Roles & Responsibilities of an Educational Supervisor

This is a complex role which spans the areas of clinical supervision as well as educational management, educational supervision and feedback, an understanding of the role of assessment in learning, the use of portfolios as a learning and assessment tool, an understanding of how to identify, support and manage a trainee in difficulty, and of supporting trainee career decision making. The national Association of Clinical Tutors have described the role of the Educational Supervisor in 'A Guide to the organisation of Postgraduate Medical Education' compiled by Dr Liz Spencer with input from the Council and members of NACT UK, GMC, Academy of Medical Royal Colleges, COPMeD, NAMEM and the Medical Workforce Forum of NHS Employers.

 The following descriptions are taken directly from this guide and are included here for your guidance: 1. All trainees must have a named education supervisor and the trainee should be informed in writing of this. The exact model, i.e. by placement, year of training etc, will be determined locally and all parties informed in writing of model and expectations. 2. The Educational Supervisor must be given adequate time to perform their role and approximately 0.25 PA per trainee should be identified in their job plan.

 3. Support of Trainee Oversee the education of the trainee, act as their mentor and ensure that trainees are making the necessary clinical and educational progress Meet the trainee in the first week of the programme (or delegate to colleague if absent/on leave), ensure the structure of the programme, the curriculum, portfolio and system of assessment are understood and establish a supportive relationship. At this first meeting the educational agreement should be discussed with the trainee and the necessary paperwork signed and a copy kept by both parties. Ensure that the trainee receives appropriate career guidance and planning Provide the trainee with opportunities to comment on their training and on the support provided and to discuss any problems they have identified

Review meetings should be held regularly. The trainee arranges these meetings. These occur in protected time, in a private environment and consist of reviewing the learning objectives to ensure they have been met, giving feedback, monitor the delivery of the Educational Agreement, reviewing the assessments and portfolio evidence of learning. Before this session the educational supervisor will usually have obtained information from colleagues, those involved in clinical supervision and other key professionals with whom the trainee has worked during the placement. At the end of the year the final appraisal session consists of reviewing all the assessments, the portfolio of evidence of learning and ensuring that all the learning objectives of the programme have been satisfied. All the necessary documentation needs to be completed and returned to the Programme Director to enable satisfactory completion of the end-of-year paperwork.

 . If the trainee s performance is not reaching the required standard This should be discussed with the trainee as soon as identified Written record of the meeting kept Remedial measures should be put in place as soon as possible with clearly defined written objectives Trainees must have an opportunity to correct any deficiencies identified The appropriate Programme Director must be informed of any significant problem

 5. All Educational Supervisors Must be approachable, keen to develop the trainee and understand the importance of the role Must be familiar with the Programme Curriculum, the Learning Portfolio and the Programme design Are responsible for ensuring that relevant information about progress and performance is made available to the appropriate Programme Director and informing them should the performance of any individual trainee give rise for concern. Should contribute in relevant areas to the formal education programme Will act as a resource for trainees seeking specialty information and guidance Liaise with the Specialty / Programme tutor and the rest of the department to ensure that all are aware of the learning needs of the Trainee.

All Clinical Supervisors Must have prepared themselves adequately for the role, be familiar with the relevant Programme Curriculum and the specialty specific learning objectives. Are responsible for ensuring that relevant information about progress and performance is made available to the educational supervisor, particularly if the performance of any individual trainee gives rise to concern. Must ensure that the appropriate members of the multi-professional team are aware of the learning and assessment needs of the Trainee and are familiar with the relevant paperwork surrounding the workplace assessments Are responsible for creating a learning environment in the workplace to enable positive and constructive feedback to the trainee from the multi-professional team Should have time allocated in their job plan, in SPA time, for this activity.

 School Supervisor Job Duties Job duties include preparing budgets, developing academic programs, establishing performance goals and objectives for the school and for teachers and keeping records. A school supervisor may also monitor students' progress, keep teachers trained and motivated, formulate mission statements, visit classrooms to evaluate teaching methods and provide performance standards for teachers and other employees. They prepare reports on student attendance and performance. School supervisors or principals are also responsible for making sure the school adheres to local, state and federal education standards. Often this includes overseeing annual or semi-annual testing as well as preparing reports on students' performances and initiating test preparation for students and teachers. Supervisors are also responsible for disciplining students.

 Mentor Teachers Head teachers serve as mentors to new teachers. Head teachers meet regularly with new teachers to ensure that these less-experienced educators understand school policies and faithfully follow all school rules. They also report any areas of concern regarding these unseasoned teachers to school administrators to ensure that problems are addressed before they escalate Read more: Head Teacher Duties | eHow.com http://www.ehow.com/list_6536904_head-teacherduties.html#ixzz1WTVS48sJ

Responsibilities Some head teachers have a few teaching responsibilities, but in general the large proportion of their work is the day-to-day management, organisation and administration of the school in order to create a productive, disciplined learning environment. Specifically, the head teacher s main responsibilities involve: Formulating overall aims and objectives for the school and policies for their implementation Working with governors and senior colleagues to deploy staff effectively and recruit new staff Meeting with other education professionals, and representing the school at conferences and other events outside the school in the local community and nationwide Motivating, training and disciplining staff Ensuring the motivation of the pupils Ensuring an infrastructure is in place in which all members of staff and pupils feel they can register their opinions on serious matters, and have a route via which they can communicate problems to senior members of staff Ensuring the good financial management of the school

 Ensuring the school is up-to-date with innovations, from teaching practices to new technologies Reporting on the school s performance to a range of audiences, including governors, the Local Education Authority, the local community, Ofsted and others Managing accommodation (e.g. classrooms) effectively to meet the needs of the curriculum and Health & Safety requirements Assuming responsibility for other legal matters in the day-to-day running of the school Assuming responsibility for pastoral care of pupils where necessary Resolving major disciplinary issues with pupils, including working in partnership with the police and social services. In some schools, head teachers must also establish and maintain links or partnerships with businesses.

 Professional Duties A teacher shall be required to carry out a range of professional duties as may reasonably be determined by the relevant body or its representative to be appropriate in his/her case and a teacher shall obey the reasonable directions of an employing authority or its representative. The following duties shall be deemed to be included in the professional duties which a school teacher may be required to perform although it is not expected that every teacher would be required to undertake the full range of such duties.

 (i) (a) Planning and preparing courses and lessons. (b) Teaching, according to their educational needs, - the pupils assigned to her/him, including the setting and marking of work to be carried out the pupil in school and elsewhere. (c) Assessing, recording and reporting on the development, progress and attainment of pupils.

 ii) (a) Promoting the general progress and well-being of individual pupils and of any class or group of pupils assigned to her/him. (b) Providing guidance and advice to pupils on education and social matters and on their further education and future careers including information about sources of more expert advice on specific questions; making relevant records and reports

 (c) Making records of and reports on the personal and social needs of pupils except in instances where to do so might be regarded as compromising a teacher s own position. (d) Communicating and consulting with the parents of pupils. (e) Communicating and co-operating with persons of bodies outside school (as may be approved by the school authorities). (f) Participating in meetings arranged for any of the purposes described above.

 (iii) Providing or contributing to oral and written assessments, reports and references relating to individual pupils, and groups of pupils subject to the provisions (ii)(c) above. (iv) (a) Reviewing from time to time her/his methods of teaching and programmes of work.

 (b) Participating in arrangements for her/his further training and professional development as a teacher. (v) Advising and cooperating with the principal and other teachers (or any one or more of them) on the preparation and development of courses of study, teaching materials, teaching programmes, methods of teaching and assessment and pastoral arrangements.

 (vi) Maintaining good order and discipline among pupils in accordance with the policies of employing authorities and safeguarding their health and safety both when they are authorised to be on the school premises and when they are engaged in authorised school activities elsewhere. (vii) Participating in meetings at the school which relate to the curriculum for the school or the administration or organisation of the school, including pastoral arrangements

 (viii) Participating in arrangements for preparing pupils for public examinations and in assessing pupils for the purposes of such examinations; recording and reporting such assessments; and participating in arrangements for pupils presentation for and supervision during such examinations. The employers acknowledge that the above is without prejudice to the teachers right to seek payment for those elements of public examinations which involve assessment. (ix) Contributing to the selection for appointment and professional development of other teachers including the assessment of probationary teachers. (x) (a) Coordinating or managing the work of other teachers.

 b) Taking such part as may be required of her/him in the review, development and management of activities relating to the curriculum, organisation and pastoral functions of the school. (xi) (a) Participating in administrative and organisational tasks related to such duties are as described above, including the management or supervision of persons providing support for the teachers in the school and the ordering and allocation of equipment and materials. (b) Attending assemblies subject to the provisions in Article 22 of the Education and Libraries Order (NI) 1986 registering the attendance of pupils and supervising pupils whether these duties are to be performed before, during or after school

 Job Duties and Tasks for: "Elementary School Teacher" Establish and enforce rules for behavior and procedures for maintaining order among the students for whom they are responsible. Observe and evaluate students' performance, behavior, social development, and physical health.

