Academic literature on the topic 'Work tasks of the special educational needs coordinator'
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Journal articles on the topic "Work tasks of the special educational needs coordinator"
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Gäreskog, Petra, and Gunilla Lindqvist. "Working from a distance? A study of Special Educational Needs Coordinators in Swedish preschools." Nordic Studies in Education 40, no. 1 (January 26, 2020): 55–78. http://dx.doi.org/10.23865/nse.v40.2128.
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The purpose of this study is to increase our knowledge of the tasks, perceptions and role of special educational needs coordinators (SENCOs) in preschools. The study is part of a total population study where all SENCOs in Sweden (n = 4252) who were examined by the examination acts of the years 2001, 2007, and 2008 were sent a questionnaire. In a later phase of the procedure, responses from SENCOs who work in preschools were extracted from the 3190 responses received and reported earlier. Thus, this study consists of 523 participants. The results show that coordinators’ working hours are primarily spent on consultation. SENCOs report that they are able to influence their colleagues’ views on children’s difficulties to a high degree. Regarding SENCOs’ perceptions of why children have difficulties in preschools, a large number of SENCOs indicate that this is because preschool is poorly prepared to handle children’s differences. The outcome is discussed using theories of professions and jurisdictional control.
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Tarasenko, Galyna, and Bohdan Nesterowycz. "Tutoring as a method of creative development of a gifted child." 21st Century Pedagogy 2, no. 1 (December 1, 2018): 22–27. http://dx.doi.org/10.2478/ped21-2018-0011.
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Abstract The study includes the possibility of extending tutoring over gifted children at a younger school age. Ability is defined as a complex of innate predispositions and abilities that in favorable conditions enable the student to achieve significant successes in a certain type of activity. In this sense, the creation of educators fosters the gifting of life and educational space. The authors present an aesthetic approach to realizing the specific educational needs of a talented child who has been developing dynamically in Ukraine in recent decades. Ability is treated as a phenomenon of achieving a special level of development of mental and emotional processes, manifesting itself especially in the child’s movement, sensory, perceptual responses to the surrounding world. Tutor in the work with gifted children should be a coordinator of development of his abilities, moderator of creative situations. It must also give the child an individual development trajectory. Tutor’s task is to lead a talented child into a „field of creative achievements”, where he will have the opportunity to perceive the ideal cultural patterns of relation to the world and to carry out his own creative attempts based on personal impressions and fascinations. An algorithm for individual tutoring has been proposed, which aims to provide a child capable aesthetic and educational environment based on creative correlation with nature. Examples of how the tutor organized the linguistic creativity of a talented child during the minutes of admiring nature.
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Romanyshyna, Liudmyla, and Mykola Lukaschuk. "Training Future Pharmacists for Professional Activity in the Process of Studying the Chemical Disciplines Block in the System of College and Medical Academy." Professional Education: Methodology, Theory and Technologies, no. 11 (June 25, 2020): 270–84. http://dx.doi.org/10.31470/2415-3729-2020-11-270-284.
