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What additional responsibilities does a teacher have?Presentation
Session plan
Role in the school community: silent debate
Role in wider community: think, pair, share
Social media: presentation, discussion
Teachers’ role in the school community
Categorise your ideas
Four additional responsibilities that teachers may have in a school:
Form Tutor (usually only fully qualified teachers, though trainees may support) Contacting parents Designing programmes of study for other teachers Running extra curricular activities for students
Work out what this responsibility might include. Consider:- Demands this would make on your time- How it could benefit students if done well.
How could a good form tutor help your students?
What demands could this make on your time?
What responsibilities would you have?
Form Tutor
How could a good relationship with parents help your students?
What demands could this make on your time?
What responsibilities would you have?
Contacting parents
How could good programmes of study help your students?
What demands could this make on your time?
What responsibilities would you have?
Designing programmes of study for other teachers
How could good extra curricular activities help students?
What demands could this make on your time?
What responsibilities would you have?
Running extra curricular activities.
Setting Goals
- Consider how you will implement these additional responsibilities through the year.
- Set yourself a goal for the 1st month, 1st term and the year that will be an additional responsibility.
- Think about both the input and output of those responsibilities.
Responsibilities in the wider community
Is this fair?
Discussion
"Teachers seem to be set a different set of standards than other members of society."
Do you agree? Discuss.
Social media…..get your phones out!
GOOGLE PICS OF YOUR TRAINEES
POST THEM HERE.
If I can find them, so can your pupils.
Now get your phones out and change your settings to private.
Statutory guidance
From the National Union for Teachers
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Our first cohort of 21 PhD researchers entered classrooms across London in September 2014
This September, our second cohort of 80 participants began the programme, recruited from 600+ applications
We now work with 10 SCITT providers, delivering the programme across seven regions of England
Up to 960 pupils taking part in ‘exam booster’ and ‘university access’ activities led by participants
Use of images and text: illustrations
Point 1
Our first cohort of 21 PhD researchers entered classrooms across London in September 2014
This September, our second cohort of 80 participants began the programme, recruited from 600+ applications
We now work with 10 SCITT providers, delivering the programme across seven regions of England
Up to 960 pupils taking part in ‘exam booster’ and ‘university access’ activities led by participants
Use of images and text: illustrations
Heading
Bullet 1
Bullet 2
Bullet 3
Use primary colour to highlight points in text, infrequently
Heading
Point 1 Point 2 Point 3
Information:
Information:
Heading
Point 1 Point 2 Point 3
Information:
Information:
Heading
Information:
Information:
Point 1 Point 2 Point 3
Heading
Bullet point 1
Bullet point 2
Bullet point 3
Bullet point 4
Point 1
Our first cohort of 21 PhD researchers entered classrooms across London in September 2014
This September, our second cohort of 80 participants began the programme, recruited from 600+ applications
We now work with 10 SCITT providers, delivering the programme across seven regions of England
Up to 960 pupils taking part in ‘exam booster’ and ‘university access’ activities led by participants
Use of images and text: illustrations
Point 1
Our first cohort of 21 PhD researchers entered classrooms across London in September 2014
This September, our second cohort of 80 participants began the programme, recruited from 600+ applications
We now work with 10 SCITT providers, delivering the programme across seven regions of England
Up to 960 pupils taking part in ‘exam booster’ and ‘university access’ activities led by participants
Use of images and text: illustrations
Heading
Bullet 1
Bullet 2
Bullet 3
Use primary colour to highlight points in text, infrequently
Heading
Point 1 Point 2 Point 3
Information:
Information:
Heading
Point 1 Point 2 Point 3
Information:
Information:
Heading
Point 1 Point 2 Point 3
Information:
Information:
Heading
Bullet point 1
Bullet point 2
Bullet point 3
Bullet point 4
Point 1
Our first cohort of 21 PhD researchers entered classrooms across London in September 2014
This September, our second cohort of 80 participants began the programme, recruited from 600+ applications
We now work with 10 SCITT providers, delivering the programme across seven regions of England
Up to 960 pupils taking part in ‘exam booster’ and ‘university access’ activities led by participants
Use of images and text: illustrations
Point 1
Our first cohort of 21 PhD researchers entered classrooms across London in September 2014
This September, our second cohort of 80 participants began the programme, recruited from 600+ applications
We now work with 10 SCITT providers, delivering the programme across seven regions of England
Up to 960 pupils taking part in ‘exam booster’ and ‘university access’ activities led by participants
Use of images and text: illustrations
Questions
Questions
Questions