 Prepare materials and classrooms for class activities. Adapt teaching methods and instructional materials to meet students' varying needs and interests. Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.

 Instruct students individually and in groups, using various teaching methods such as lectures, discussions, and demonstrations. Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students. Assign and grade class work and homework. Read books to entire classes or small groups.

 Prepare, administer, and grade tests and assignments in order to evaluate students' progress. Confer with parents or guardians, teachers, counselors, and administrators in order to resolve students' behavioral and academic problems. Meet with parents and guardians to discuss their children's progress, and to determine their priorities for their children and their resource needs. Maintain accurate and complete student records as required by laws, district policies, and administrative regulations.

 Prepare students for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks. Guide and counsel students with adjustment and/or academic problems, or special academic interests. Prepare and implement remedial programs for students requiring extra help. Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools. Provide a variety of materials and resources for children to explore, manipulate and use, both in learning activities and in imaginative play.

 Enforce administration policies and rules governing students. Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula. Meet with other professionals to discuss individual students' needs and progress. Use computers, audiovisual aids, and other equipment and materials to supplement presentations. Prepare for assigned classes, and show written evidence of preparation upon request of immediate supervisors.

 Prepare for assigned classes, and show written evidence of preparation upon request of immediate supervisors.

Collaborate with other teachers and administrators in the development, evaluation, and revision of elementary school programs. Prepare reports on students and activities as required by administration. Instruct and monitor students in the use and care of equipment and materials, in order to prevent injuries and damage. Organize and lead activities designed to promote physical, mental and social development, such as games, arts and crafts, music, and storytelling.

 Attend professional meetings, educational conferences, and teacher training workshops in order to maintain and improve professional competence. Plan and supervise class projects, field trips, visits by guest speakers or other experiential activities, and guide students in learning from those activities. Organize and label materials, and display students' work. Attend staff meetings, and serve on committees as required. Administer standardized ability and achievement tests, and interpret results to determine student strengths and areas of need.

Supervise, evaluate, and plan assignments for teacher assistants and volunteers. Involve parent volunteers and older students in children's activities, in order to facilitate involvement in focused, complex play. Perform administrative duties such as assisting in school libraries, hall and cafeteria monitoring, and bus loading and unloading. Select, store, order, issue, and inventory classroom equipment, materials, and supplies. Provide disabled students with assistive devices, supportive technology, and assistance accessing facilities such as restrooms. Sponsor extracurricular activities such as clubs, student organizations, and academic contests.

 POWERS, ROLES AND RESPONSIBILITIES::: POWERS OF A SCHOOL INSPECTOR Powers of an Inspector of Schools have been stipulated in the Education Act No. 25 of 1978 section 42 as elaborated as follows: closure monitaring of schools as well as horizonatal feedback machanisms of school inspector and education agencies, managers, and administrators at zonal regional and district level. While exercising such powers, the following Inspectors Professional code of conduct must be adhered to:

The inspector should: Appreciate that each child is a person deserving the greatest respect. Act in the best interest of the pupils at the school. Be a good example at all times to pupils, teachers and parents. Respect the school authority. Be open minded and just in dealing with different schools heads, teachers and other stakeholders. Appreciate the difficult conditions in which some school staff have to work. Be competent in effective counseling of teachers when required. Communicate clearly and friendly. Be at all times affirming and encouraging teachers. Respect the confidentiality of information received during the inspection. Carry out his or her work with professionalism, integrity and courtesy. Evaluate the activities and fairly about the school. Appear in decent attire:

ROLES OF SCHOOL INSPECTORS The general function of school inspectors is to ensure adherence to set policy, laws, regulations and standards of education in the school system of Tanzania. In order to achieve this, school inspectors are required to carry out the following specific function: To inspect all schools and write reports with a purpose of advising the Commissioner on matters which require decision making for improvement. To inspect, educate and advise owners, managers, school boards/committees and teachers on good implementation of schools development plans. To initiate and conduct educational research and disseminate the information for the purpose of improving teaching standards in schools. To act a link between the school, other institutions and the Ministry. To take part in book writing, book review and production of handouts and articles for various academic subjects. To pursue personal professional and academic development

To conduct in-service training for teachers. Carry out supervisory visits to improve the quality of teaching in schools. ROLES AND FUCTIONS OF SCHOOL INSPECTORS AT DIFFERENT LEVELS MINISTRY HEADQUARETERS Chief inspector of Schools (CIS) Duties and Responsibilities: To ensure adherence to set policy, laws, regulations and standards of education in the school system of Tanzania. To advise the Commissioner for Education on matters pertaining to school inspection. To approve guidelines on inspection and inspection targets for schools and colleges To recommend strategies for improving the quality of education To recommend follow up action in school inspection reports. To approve guidelines for the evaluation of instructional materials intended for use in schools and colleges. To recommend changes and enforcement/implementation strategies for educational laws and regulations. To recommend guidelines and strategies for the implementation of education policy, plans laws and regulations. To approve the recruitment, training, and deployment of school inspectors. To approve guidelines for the management and administration of zonal and district offices of school inspection. To recommend guidelines for budget preparation, expenditure control, financial and material resources allocation to school inspectors To prepare and submit quarterly and annual evaluation reports for the inspectorate To ensure the preparation and management of appropriate plans and budget for the department To facilitate and chair Zonal Chief Inspectors of Schools meetings. To facilitate the School Inspectors Annual Meeting. To visit schools, colleges, districts and zones. To complete the departmental staff annual confidential reports To accomplish any other tasks as may be assigned by the Commissioner for Education.

Management Section Duties and Responsibilities: To oversee and ensure the recruitment, training and employment of inspectors, their resource allocation and support services for effective inspection of schools. To co-ordinate, review and recommend guidelines and strategies for the implementation of policy, plans, laws, and regulations related to school inspection. To recommend the recruitment, training and deployment of school inspectors. To recommend guidelines and plans for the professional development of school inspectors. To recommend guidelines for the inspection of schools and colleges. To co-ordinate guidelines for the management and administration of zonal/district school inspectorate offices. To recommend guidelines for budget preparation, expenditure control and allocation of financial and material resources to school inspectors. To co-ordinate the preparation and recommend an appropriate plan and budget for the department. To accomplish any other tasks as may be assigned by the Chief Inspector of Schools.

Basic Education Section Duties and Responsibilities; To ensure effective inspection of basic education institutions and their adherence to set policy, aims, objectives and standards of education. To recommend guidelines on inspection and inspection targets for basic education institution. To recommend strategies for improving the quality of basic education. To review and make recommendations on summary inspection reports and follow up actions on basic education institutions. To monitor adherence to set guidelines on instructional materials intended for use in basic education institutions and make appropriate recommendations. To recommend guidelines for the evaluation of instructional materials intended for use in basic education institutions. To recommend lists of instructional materials intended for use in basic education institutions. To monitor adherence to set laws, regulations and directives related to basic education and make appropriate recommendations. To accomplish any other tasks as may be assigned by the Chief Inspector of Schools

Secondary Education Section Duties and Responsibilities: To ensure effective inspection of secondary schools and their adherence to set policy, aims, objectives and standards of education. To recommend guidelines on inspection and inspection targets for secondary schools. To recommend strategies for improving the quality of secondary education. To ensure preparation of high quality summary reports on inspection of secondary schools. To monitor the implementation of school inspectors recommendations of secondary schools. To monitor adherence to set guidelines on instructional materials intended for use in secondary schools. To recommend guidelines for the evaluation of instructional materials intended for use in secondary schools. To monitor adherence to set laws, regulations, circulars, and directives related to secondary education and make appropriate recommendations. To accomplish any other tasks as may be assigned by the Chief Inspector of Schools.