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The article reveals the essence of the concepts of «professional activity» and «training for professional activity» and approaches to their interpretation in modern scientific research. The general definition of «professional activity» is given; we define this notion in our study as a systematic human activity of a specialist in a particular field, who has special training, definite responsibilities and professional tasks should be performed to meet its own needs and to develop a socially significant product, or to provide high quality services. The purpose of the article is to substantiate the importance of students-pharmacists training for future professional activity during the study of the block of chemical disciplines at all stages of degree education in the system of college and medical academy. The authors` understanding of approaches in training for professional activity in the system of college and medical academy is shown; the professional activity is developed by the formation of chemical competence due to organization of chemical disciplines trainings which as much as possible model real industrial situations for a worker of pharmaceutical branch. The article presents some results of an anonymous questionnaire about organization of the chemical disciplines block distance learning in the educational platform «Moodle», they confirm the key role of a teacher in the educational process and recognize the prerogative of live communication over the virtual one. A number of measures have been identified to help to train future pharmacists for their professional activities, they include: adjusting the curriculum, adding professional topics to the curricula of chemical disciplines, adding a lot of laboratory and practical work lessons that simulate the professional activity of a pharmaceutical worker, expanding the base of tasks and situational tasks, coordination of the system of interdisciplinary relations, creation of information support didactic complex for the block of chemical disciplines training. There is emphasized the special role of information and communication technologies in the chemical disciplines block teaching while the pharmacists training for a professional activity. The directions of further researches are defined; they are directed on studying approaches to the organization and functioning of the home chemical laboratory which could be in use of talented students and its influence on a level of educational achievements in the chemical disciplines block learning, the formation of the future pharmaceutical branch workers professional identity and approaches to their choice of individual educational trajectories. The study used data from psychological and pedagogical sources and from scientific research. The comparative method of analysis is applied.
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Chernyavskaya, Anna P. "PERSONALIZATION OF TRAINING BASED ON WEB QUEST TECHNOLOGY." Yaroslavl Pedagogical Bulletin 117, no. 6 (2020): 30–39. http://dx.doi.org/10.20323/1813-145x-2020-6-117-30-39.
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The effectiveness of training is determined by many factors. Among them, more and more attention is paid to the compliance of the content of training with individual characteristics and needs of students. The thesis that a student should be the subject of their own learning finally gets a real embodiment. The article discusses aspects of a personalized approach to teaching related to changes in the teacher's activity. In the context of personalization, the educational process is designed and implemented in such a way that the student acts as a subject of educational activity. The article discusses the principles, conditions, forms and methods of work necessary for personalization. There are always two sides involved in the educational process – the teacher and the student. The student will achieve better results if the training activity is comfortable for him in terms of psychological and pedagogical conditions. The role of the teacher in these conditions changes from informational and disciplining to organizational, coordination, and consulting. In other ways, several tasks are set and implemented: (1) selecting the content and methods of teaching; (2) organizing interaction with students; (3) the teacher's perception of students' learning activities. The article discusses the requirements for the selection of educational content: training should have a personal meaning and an individualized standard; educational material should stimulate the development of reflection on students' own experience; students in the process of working with educational content should be able to formulate their own goals; educational content should be designed in such a way as to stimulate the endless process of learning among students. Special attention is paid to the construction of the training content. As one of the bases for personalization of training, the article considers the technology of designing and solving web quests. Web quest is a research activity that allows students to gain new knowledge and expand their understanding of the issue being studied. The results of using this technology in teaching master's degree students during distance learning are discussed.
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Belková, Vlasta, and Patrícia Zólyomiová. "The Attitude of University Students with Special Educational Needs to the Inclusive Environment at Their University." Acta Educationis Generalis 11, no. 1 (April 1, 2021): 1–13. http://dx.doi.org/10.2478/atd-2021-0001.
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Abstract Introduction: In order to build a quality inclusive environment (not only in education) it is not enough to have material and personal capacity. The students themselves also need to be included via quality assessment of this environment. Research focused on the attitudes of university students with special educational needs (SEN students) towards the inclusive environment quality at a specific educational institution in Slovak conditions has never been done before. Methods: The research team aimed to identify SEN students’ attitude (N=20) to the quality of inclusive university environment. To maintain anonymity, university will not be specified; as for students, only their degree of study and gender will be listed instead of their age (65% were females). An attitudinal questionnaire developed by the authors was used to identify how the respondents perceived the quality of inclusion in the respective university environment. Results: SEN students’ attitudes show the highest score in emotional components (AM=3.607; SD=0.602). Additionally, there is a statistically significant relation between their attitudes and the coordinator’s work quality. A statistically significant difference was measured between the attitudes of those SEN students who were satisfied with the work of their coordinator and those who were not (p-value 0.008). We noted a strong deviation in favour of the satisfied students. Discussion: SEN students generally perceive the inclusive environment at the faculties at which they are currently studying as positive, which can result from the fact that coordinators are appointed specifically to cater to their needs. A distance course has also been created to improve the inclusive environment for students; it helps to improve the effectiveness of communications between coordinators and students, and quickly resolve any issues related to education. Limitations: Both the size of the research sample and the fact that the survey was conducted at only a single university were limiting factors. Thus, we cannot generalize our findings to the entire university SEN student population nor to all Slovak universities. Conclusions: In the conditions of the institution in question no research of this nature has ever been done before. In order to increase the internal quality of the school environment a reflection on the inclusive environment quality from SEN students is necessary. Looking forward, we recommend carrying out a more detailed observation of the inclusive environment quality in relation to the coordinator for students with special educational needs (hereinafter SSEN coordinator), their work quality and expertise.
