Roles And Responsibilities Of A School

School governors- work with the school, they work in partnership with the headteacher and staff. Governors do not intervene with the day to day running of the school, unless there is a serious problem. The governing body is also responsible for making sure that the schools

A teachers primary role is to deliver information. The 2003 workload agreement (Woodward and Peart, 2013) not only defined the levels of work a teacher could reasonably expect but also defined the roles which would provide a framework of support to the specifics of the teaching role. Though this applies to secondary education the principles can inform teacher roles in the lifelong learning sector. A teacher must develop an awareness, understanding and professional respect of all the roles which support them in their efficacy. In the Institute of Learning's Code of Professional Conduct is states

Explain the roles of regulatory bodies relevant to the education sector, which exist to monitor and enforce the legislative framework, including:

This is a team normally made up of the head teacher and the deputy head. However, it does depend on the size of the school as the team may be a lot bigger and a lot more varied. Often within this team we may find assistant head teachers or even senior teachers who are responsible for particular things like leading one of the key stages or even something like all the assessments across the school. The role of senior management team is to set the strategic direction of the school and then to manage this, they will lead any changes and they will generally make sure that the school is doing

2.1 Describe roles and responsibilities of school governors, senior management team, and other statutory roles (e.g. SENCO), teachers, support staff

Describe why schools have policies and procedures and Identify the policies and procedures schools may have relating to:

1.1 At present employed at Cheam Park Farm Junior School in Year 5 as per the job description (see attachment 1) I have a range of duties such as enabling access to learning pupils and to assist the teacher in the management of pupils and the classroom. Supervising and providing particular support for pupils and ensuring their safety and access to learning activities but also challenging children to make them work to the best of their ability. Supervising children at playtime and making sure there playing safely individually and in groups. Setting out

anybody who has anything to do with the school. These also exist so that parents, staff, governors

All policies are important as they provide boundaries which to work by ensuring a teacher’s job is not put at risk and a child is not declined of their rights. The Grievance policy gives staff the freedom to make complaints following correct procedure and always be heard which is very important as it also gives staff the security of knowing they can approach their superiors if need be without

They will be made up of a variety of people who will have links with the school and local community. There should be at least one parent governor and at least one staff governor, in addition to the head teacher. There may also be a support staff governor. In addition there will be a local authority governor, appointed by the local authority (LA) and local community governor who will usually work or live in the community served by the school. Governors will work closely with the head teacher and senior management team, although you may not see them around the school often during the school day. Governors will be based on different committees which are responsible for various areas of school management – for example the school site personnel issues or community cohesion. They will meet in these committees and then report back to the full governing body. Their main duties are:

Other statutory roles within schools apart from the Head and deputy head are Special Educational Needs Co-ordinator (SENCO). They have day to day responsibility for the operation of the SEN policy and are responsible for managing and monitoring the special educational needs provisions in the school and to monitor and review the provision for pupils with special educational needs. This can include

Other roles carried out by the SENCO include encouraging class teachers and helping define targets on I.E.P.s for those children who are registered on the SEN register, along with the reviews on a half term basis, looking at behaviour issues of children throughout the school, monitoring the attendance of children, managing support staff, assisting the teacher with their planning to in cooperate differentiated work for the SEN children and liaising with parents and external agencies to help with the progression of children within the setting.

Governors, are popularly elected and serve as the so called chief executive officers, of the fifty states and five commonwealths and territories. As state managers, Governors unlike the United States President, share management powers over the states with other elected officials within state government (Magelby, 2014). Although, many of the State Constitutions state that the Governor has supreme executive powers, to assure laws are enacted and followed within the specific states. The different State’s Constitutions, have also set the powers that a Governor has for the specific state. The powers differ from state to state, and sets the level of powers that is allowed to a Governor (NGA, 2015). Additionally, there are many common powers that a Governor has from state to state. Many states allow for moderate to strong formal powers for the Governors, while there are still nineteen states that set a weak formal power process for their Governor. Either way, the Governors in all the states have specific powers to govern whether these powers be formal or informal. We will discuss some of the differences and specifics in the document.

Special Educational Needs Co-ordinator. These look into what support and resources children and young people with special educational needs need whilst at the school. They will meet with various outside school practitioners like speech and language therapists and physiotherapists. They also keep the parents informed of everything that is being done for their child and get any consent for any treatment/therapist/outing the child may need. They also set out Provision maps (formally known as IEPs - Individual Educations Plans) with help from the class teacher and if available one to one TA. The Provision plan sets out what intervention group/individual activity the child will be involved in for the coming term and what the outcome of doing this should be. The child will also be asked to sign

The school leader is essential to creating and supporting a PLC . The school leader is exactly what the titles implies…one who leads. The school leader must lead their school to creating an effective PLC. The school leader should allocate resources-time, money, and people to support a PLC. The school leader is determined, organized, resourceful, and strategic . It is often times difficult to get teachers and other school personnel to start any initiative. Thus an effective administrator must be determined and work relentlessly when trying to establish a PLC. The astute school leader would have researched PLCs and be prepared to present this information in a way that motivates staff to participate Furthermore, the school leader must know his/her staff. This means that they are aware of the potential problems in the school building in addition to who are the key members of the staff and who will partner with the school leader. The school leader will analyze data to show areas within the school that need improvement. He/she will then utilize this information to identify the purpose, vision, and mission of the PLC. The mission and vision of the PLC will be clearly established and reflected in the mission and vision of the school. Next the school leader will allocate incentives and resources that support the PLC. The school leader will also make sure that the people