Teacher Education Section Duties and Responsibilities To ensure effective inspection of teacher training colleges and their adherence to set policy, aims, objectives and standards of education. To recommend guidelines on inspection targets for teacher training colleges. To recommend strategies for improving the quality of teacher education. To ensure preparation of high quality summary reports on inspection of teacher training colleges. To monitor the implementation of school inspectors recommendations on teacher education. To monitor adherence to set laws, regulations, circulars and directives related to education and make appropriate recommendations Recommend guidelines for the evaluation of instructional material intended for use in teacher training colleges. To accomplish any other tasks as may be assigned by the Chief Inspector of Schools

SCHOOL INSPECTORATE AT ZONAL LEVEL Zonal Chief Inspector of Schools. Duties and Responsibilities To ensure adherence to set policy, laws, regulations and standards of education in the zone in accordance to the school system of Tanzania. To ensure the preparation and implementation of appropriate plans on matters pertaining to school inspection in the zone and districts. To prepare and submit inspection reports. To prepare and submit subject reports. To recommend and approve guidelines for the evaluation of instructional material intended for the inspectorate in the zone. To ensure preparation an implementation of appropriate action plans in the zone. To budget, manage and control public funds in the zone To ensure preparation of high quality summary reports on inspection of schools/colleges in the zone. To recommend lists of instructional materials intended for use in schools and colleges To be a link between the ministry, districts and other institutions To facilitate and chair District School Inspectors meetings. To complete the zonal staff annual confidential reports To recommend strategies for improving the quality of education in the zone. To prepare seniority list for the zone. To organize professional seminars and meetings at national, zonal and district level To visit schools, colleges and districts. To accomplish any other tasks as may be assigned by the Chief Inspector of Schools.

 Deputy Zonal Chief Inspector of Schools Duties and Responsibilities: To perform the roles of the Zonal Chief Inspector of Schools in his/her absence. To prepare zonal seniority list and co-ordinate staff leave. To prepare monthly, quarterly, mid-year and annual inspection reports. To chair supporting staff meetings. To-ordinate programmes of activities for all sections in the zone. To prepare a budget for the zone. To accomplish any other tasks as may be assigned by the Zonal Chief Inspector of Schools

Basic Education Section Duties and Responsibilities To ensure effective inspection of basic education institutions and their adherence to set policy , aims, objectives and standards of education. To co-ordinate action plans of basic education inspection of all districts in the zone To read and raise issues from inspection reports of basic education and hence advise on follow-up activities To review and make recommendations on inspection reports and follow up actions on basic education institutions. To review and make recommendations on summary of basic education inspection reports Prepare monthly, quarterly, mid year an d annual basic education inspection reports. To participate in seminars, workshops and conferences. To visit district inspectorate offices and inspect basic education institutions. To co-ordinate basic education statistics and analyse national examination results. To accomplish any other tasks assigned by the Zonal Chief Inspector of Schools

Secondary and Teacher Education Sections Duties and Responsibilities To ensure effective inspection of secondary schools and teacher training colleges and their adherence to set policy, aims, objectives and standards of education. To write progress reports on every subject taught in secondary schools and teacher training colleges. To prepare and implement action plans of their sections. To compile secondary and teacher education statistics To prepare monthly, quarterly, mid-year and annual progress reports concerning secondary and teacher education in the zone. To prepare annual budget of secondary and teacher education sections to be incorporated in the budget for the zone. To conduct and analyse surveys and other educational researches. To analyse national examination results concerning secondary schools and teacher training colleges. To review books intended for use in secondary schools and teacher training colleges To organize and participate in seminars, workshops and conferences concerning secondary and teacher education. To organize, recommend and facilitate in-service training for secondary school teachers and tutors in teacher training colleges To accomplish any other tasks assigned to them by the Zonal Chief Inspector of Schools.

SCHOOL INSPECTORATE AT DISTRICT LEVEL District Chief Inspector of Schools Duties and Responsibilities: To ensure adherence to set policy, laws, regulations and standards of education in the district in accordance to the school system of Tanzania. To ensure effective inspection of basic education institutions and their adherence to set policy, aims, objectives and standards of education. To ensure preparation and implementation of appropriate plans on matters pertaining to school inspection in the district. To prepare and submit subject reports. To recommend and approve guidelines for evaluation of instructional material intended for use in basic education institutions. To prepare and submit to the zonal office monthly, quarterly, mid-year and annual implementation reports for the inspectorate in the district. To ensure preparation and management of an appropriate action plan. To ensure preparation and submission of high quality reports on inspection of basic education institutions in the district. To collect and analyse basic education statistics in the district. To budget, manage and control public funds in the district. To participate in educational seminars, workshops and conferences. To recommend and facilitate in-service training for basic education teachers. To facilitate and chair meetings for school inspectors and supporting staff at the district. To complete the district staff annual confidential reports. To recommend strategies for improving the quality of education in the district. To prepare seniority list for the district. To visit schools and colleges in the district. To liase with other district, regional and zonal authorities in accomplishing his/her duties and responsibilities. To accomplish any other tasks assigned by the Zonal Chief Inspector of Schools.

 District School Inspectors Duties and Responsibilities: To perform the roles of the District Chief Inspector of Schools in his/her absence. To prepare and submit inspection reports. To prepare and submit monthly, quarterly, mid-year and annual implementation reports for the inspectorate in the district. To prepare and implement action plans. To review books intended for use in basic education institutions. To participate in educational seminars, workshops and conferences. To recommend lists of instructional materials intended for use in basic education institution To accomplish any other tasks as may be assigned by the District Chief Inspector of Schools

District School Inspectors Duties and Responsibilities: To ensure effective inspection of basic education institutions and their adherence to national set policy, aims, objectives and standards of education. To write progress reports on every subject taught in basic education institutions and send them to all stakeholders concerned. To prepare monthly, quarterly, mid-year and annual implementation reports concerning basic education. To collect and analyse basic education statistics in the district. To participate in educational seminars, workshops and conferences. To recommend and facilitate in-service training for basic education teachers. To review books intended for use in basic education institutions To recommend lists of instructional material intended for use in basic education institutions. To analyse both internal and external school examination results concerning primary schools To accomplish any other tasks assigned by the District Chief Inspector of Schools.

Teachers Teachers are responsible for: preparing lesson plans and teaching classes; encouraging students in their studies and evaluating student work and progress; supervising students behaviour and maintaining classroom discipline; demonstrating good citizenship and respect for all groups of people; and acting as teacher-advisers for students in Grades 7-11, e.g. helping students complete their annual education plans and monitoring their school performance and progress toward their career goals

 CLASSROOM TEACHERS The classroom teacher classification comprises three categories - graduate, accomplished and expert. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection in order to improve knowledge and skills to better engage students and improve their learning. As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases.

 The responsibilities expected of teachers at all classification levels are to: Engage in ongoing professional learning to improve their practice Draw on resources and frameworks provided by the system to inform their work and classroom practice Work collaboratively with professional colleagues to improve teaching and learning within the school Use multiple sources of feedback on their classroom practice to inform their professional learning goals.

 All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.

 EXPERT TEACHER Expert teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and statewide priorities and contributing to the development and implementation of school policies and priorities. A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.

 Expert teachers will be expected to: have the content knowledge and pedagogical practice to meet the diverse needs of all students model exemplary classroom practice and mentoring/coaching other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity

 provide expert advice about the content, processes and strategies that will shape individual and school professional learning supervise and train one or more student teachers assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.

 An expert teacher can be required to undertake the following responsibilities provided the responsibilities are appropriate to this category of classroom teacher. Core responsibilities include: analysing pedagogical practices and developing processes to assist teachers to critically reflect on their teaching and learning practices participating in planning, implementation and review of integrated curriculum programs planning and implementing a range of teaching programs or courses of study

 demonstrating a significant role in supporting the achievement of improved education outcomes determined by government policy and the school strategic plan in the context of statewide priorities modelling excellent teaching practice and mentoring other teachers in the school, and providing advice and direction on teaching and learning strategies monitoring, evaluating and reporting student progress in key learning areas planning and implementing strategies to achieve targets related to student learning outcomes maintaining records of class attendance and records of student progress maintaining a high standard of student management consistent with the school strategic plan committing to ongoing professional learning that is reflected in teaching practice

 Additional responsibilities may include but are not limited to: managing and supervising a team of teachers in the planning, implementation and review of teaching and learning programs according to the school strategic plan s goals and priorities leading the development of curriculum policies and programs managing the supervision of student teachers co-ordinating the development and implementation of curriculum in small schools managing a year level or learning area managing a specialist function, such as sport, careers, student welfare, excursions or camps developing and managing the school transition program as it relates to Pre-School to Year Prep and/or Year 6 to Year 7 transition and facilitating the associated orientation programs

 Duties In general, elementary school teachers: identify children's individual and collective learning needs plan and deliver instruction based on student learning needs provide a stimulating learning environment in which each child can experience growth and develop to potential help students learn appropriate knowledge, skills and attitudes use various assessment tools to evaluate and communicate student progress serve as role models for students.

 In addition, elementary teachers: meet with parents meet with other professionals to discuss individual student needs and progress organize and direct the work of teacher assistants and parent volunteers supervise extra-curricular and after school activities attend meetings, seminars and professional development sessions deal with children's crises such as forgotten lunches, minor scrapes, family emergencies or not being picked up as scheduled.

