants role is to work closely with the class teacher and help any pupils that need additional support. They will carry out any specific duties that are outlined in the pupil 's Individual Learning Plan (IEP) and provide feedback about pupil 's difficulties or progress to the class teacher. The roles of other support staff such as cleaners, dinner staff, caretakers, administrative staff are integral to the daily running of the school. Each role ensures the school runs smoothly and safely for the pupils attending. 2.b) Many schools also have external professionals who help pupils with any additional needs such as a Speech and Language Therapist (SLT) or an Educational Psychologist. They are an important part of the school and help pupils meet the performance standards needed. An SLT 's role is to assess children with any speech or communication problems and help them to communicate to the best of their ability. As such, they work closely with nurses, doctors and occupational therapists and report back their

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In my setting they are a team of 12. They are people from different background who may have links with the school and local community. The governing body consists of: - Parent governors who have a child at the school and are elected by other parents. - Teacher governors who work at the school and are elected by other teachers.

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Politics also play a part in this dynamic on a large and small scale, from the board members who must campaign for their position to individuals engaging in self-promotion in hopes of improving their position. Legitimate formal power and direction comes from the top of the pyramid on down through the ranks. Perched at the top of the power pyramid are five elected county school board members and the county superintendent of schools. Below them are five assistant superintendents and at the next level down are a combination coordinators and program managers. Lastly, all other staff make up the base of this formation, having the least amount of influence and dependent on mid-level managers for resources, information and approval of decisions.

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My current role allows me to engage with multiple communication streams to create liaisons with school and central office staff for support. These bridges that have been created can be transferred to the Academic Coaching role. Caregivers are sometimes overlooked in the education process within schools. But they are a key part in the of the whole picture for positive change in the classroom.

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Teachers can also help by advocating for their students. These efforts are important in order to build or create coalitions that support

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School governors include parents, members of the community and support staff, there are between 12-18 governors within a school. Senior management teams differ from primary to secondary schools however the team mainly contain a head teacher, deputy head, assistant head, key stage coordinators and heads of department. The purpose of the headteacher is to lead the team and

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The text states, “The superintendent did have enormous power of initiative in virtually all matters concerning the schools: the appointment of staff, the selection of textbooks, plans and contracts for buildings, the determination of the curriculum, and normal decisions about everyday running of the schools” (159). When examining the formal education of our current educational institutions, it is evident that the power structure lies with superintendents, school boards and principals who share expectations on how classrooms should be run as well as decision making for the betterment of the institution and students. Overall, formal education has evolved and will continue to evolve as educators search for their perception of the “one best system” for their students. Throughout the history of education, power structure and social class matters have influenced how educators implement regulations, interact with community members and fellow educators, but most importantly, the education of students so that they may be instilled with the skills and confidence to further themselves as

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Speech and language therapist – These types of professionals support children and young people who have speech/communication difficulties. They can work in a variety of community settings such as nurseries and children’s centres. They also provide training to support practitioners so they are able to develop a child’s speech and language skills within the school setting. They also work in partnership with parents to help the child develop their communication skills to the best of their ability and reach their full potential, they do this so that all children are able to develop within the education environment and also have an increased development socially.

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The principles of relationship building with Children, Young people and Adults need to be nurtured in order to maintain the relationship that has already formed. All parties need to feel secure and comfortable around one another in order to build further trust and open up and talk effectively about any subjects and issues. Teaching assistants need to act as good role models to the children, young people and adults. Teaching assistants need to be polite, considerate, empathic and good at identifying and sorting out problems as they are also regarded as a representative of the school. The children and young people need to be encouraged and praised with their academic life and showed by staff that they are accepted for what they are and receive

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It is important for the pupils to know that they are supported and guided not just by the teacher but also by the assistant’s. They also have a right to being taught the right work appropriate to their level of study. The frameworks that makes this possible consist of child protection, Health and safety, content and delivery of the curriculum, staff training and anti-discrimination. Both teachers and the assistants need to know these frameworks and many others so that they are able to work with the children equally and to the best of their ability. Child protection insures that the children are well looked after in the school environment or at home.

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There are a variety of ways for the teaching assistant to promote the independent learning: -Setting clear rules and instructions help the child build their confidence. Knowing what to do should encourage them to get on with their tasks or activities independently. -Encouraging group work helps students to develop social skills and communication, encourages them to speak up and present their ideas to their peers which builds their self- esteem and confidence and motivates them to independent learning. -Celebrating successes- Students respond well to praise and are usually motivated to do their best.

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The fourth key element: availability of general education problem solving support systems notes that when clinical teaching is not successful, teachers should have access to problem solving support systems (Garcia & Ortiz, 2006). The general education setting is where the teacher has to make observations and do the prereferral intervention. When the teacher is faced with issue that may seem difficult to work with, then he/she can seek additional help to meet student needs. For instance, teachers can exchange resources with their peer teachers or even meet with ESL or special education teachers to come up with functional strategies. Teacher Assistant Teams (TAT) are made up of four to six general education teachers and they meet to help

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Their responsibilities are outlined as employing the superintendents and employing and termination of other personnel, budget adoption, approval of certain school things, and issuance of contracts. Well, look out for the schools and the student's best interests. This is because they are an important part of a school and if they can not do all of the responsibilities well worrying about the school then it could be very bad. Things could go unchecked and change, employees could become corrupt, and things like that. Policies for the school may be useless

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