 Most elementary teachers are responsible for a homeroom class of 20 to 33 children and teach most subjects. Some teachers team teach or teach music, second languages or physical education at different grade levels. Elementary teachers who have specialized in Early Childhood Education are prepared to work with children from kindergarten to Grade 3. These programs focus on the development of positive selfconcepts in young children and include planning, organizing and providing a wide variety of developmentally appropriate experiences that foster understanding and use of language through: hands on activities, stories, discussions, songs, art, games and other exploratory learning activities listening experiences individual and group activities and projects

 Most kindergarten teachers in urban areas teach two different groups of children each day (one in the morning, one in the afternoon). In rural areas, kindergarten teachers often work in half day or alternate full day programs. Many schools in Alberta offer language immersion or bilingual programs in Arabic, French, German, Hebrew, Mandarin, Polish, Spanish, Ukrainian, native and other languages. In addition, the number of non-English speaking immigrant children in the province has created a need for English as a Second Language (ESL) and English Language Learners (ELL) teachers. ESL and ELL classes are usually taught by elementary teachers who have completed related university course work.

Working Conditions Teaching is a physically and emotionally demanding occupation that requires a high level of energy. Much of the time teachers are on their feet interacting with children. Maintaining discipline in a classroom is a constant challenge especially when the class includes special needs children who have behavioural disorders. Personal Characteristics Elementary school teachers need the following characteristics: strong interpersonal and communication skills a genuine interest in children and respect for their individuality the ability to sense children's individual needs the ability to be creative, imaginative, patient, energetic, organized and resourceful the ability to establish rapport children and parents strong leadership and teamwork skills and a good sense of humour a high level of dedication to work which often impacts personal lifestyle choices a clear, pleasant speaking voice and the ability to convey confidence positive conflict resolution skills and the ability to handle stress well.

Teachers Roles and Responsibilities It's a good idea to be clear about roles and responsibilities of your partnership. The teacher is responsible for student behaviour and classroom management. The astronomer should not be left alone to deal with students. He or she should be able to count on the teacher to help with classroom logistics or inattentive students. Be sure to let the astronomer know about classroom rules and routines. Both the teacher and astronomer are responsible for getting in touch with their partner. Often partnerships end from lack of communication. Avoid this pitfall by initiating contact with your partner (even if you think it's the other person's turn) and returning any calls within two days. The teacher should stay engaged and involved in the classroom. Takes notes, do the activities, and ask questions. This models curiosity and learning to students and it helps the astronomer. If it seems that the students do not understand the astronomer's explanation for something, you can help the astronomer to clarify by asking the question in another way.

 Keep interruptions to a minimum during the astronomer's visits and if possible arrange for a longer class lesson for the visit. Keep track of time during the visit (because astronomers can get excited and lose track of time!). Coordinate logistics and equipment before the astronomer's visit (making copies, getting a slide projector, setting up the computer, etc.) Arrange the details of any field trips or activities away from school; get help from the astronomer if necessary. Express appreciation and thanks to the visiting astronomer and make your astronomer feel welcome (with the help of the students). Make plans for the future visits.

 Tips for Teachers Here are some additional tips for teachers to help make your partnership go smoothly. Prepare a welcome. Select several students to greet the visiting astronomer. Give your astronomer a chance to learn. Let the astronomer have time to develop his or her teaching skills and do what is interesting to the astronomer. However, do not leave him or her floundering. Let your astronomer use his or her interests. Your astronomer will be more committed to you and your students if they can do something that is of particular interest to them. Provide and request feedback. After the visit provide feedback to the astronomer and have them respond to your positive reinforcement as well as constructive criticism. At the same time, ask your partner for feedback and input (new ideas, constructive suggestions, or areas where your help is needed).

Discuss the visit with your students. Build on their experience with follow-up activities. Share your experience. Parents, colleagues, and school administrators benefit from hearing about the astronomers visits. Publicity in the community will gain support for your efforts, and for the school. Keep a portfolio. Keep a record of the work done including photographs, students' work, curriculum outlines etc. You never know which students will like astronomy. Don't make assumptions about which students will be interested, or which students will or won't connect with the astronomer. Address the issue of women and minorities in astronomy. It's important to show students that there are female and minority astronomers. If your partner is a woman or a member of a minority group, ask them to talk about their own experiences. Otherwise the astronomer can talk directly about women and minorities in the field, or help find additional resources. Think interdisciplinary. Incorporate interdisciplinary activities in writing, spelling, art, social studies, reading and mathematics

 General Duties & Responsibilities of a Subject Teachers

The general duties and responsibilities of a Subject Teacher of RSD are given below: Timing
1. Arrive by 8:10am. 2. Put signature by 8:10am. 3. Signature after 8:10am will be considered late. 4. Morning Assembly from 8:15 am to 8:30am. 5. Join the assembly and inspire the student to remain present. 6. Arrival and departure time must be maintained sincerely and strictly. 7. Departure at 02:00pm. 8. Mention departure time in Teacher s Attendance Register.

 Preparation Stage 9. Collect prescribed book list, syllabus, lesson plan & maintain that sincerely. 10. Prepare the lesson plan as per syllabus and follow that properly. 11. Keep lesson plan with you while conducting the class. 12. Collect Academic Calendar. 13. Work under the guidance of a senior teacher. 14. Take help of the experienced and senior teachers. 15. Follow sincere senior teachers. 16. Must be dedicated to teaching and institution. 17. Involve yourself in co-curricular activities of the institution. 18. Must know the rules and regulations of the institution and try your best to follow them. 19. Don t introduce anything new, if you have any good idea discuss and take prior approval. 20. If you don t understand anything discuss with academic coordinator and principal

Class Conducting 21. Enter the classroom in time. 22. Don t leave the classroom earlier. 23. Leave the classroom after hearing the bell. 24. Prepare yourself adequately before attending class. 25. Ensure discipline while conducting the class. 26. Be aware of the problems of the classroom in time. 27. Take special care of the weak students. 28. Be aware of the problems of the weak students. 29. Don t use any rough words with any students. 30. Interaction with the students must be excellent. 31. Teaching technique must be standard. 32. Speak in English with the students and inspire them. 33. Don t use colloquial language. 34. Conduct Adjustment periods sincerely & don t show your negligence. 35. Don t use punishment. 36. Don t threat the students. Don t give corporal punishment to any student. 37. Don t use mobile phone inside the classroom.

 Class work and Home Work 38. Follow C.W+H.W schedule of the routine sincerely. 39. Class work must be as per lesson plan. 40. Give Home Work as per routine. 41. Don t check H.W inside the classroom. 42. Fill-up H .W evaluation report form. 43. Check C.W / H .W copy properly, sincerely & regularly. 44. a) put (P) or () or Good in student s diary in accordance with their performance . Or b) If necessary bring H. W. copy at teacher s room and put (P)or() or Good in student s diary in accordance with their performance. 45. Maintain C.W & H.W evaluation record as a subject teacher.

 Exam 46. Take preparation for the class test as per schedule of the academic calendar. 47. Prepare the C.T questions following the syllabus /chapter/schedule. 48. Check CT copies perfectly and inform the guardians about student s performance through diary. 49. Maintain the CT marks in your academic record file. 50. Provide C.T marks to the class-teacher in time. 51. Before preparing the Mid &Year Final Question collect previous years question papers. 52. Evaluate H.W as per (P) or () or Good during compilation of Mid year & Year Final Exam.

 Guardians 53. Contact the guardians of weak students. 54. Inform the guardians about their wards performance through diary. 55. Issue letters towards guardians as per requirement. 56. Behave well with the guardians. 57. Develop a good relationship with the guardians. 58. Give constructive suggestions to improve their wards.

 Manners, Dress & Dreams 59. Make a good relationship with the colleagues, students, guardians and staffs. 60. Dress should be standard & decent 61. Behavior with colleagues and guardians must be polite. 62. Think Reading School as your own institution. 63. Cooperate a new teacher. 64. Give written suggestion for the development of Reading School.

 Leave 65. Don t remain absent without prior permission. 66. Apply for casual leave two days earlier. 67. After approval you may enjoy casual leave.

Duties of Class Teachers Sincerity/Punctuality 01. Conduct Class Teacher s period sincerely and regularly. 02. Ensure the record at the top right hand corner of the board the number of students present& absent etc. 03. Watch the long absentee students and issue letters to the guardians after three days. 04. Maintain the Students Attendance Register regularly and keep it up to date, neat & clean. 05. Always guide the students for high standard of turn -out and bearing. 06. Must preserve a class routine on the easel of the class. 07. Inspire the students to on and off the switch of fan and light. 08. Preserve all the Academic Records sincerely and carefully. 09. Emphasize the students to speak in English every where. 10. Detail class Captain and appraise the duties. 11. Check students nail and hair. 12. Ensure that the students are attending morning assembly and Zohor prayer regularly.

 Decoration/Cleanliness 13. Ensure that the class room is neat and clean. 14. Instruct and check students for putting on prescribed uniform & ask them to keep it neat and clean. 15. Arrange the seating of the taller students at the back and the shorter ones in front of them. 16. Ensure the congenial environment of the classroom. 17. Try to maintain the decoration of the classroom.

 Class Test/ Exam 18. Prepare C.T schedule and take the approval. 19. Add C.T. schedule before starting C.T. on the easel of the classroom. 20. Distribute the C.T. mark sheets among the subject teachers and collect them in time. 21. Do necessary co-ordination for taking missing exams (if any) for the students of the class. 22. Keep the record of C.T. marks and compile the result of Mid Year and Year Final exams. 23. Provide exam mark sheet to the subject teacher at the beginning of the year. 24. Inform the guardians of the C.T. marks through student s diary writing comments in accordance with their performance

 Interaction 25. Inspect diaries of students and record on them anything about their conduct, academic performance which require to be brought to their guardians knowledge. 26. Keep close liaison with their guardians for any improvement. 27. Keep address/Telephone No. of guardians. 28. Know the family background of your students and keep their Telephone No. Morality 29. Urge upon students to be regular & punctual, cultivate good conduct and moral values.

OUR TEACHER

East or West Our teacher is the best She is our best guide She helps us to decide She tells us the right path When we are in trouble She is a book of wisdom Which gives us knowledge She s a burning candle Which gives us light All in all She s the best of all

Essential Qualities of a Teacher

1) Teacher as a Role Model :

Role Models are people who set good examples by the words they speak and by the actions they take. Role Models can be the people you know personally or people you have learned about in the news at school or on television. Students tend to copy the behaviour and mannerism of the teachers. The teachers entire personality is a reflection on the minds of the students. If the teacher is honest, leads a balanced and disciplined life, the children adopt these virtues as a ideal conduct unconsciously. The ideal teacher s one who through his thoughts, words and deeds, gives and an impression of an honest upright life which can serve as a model for the students to copy, follow and emulate.

 Teacher s Character

A flower in bloom is loved by all and in this lies its glory. Similarly, man may be viewed as having achieved everything in life when he becomes perfect in character. If the best flowers among mankind take to teaching, society is abundantly enriched, their fragrance and beauty are then made the best use of. If the teacher becomes an embodiment of right conduct in thought, word and deed, the students by their association will learn virtue and develop manly qualities. They can be humanized and can live and act like normal human beings. They can become thoughtful, concerned and courageous

 Teacher s Personality

Every teacher must have a good personality. Radiant, pleasing and impressive personal appearance, refinement, pleasant manners, industry, enthusiasm, drive, initiative, open mindedness etc., are some of the essential traits of an ideal teacher. External appearance has a psychological effect upon the students. By attractive appearance, he/she can win the love and affection of his students and can command respect. He/she should be frank, tolerant, kind, fair and straightforward so that he/she can stimulate learning.

Personality Traits Self confidence and self respect Excellent Appearance Healthy and Energetic Good Intellect High character Sense of Humour Optimistic Democratic Fair and Just Sympathy and Empathy Punctuality Enthusiasm Industriousness Sociability

Personal Values

Love Non Violence Dialogue Dutifulness Brotherhood Patience Forgiveness Courtesy Repentance Thrift Sharing Magnanimity Service Sports manliness Team Spirit Loyalty Responsibility Gratitude Accountability Tolerance Sympathy Freedom Justice Determination Hospitality Coordination


4) Teacher s Mental Health

We speak of education as a lamp lighting another lamp, one life making another life and a spirit speaking to another spirit. We can achieve this objective, if the teachers have good mental health. Students develop interest in those subjects, which are taught by pleasing and genial teachers. The teacher makes the emotional atmosphere in the classroom. A neurotic teacher may spread fear, nervousness and worry in the classroom. A fanatic-teacher may spread hatred, prejudice and hostile feelings among the students. If he has a good mental health, he can create love, interest and enthusiasm for learning and a taste in the subject he teaches.

 Teacher s Physical Health A teacher should possess a sound body alongwith a sound mind. He should have a sound physical health, physical energy, vitality and he should be free from physical defects. This will make him alert, cheerful, happy, dynamic and enthusiastic. He can maintain emotional stability

 Teacher s Social Adjustment Sociability is another important quality of a teacher. He should have a sound social philosophy and he should make his best contribution to the society. He should know how to adjust himself to the social surroundings in which he lives. He should not be quiet, retreating and introverted. He should be free from worry, anxiety and thinking and feeling about himself. He should mix well in society to have a large body of friends and to take a helpful interest in his neighbours. Normal social life outside the school will go a long way to give him happy social adjustments.

Social Values Discipline Punctuality Respect for elders Ambition Faithfulness Confidence Responsibility Cleanliness Dedication Good Manners Devotion Creativity Sense of Competition Patience Knowledge Positive Approach Fortitude Innovative Self Reliance Courage Sincerity Intelligence Affection Truthfulness Obedience Regularity Patriotism Self Evaluation Honesty Hopefulness

 Teacher s Professional Efficiency The teacher must possess a strong sense of vocation and true devotion towards teaching. He should have a genuine love for his calling. For his professional efficiency, he should have knowledge of psychology, educational philosophy, aims, contents, methods and materials of instruction, skill and interest in teaching. He must possess a fair knowledge of current affairs about his own country and other countries of the world.

 Teacher s Academic Achievements A teacher should possess knowledge of the fundamentals of the subjects he teaches. He should have a sound academic and cultural background. 10) Teacher s Professional Training The teacher must have the required professional training; without which he will commit serious pedagogical blunders. Prof. Monteque in his book, Education and Human Relations . Asserts that, No one should ever be permitted to become a teacher of the young unless by temperament, attitudes and training, he is fitted to do so.

Teacher s Accountability Lessinger advocates that each child has a right to be educated in order to become a productive citizen of a country. The parents and the citizen have a right to know the progress of education of their children. Teachers, being the educational or human engineers are accountable for the progress of the children they teach. Because of this, the National Policy on Education 1986, in India, has made this concept very popular. Mass education in India appears to be in a degrading condition. Education imparted by some teachers is far from satisfactory. Majority of the students lack fundamental knowledge in different areas of education. Such teachers do not feel it to be their responsibility. They are involved in private tuition and coaching centres to get some remuneration. Many parents cannot educate their children in costly public schools. Commitment on the part of the teachers have been reduced to a great extent. Therefore, there is a need to make the teachers aware of their accountability to their profession.

 Since a teacher s accountability is very important in modern teaching-learning process, the accountability of the teachers should be evaluated at frequent intervals. There must be proper supervision of their work. The supervisor should see how far the teachers are accountable in respect of teaching, research, cocurricular activities, use of aids and equipments in the classroom, utilization of local resources for the benefit of the students and development of students moral and ethical values. Thus, the degrading condition of education in our country can be checked.

 Professional Ethics of Teachers Teachers who consider their job as a profession, work only for pay cheque. Their work is considered useful for their own sake. Since perchance they have occupied a professional chair they try for their own good, at the cost of others. But our cultural heritage proves that true teachers are those who consider their job as honourable . Such teachers work with a sense of self-fulfilment and selfrealization. Prof. George Herbet Palmer once rightly said, If Harvard does not pay me to teach, I would gladly pay Harvard for the privilege of teaching . This should be the professional value of an Indian teacher. An ideal teacher should not work with pecuniary motives, but with a sense of education and for the cause of education

Towards Students It shall be our primary duty to understand them, to be just, courteous, to promote a spirit of enquiry, fellowship and joy in them, not to do or say anything that would undermine their personality, not to exploit them for personal interests and to set before them a high standard of character, discipline and personality. Towards Profession It shall be our primary duty to be sincere and honest to our work and to go thoroughly prepared to the class, to endeavour to maintain our efficiency by study and other means; not to do or say anything which may lower our prestige in the eyes of our students; not to write or encourage the use of help books; not to exert any pressure upon our students or their parents to engage private tuition, not to act as an agent or accept commission and other compensation for recommending books.

Towards Society It shall be our primary duty to set an example in citizenship, to endeavour to promote the public good, to uphold the dignity of our calling on all occasions, to size up the demands and aspirations of the society, to be dynamic leaders when required and to be ideal followers when desired. Teacher s Union Teacher s union can also play a very significant role in creating an atmosphere in which shirkers and other people with doubtful intentions may not find a congenial environment. Unions should create a public opinion which should serve as an adequate sanction against such unsocial acts. Now, teachers unions are merely used as a forum for ventilating their grievances and otherwise trying to promote service conditions. In addition, these unions should also take steps which may help the teachers in projecting their proper image among the people.

 Duties Safety and Security of Students

Tell students about purpose of education in the Schools. Build one to one relationship with students Take-up Personality Development Programmes. Know everything about your students Make students aware of realities of life Inspire students to face problems with braveness Apprise students about probable dangers and hazards in and around school campus Provide your students psychological therapy

 Teaching

Planning Preparation Presentation Evaluation

Giving feedbacks

Diagnosis Remediation Enrichment

 Promotion of Creative Teaching : Planning Testing Revising Innovation in Education Teaching as a Pleasurable Activity : Lecturing Working with small groups Designing Instructional Units Love for subject matter Organizing students

 All such activities can provide deepest satisfaction in and from the act of applying their craft. Teaching as Social Service It is like a nursing It contributes to the lives of others Decision to teach is deeper than a love for subject matter. People have attraction to the life of teacher

Teacher s Diary Teacher s Diary is a sort of record of his day-to-day activities. It may show him what he has done, what he is doing and what he plans to do in the future. No elaborate lesson plans are to be written in the diary, abstracts and brief outlines are sufficient. In the beginning of a year, the teacher may draw the blueprints of his early work. Schedules of the syllabus to be covered term-wise and monthwise etc. may be prepared in each subject he has to teach. Blueprint of yearly work Schedule of syllabus Abstracts and outlines of the lesion Weekly programmes Academic Records Records of Unit Tests List of students who need special care Records of day-to-day activities

 Besides the above, the Teacher s Diary should consist of : Weekly programmes as shown in the school time table. Other extra mural duties assigned to the teacher. Brief record what he has done from time to time. Entry of home work assigned to students Names of students he teaches class-wise Academic records of students Peculiarities of class or of individual students Remarks about daily or weekly work Records of class tests

The teacher s diary is his helpful guide. It will enable him to keep a personal contact with his work, maintaining an active interest in his activities and remind him of his shortcomings, drawbacks, etc. The worth of a diary lies in the regularity with which it is filled and the use to which it is put and also the inspiration which it may give to the teacher to be on his track and to miss his aim and scheduled targets. The headmaster should occasionally check the diaries and give useful comments orally, if he feels the need. His matured experience will go a long way in making the Teacher s Diary really worthwhile documents. Printed blank diaries are available but it matters little if the teacher is serious in his work School Activities Curricular Co-Curricular Extra Curricular
a. Personal Guidance b. Career Counselling c. Community Service

 Conduct of School Activities :

Planning Organizing Guiding Supervising Evaluating

 Mess Duties

Upkeeping of Dining Hall/Kitchen and Store Health and Hygiene of Mess Washing and placement of utensils Procurement of ration Preparation and cooking of food Seating arrangement/servicing of food Discipline in Dining Hall Arrangement of light music Recycling of waste food

 Other Duties

Recording Reporting Building Relations As assigned from time to time

 The duties of an ESL teacher vary according to the setting where the students are taught. Teachers of English as a Second Language (or teachers of speakers of other languages ESOL) can teach in many different settings: private tutoring; non-profit organizations; private language schools; K-12 schools; adult schools; community colleges; universities; and other programs

 Basic Duties of an ESL Teacher No matter what setting you are in, the main duty of an ESL teacher is, essentially, to prepare lesson plans and teach English to speakers of other languages. This includes teaching English grammar, writing, reading, speaking, and listening skills. It may also include teaching pronunciation and accent reduction. It's basically teaching all the English skills that will enable speakers of other languages to effectively communicate in English. Additionally, it may be the responsibility of the ESL teacher to introduce cultural aspects to ESL students, especially those who are new to the English-speaking country.

 Private Tutors of ESOL Students Private tutors often work with small groups of students or teach one-on-one. Here, it will be the responsibility of the teacher/tutor to do a Needs Assessment of the student(s) to determine student strengths and weaknesses. The tutor will also find out from the student(s) the main objectives that he, she or they may have in learning English. The tutor then prepares lesson plans to meet specific student needs and delivers the lessons. The tutor may also act as a resource for the student(s), giving information to help the student(s) survive and thrive in the community

 Professional Practices Under the GTDRI guidelines, a public school teacher in Georgia is responsible for showing respect for students, parents and colleagues. A teacher is expected to show courtesy and integrity when working with student records and school projects, all the while respecting both student privacy and diversity. Read more: Duties & Responsibilities of Georgia Teachers | eHow.com http://www.ehow.com/list_6601721_dutiesresponsibilities-georgia-teachers.html#ixzz1WVbEsv8K

 Teachers are required to demonstrate good communication skills when communicating with parents, whether in conference, sending messages home or telephoning. Listening skills are also evaluated. A teacher is held responsible for working cooperatively with administrators, the district and the community, as well as carrying out established policies concerning discipline procedures, student assessment and defined curricula. Read more: Duties & Responsibilities of Georgia Teachers | eHow.com http://www.ehow.com/list_6601721_dutiesresponsibilities-georgia-teachers.html#ixzz1WVbMiXmQ

 Regulations and Policies Every teacher knows that meeting traditional classroom responsibilities means more than working through lesson plans. The Georgia duties and responsibility guidelines specifically require teachers to comply with all discipline procedures. A teacher is also expected to be punctual and hold classes as scheduled. Teachers must leave appropriate lesson plans for substitute teachers, maintain accurate records and file reports promptly. Teachers are required to attend meetings and other school activities Read more: Duties & Responsibilities of Georgia Teachers | eHow.com http://www.ehow.com/list_6601721_dutiesresponsibilities-georgia-teachers.html#ixzz1WVbT2IO6

 Teaching Practices In every school teachers are role models. Under Georgia guidelines, a classroom teacher is required to use correct language, whether oral or written when interacting with students. Teachers are held responsible for keeping up-todate with course content and assigning appropriate homework. Teachers are also expected to carry out any prescribed curriculum, as well as maintain good lesson plans. Read more: Duties & Responsibilities of Georgia Teachers | eHow.com http://www.ehow.com/list_6601721_dutiesresponsibilities-georgia-teachers.html#ixzz1WVbexm3Z

 The School Program The GTDRI holds teachers responsible for safety and order within their school. This means taking responsibility for their students, whether in or out of the classroom. Teachers must also take measures to protect records and materials, as well as school property Read more: Duties & Responsibilities of Georgia Teachers | eHow.com http://www.ehow.com/list_6601721_dutiesresponsibilities-georgia-teachers.html#ixzz1WVbpWj5O

 Duties may include, but are not limited, to: Orient students to their coursework and communicating course and school requirements. This includes communicating via Kmail, phone, and Elluminate. Employ asynchronous and synchronous tools to supplement course content. Maintain regular office hours, to be reachable by students or parents. Augment course content in the form of remediation, modification, and enrichment. Implement student's IEPs and attend IEP conferences, as needed. Set deadlines for student work and grant extensions. Face-to-face meetings with students and teaching adult, as scheduled. This may include in person or Elluminate meetings.

 person or Elluminate meetings. Grade student work and enter grades into an online grade book in a timely manner (no more than three days without an update in grade book). Ensure needed information is in CAVATest database. Participate in State Testing this includes, but is not limited to:
Proctoring for a three week testing window Assigning students to test sites Following up with students who have not been tested Helping site coordinator Following up with student, parent and/or administrator if there are issues Organizing testing materials

 Contribute to and complete student report cards. Recommend promotion and retention. Communicate with parents as needed. This includes, but is not limited to:
Calling students and parents Kmailing students and parents Returning phone calls/emails ASAP but no longer than 24 hours after the initial contact

Collaborate with other instructional teachers in the same school. Communicate with teachers and administrators as needed. This includes, but is not limited to:
Calling and or emailing teachers as needed Returning phone calls/emails ASAP but no longer than 24 hours after the initial contact

 Collaborate with other instructional teachers in the same content area. Attending all in person meetings as scheduled. Other duties as assigned

Other duties as assigned. Requirements: State of California residence Bachelor's degree Three or more years of teaching experience Appropriate state certification Meet highly qualified teacher requirements as stated in No Child Left Behind Shared view of the virtual academy's mission Strong content and subject-matter knowledge Ability to support and guide adults, as well as students Strong written and verbal communication skills Organization and time-management skills Proficiency in MS Excel, MS Word, and Outlook, and experience using them in a professional capacity Flexible schedule All teachers are provided with a computer, high-speed Internet access, and a second phone line. The school will only consider top candidates with relevant experience and a proven track record.

 A teacher s responsibilities By Mary Bigelow | Published: March 26, 2011 I will have a student teacher next semester. In addition to her leading my physical science classes, I d like her to experience some other responsibilities that teachers have. Any suggestions? Kimberly, Providence, Rhode Island Many people don t realize the responsibilities that teachers have beyond the curriculum. Even though your student teacher will be eager to work with your classes, you re very wise to help her get a more comprehensive picture of the related professional duties and responsibilities.

 Check the student teaching handbook from the college/university or contact the program supervisor to find out what activities they suggest or require. You could consider asking your student teacher to Attend faculty meetings, department or committee meetings, curriculum workshops, inservice activities Participate in non-instructional duties (homeroom, hall duty, study halls, etc.) Assist you with managing lab materials and resources during your planning period Attend student events (plays, concerts, athletic contests) Attend a school board meeting Learn about the requisition and budgeting process Prepare an emergency lesson plan for a substitute to follow Make a presentation at a department meeting on new technology or other skills she has

 During my student teaching, I shadowed a ninth-grade student for an entire day from homeroom period to the dismissal bell. This was a university requirement, and student teachers had an observation sheet to describe what happened in each class, what the student did, the teachers instructional strategies, and how teachers interacted with the shadowed student. It was an eye-opening experience.

 shadowed student. It was an eye-opening experience. When our student teaching seminar class met, we shared our experiences and what we learned from them. We concluded the day was exhausting: It was hard to maintain a high level of interest and enthusiasm as the day went on, and some classes were more engaging than others. I had several aha moments throughout the day: The difficulties in getting from one room to another within the 3-minute time allowance The different expectations teachers had for acceptable class behavior How students had to adapt to different grading schemes used by the teachers The preponderance of teacher-led activities (I m hoping this has changed over the years) The overall noise level even in the classrooms it was hard to think or reflect quietly

I. General Duties Teacher s shall be responsible for the care, discipline, and instruction of their pupils during the prescribed school day or any additional time they are placed in a position of responsibility by the principal or superintendent; they shall enforce all rules governing the conduct of pupils, as such rules may be prescribed by the principal or superintendent; they shall endeavor to maintain conditions and practices in their classroom as outlined in the polices of Central Schools. They shall exercise such control over children as would be exercised by a kind, firm, and judicious parent. They shall exercise the greatest care in the granting permission for children to leave school at the request of, or in the company of, any person not a school officer, and then only with the approval of the principal. Teachers should encourage and develop creativeness in their students and continuously strive to teach each student to think for himself

II. Job Description A. Title: Teacher B. Qualifications: 1. Certificate, license, or other legal credential required by the State. 2. Degree(s) required: Minimum of Bachelors Degree 3. Such alternatives to the above qualifications as the Board may find appropriate and acceptable. C. Reports to: Principal D. Supervises: Staff members designated by the Board or the superintendent and student of Central Public Schools. E. Job Goal: To help students learn subject matter and skills that will contribute their development as mature, able, and responsible adults.

Primary tasks: 1. Meets and instructs assigned classes in the locations and at the time designated. 2. Plans a program of study that, as much as possible, meet the individual needs, interests, and abilities of the students. 3. Creates a classroom environment that is conducive to learning and appropriate the maturity and interests of students. 4. Prepares for classes assigned, and shows written evidence of preparation upon request of immediate superior. 5. Assists the administration in implementing all policies and/or rules governing student life and conduct, and for the classroom, develops reasonable rules of classroom behavior and procedures, and maintains order in the classroom in a fair and just manner that is consistent with the over all guidelines of Central Public Schools.

6. Guides the learning process toward the achievement of curriculum goals, and in harmony with the goals, establishes clear objectives for all lessons, units, and projects and the like to communicate these objectives to students. 7. Employs a variety of instructional techniques and instructional media, consistent with the physical limitations of the location provided and the needs of capabilities of the individuals or student groups involved. 8. Strives to implement by instruction and action a professional philosophy of education and instructional goals and objectives. 9. Assesses the accomplishments of students on a regular basis and provides progress reports as required. 10. Is able to recognize the possibility learning disabilities in students, seeking the assistance of specialists as required.

 11. Takes all necessary and reasonable precautions to protect students, equipment, materials, facilities, buildings and grounds. 12. Maintains accurate, complete, and correct records as required. 13. Makes provisions for being available to students and parents for education related conferences outside of the instructional day when required or requested to do so under reasonable terms. 14. Plans and supervises purposeful assignments for teacher s aide(s) and/or volunteer(s), substitute teachers, and zero year teachers, when assigned that task. 15. Strives to maintain and improve professional competence. 16. Attends staff meetings and serves on staff committees as required. III. Terms

Arrival Time and Leaving: A. Time for all teachers shall be no later than 8:00 a.m. B. All teachers are to be in or by their rooms by 8:15 a.m. C. All teachers are to go to the door of their classroom during class breaks to help monitor the halls. D. If any student is misbehaving, please correct that student at any time or place. This is part of your job. E. Teachers are to be available for conferences with students or parents daily from 3:10 3:30. Planning periods may also be used for parent conferences

 X. Discipline: A. All teachers are asked to handle discipline problems any place or time in school. B. In order for discipline to be effective, it must be consistent. Do not make statements that you can not back up or fulfill. C. Corporal punishment is to be administered in the building principals office unless other provision has been approved. No corporal punishment shall be administered without a certified employee as a witness. D. Students must be given a choice between corporal punishment and another form of discipline. XI. Ethics: Never talk about another teacher in your class or let your students talk about them. If you have a

 XI. Ethics: Never talk about another teacher in your class or let your students talk about them. If you have a complaint or disagreement with another teacher or person in the school, including the administration, come to the office and discuss it. It is unethical and unbecoming a professional to discuss personnel problems or disagreements outside the school setting.

 XII. Fund Raising: All fund raising activities must be approved by the principal and superintendent. XIII. Hall Passes: Students should not be allowed out of the classroom without a pass indicating time left and reason, and then only on rare occasions. XIV. Leaving Room: Unless absolutely necessary, teachers should not leave the classroom during class time. However, if the situation does arise where you have to leave, notify the office and a cover will be provided.

 XIX. Workroom: A. Please do not abuse copiers. Do your fair share to keep the workroom clean. B. If you need something from the workroom, get it yourself either between classes or during your planning period. Do not send students. C. If a copy machine needs attention, please report it to the office. Do not attempt to repair if yourself. If there is a paper jam, please do not leave the task for the next person.

 XX. Grade Book Responsibilities: All teachers are expected to keep accurate and complete records of each student assigned to them in the Instructors Class Record or Grade Book in addition to Classroll.com. A. Dates must be recorded in the spaces provided. B. Grades for tests, reports, assignments, etc. should be labeled accordingly. C. Your grade book is a primary source of documentation guard it carefully. D. Teacher grade books will be kept and turned in to the principal at the close of the year.

 XXI. Plan Book Responsibilities: There is little argument that planning is essential to successful quality teaching. Daily lesson plans that are aligned with the PASS objectives will be reviewed by the principal during the evaluation process. All weekly lesson plans will be handed in by 8:15 on Monday morning. You may request the previous year s plan book at the beginning of the school year.

CORE RESPONSIBILITIES: Prepare for classes in two or more different courses of instruction. Teach classes -- which means engaging creatively, emotionally, and intellectually with one's subject and with different groups of young people, many times a week. Thoughtfully design, read, and mark paper assignments, tests, and homework. Prepare for and conduct academic conferences with students. Develop a strong and, if possible, warm working relationship with each student. Assess student achievement, track student progress, keep records. Write midterm and end-term comments for each student's parents and permanent file. Do academic research and keep up with developments in one's subject area. Work on improving teaching strategies. Update and refresh course content. Post and publish student work; put up classroom bulletin board displays. Deal with minor everyday exigencies -- e.g., send assignments for sick or absent students, or cope with missing student homework, late book arrivals, a shut bookstore, or minor technology snafus. Catch students up after absences such as illnesses, family crises, school trips, and e.d.'s for school sports or performances. Track attendance in one's classes.

ANCILLARY EXPECTATIONS: Design and lead special schoolwide projects. Check with advisees daily; connect with each advisee's parents; be liaison for advisee, teachers, and parents as needed. Attend advisees' school sports events, art performances, and other exhibitions. Chair a department, be a college counselor, or lead a major faculty committee or student activity. Chaperone some student social activities. Supervise 1-2 library study halls per week. Prepare for and attend Back-to-School Night and other parent nights as required. Help move rummage into the sale area and guide groups of students doing the same. Write recommendation letters for students. Be an active adult presence on campus and share in ad hoc disciplining of students. Spend informal time with students. Spend time with alumni - letters, calls, conversation during their campus visits. Have phone conversations with parents. Respond to deans and directors' demands. Attend monthly faculty meetings. Attend department meetings. Attend student review sessions on demand. Meet with parents, administrators, advisers, counselor, and/or skills staff when asked. Occasionally supervise a student's course of independent study or a senior project. Contribute to the summer reading list.

CORE RESPONSIBILITIES: Teach a mix of long & short class periods. Design and implement collaborative and other student-centered learning experiences in the classroom. Explicitly address issues of gender, race, ethnicity, and sexuality. Infuse multicultural topics and materials into curriculum and instruction. Infuse environmental topics and materials into curriculum and instruction. Address the different learning styles of students in general. Address the diagnosed learning disabilities of particular students. Teach students whose prior schooling consisted of miscellaneous "projects" instead of coherent curriculums of study. Teach students who read less now and who have read less in the past. Teach more students who are emotionally needy because more families are under stress and fewer parents have time for parenting. Teach students who are distracted & confused by a chaotic, media-driven culture, and who are not held to standards of ethics or civility at school or elsewhere. Use constantly changing new technologies. Deal with major technology problems -- e.g., lost files due to program failures; viruses; nonfunctioning servers; email failures; hardware malfunctions; idiosyncrasies and incompatibilities in the system; confusing or contradictory training; overworked & unavailable tech staff; machine shortages on campus. Write an annual self-assessment for division director

ANCILLARY EXPECTATIONS: Participate in extended, formalized teacher evaluation processes. Conserve paper, and guide students in paper conservation. Recycle paper, cans, plastic, and glass, and lead students in recycling them. Lead or otherwise participate in student-led days of special activities. Nurture student leadership, participation, and initiative by involving students in major aspects of decisionmaking. Attend one more faculty meeting monthly. Attend Student Court hearings on demand. Attend the 9th-grade family Saturday or chaperone a class retreat in the fall. Help newly admitted 10th-12th-grade advisees and their parents sign up for an appropriate course load. Respond to dozens of daily phone and e-mail messages and requests. Share in responsibility for increased campus security and disaster readiness. Enlist a colleague to co-chaperone every off-campus student activity. Respond to requests from parent groups. Respond to directives from increasing numbers of administrators. Respond to directives from the Board of Trustees. Serve on major task forces, on urgent focus groups, and on increasing numbers and kinds of committees. Hold an individual conference and attend a dinner with new advisees' parents. Attend regular meetings of department members from both divisions, 5-12.

 A successful preservice teacher will be punctual and will stay as long as necessary to complete the assigned tasks will follow the school division s calendar including teacher workdays and will observe the school division s schedules for inclement weather. Social and familial obligations cannot take precedence over professional commitments.

 report to school daily. Should illness occur, notify the cooperating teacher and the college supervisor immediately. It is the responsibility of the preservice teacher to get the lesson plans to the cooperating teacher in time for the lessons to be taught. The preservice teacher may be removed from the placement or have the time in the placement extended if absences are extensive.

 dress professionally. Jeans, tshirts, and athletic wear are not appropriate school attire. Clothes should be professional in style, clean, pressed, and of modest length and design. act like a professional. The events of the school day, the antics of the students, and the conversations among teachers are confidential. All pupil records, papers, and grades are confidential and should not be discussed away from school.

 set aside time to confer with the cooperating teacher and the college supervisor on a regular basis. Review the instruction to date, participate in a critical look at your developing teaching competency, and plan lessons for the future. teach the content and curriculum that is required by the school division and the school in a manner that is appropriate for the students and their grade.

 plan for effective instruction. Write comprehensive lesson plans that delineate objectives, anticipatory set, instructional goals and material to be covered, closure, independent practice, evaluation, and leave room to critique the lesson at the end of the day. plan lessons that include flexible grouping, cooperative learning, and/or differentiated instruction and use technology to enhance instruction.

 review the curriculum to be covered during the preservice teaching experience. Check out textbooks, teacher s editions, and other materials that will provide additional background material for the topics to be taught. participate fully in the school s activities. Attend parent teacher conferences, if appropriate, PTA meetings, and faculty meetings. Participate in school sponsored workshops and other inservice activities.

 observe other teachers in their classrooms. At the end of the placement, if possible, ask to observe other master teachers at work. These arrangements should be made with the cooperating teacher and the building administrator. maintain a close relationship with the college supervisor and share concerns about the placement. Notify the Director of Field Experiences before the problems grow to insurmountable proportions.

 PROFESSIONAL RESPONSIBILITIES Operate in accordance with the Charter for Teachers in SA Catholic Schools Have a commitment to uphold and contribute to the ethos of Catholic schools Have a commitment to uphold and contribute to the ethos of Blackfriars Priory School as a Catholic School in the Dominican tradition. Understand the employer s requirements and act in accordance with South Australian Commission for Catholic Schools (SACCS) and the school s policies, guidelines and procedures Complete administrative tasks accurately and on time including record keeping

 Participate in professional development activities which lead to improved student outcomes and strengthens the professionalism of the teacher Appropriately assist students who are hurt, sick or in distress Meet and teach students at designated locations and times Develop and maintain effective professional partnerships with other staff 3 Undertake supervision duties including yard duty diligently Attend staff meetings, parent teacher interviews and other cocurricular activities Accept delegated responsibilities

 2. CONTENT OF TEACHING AND LEARNING Plan a comprehensive learning program Address students varying intellectual, emotional and physical abilities in teaching practice Identify individual learning needs and styles, and plan learning experiences that enable all students to achieve success Know and understand a range of learning methodologies and technologies and their application to the classroom Demonstrate best practice in teaching and learning Apply prior learning to changes that happen from time to time in teaching and learning practice

 3. CLASSROOM MANAGEMENT AND BEHAVIOUR EDUCATION Establish positive and effective relationships with students Establish and maintain a task oriented learning environment Set and adhere to timelines for completion of work Negotiate and implement consequences if expectations are not adhered to Arrange student furniture to suite the learning activity

Work with students to create an attractive welcoming classroom environment Maintain standards of tidiness and orderliness Ensure necessary equipment and facilities are accessible, available and in readiness for planned activities Make all reasonable efforts to manage the behaviour of students effectively within the directions of the SACCS Policy for the Development of Personal Responsibility (2001) Apply behaviour management skills in line with school policy Respond appropriately to student behaviour Identify factors contributing to prolonged, repeated or severely irresponsible behaviour and seek resolutions Consistently maintain behavioural expectations Apply effective consequences and strategies to assist students who interfere with teaching and learning

 ASSESSMENT AND REPORTING OF STUDENT LEARNING Maintain accurate and comprehensive records of student progress and achievement Use a variety of assessment and reporting methods to regularly monitor learning process 4 Use assessment tasks that are purposeful and relevant to the teaching and learning program and the learning needs of students Provide students with positive feedback on performance that reinforces student achievement and focuses on improvement Provide parents and students with detailed, accurate and informative written and oral reports at appropriate times, as required by the school

 INTERACTION WITH THE SCHOOL AND BROADER COMMUNITY Demonstrate effective communication skills with students, colleagues, parents or guardians and others Work effectively as a member of a school team in a range of school activities Participate in partnerships with colleagues to reflect upon and improve teaching and learning practice in designated curriculum areas

 OCCUPATIONAL HEALTH SAFETY & WELFARE Commitment Support the development and maintenance of a best practice OH&S culture within their workplace Adhere to safe work practices Be responsible for OHS&W and maintenance in any area or classroom designated Provide appropriate OHS&W training for persons using designated areas Encourage colleagues and others on the worksite to adhere to safe work practices

 Legal and Policy Requirements Comply with all relevant policies and procedures Improve systems of work and safe practices Plans and Budgets Implement relevant actions in OH&S plans as required by their supervisor Performance and Training Participate in relevant OH&S training programmes Provide appropriate OHS&W training for persons using designated areas Include OH&S goals and responsibilities in their role descriptions and performance plans in consultation with their supervisor

 Risk Management and Hazard Control Report hazards and unsafe workplace practices associated with the workplace to their supervisor Suggest improvements or recommend changes to avoid, eliminate or minimise workplace hazards Incident Reporting and Investigation Report work related injuries and incidents in accord with the Catholic Church Safety Manual. Participate in the investigation of potential hazards, dangerous occurrences, OH&S incidents and near misses in accord with the Catholic Church Safety Manual.