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Green, Jonathan. "Who's Watching the Children? Anthropology in Child Care." Practicing Anthropology 18, no. 4 (September 1, 1996): 33–36. http://dx.doi.org/10.17730/praa.18.4.n21m05u2m54t110u.
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For the past several years I have been engaged in graduate study in anthropology, with special focus on applied and especially educational anthropology. During this time economics have necessitated my employment outside academia, primarily in the field of child care and early childhood education. Since June 1994, I have worked with one child-care provider in particular: a large, public, for-profit, preschool and day-care company. I began in the Special Needs Program, but recently moved into the position of Training Coordinator. Rather than working directly with the children, I now work with the teachers who work with the children.
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Bobik, Bogumiła. "Próba ujęcia modelu pracy pedagoga w kontekście środowiska szkolnego." Kultura - Przemiany - Edukacja 8 (2020): 65–75. http://dx.doi.org/10.15584/kpe.2020.8.5.
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The article is an attempt to present the model of work of a school counselor. It reviews the approaches to the styles and concepts of school counselors work described so far in the literature. It was assumed that the model is a certain image of reality, its possible shape. In the case of the school counselors, the model refers to the process of educational interactions. It always results from the existing school situation, tasks assigned to the educational psychologist and school counselor, the needs of students, parents and teachers, and the educational environment. Six models of the pedagogue's work were distinguished and described: a tutor and social activist, therapist, creative educator, mentor of children and youth, a pragmatist and coordinator of educational work at school, and an interventionist pedagogue. The presented models of work may constitute a proposal for effective planning of activities undertaken as part of psychological and pedagogical support.
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Myronova, Svitlana. "Preparing would-be specialists to work with families of children with special educational needs." International Journal of Pedagogy, Innovation and New Technologies 4, no. 1 (June 30, 2017): 52–57. http://dx.doi.org/10.5604/01.3001.0010.4984.
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Collaboration with families raising a child with special educational needs, is part of the professional activities of special needs teacher and one of the conditions of its efficiency as a whole. The partnership of teachers and families provides effective psycho-pedagogical support of development of the pupils. Accordingly, experts of special and inclusive institutions shall be professionally competent in matters of such interaction. The study revealed certain gaps in the training of students to work with parents, the insufficiency of their practical readiness to work in partnership. Formation of readiness of future special needs teachers to work with families should be implemented in stages throughout the training period. Preparation tasks should gradually become more complex: from development of initial ideas about family education to master the creative experience in working with families. The implement of the underlying interdisciplinary linkages between disciplines of different cycles, practice of students, their independent and research work should be carried out. The technique of formation of readiness of future specialists to work with families of children with special educational needs requires significant changes as well. Development of modern content, methods of complete continuous training of future special needs teachers to work with families of students is the prospect of further scientific studies.
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Hordienko, Tetyana, Larysa Dubrovska, and Valery Dubrovsky. "Forms and methods of inclusive work in mathematics lessons in primary school." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2021, no. 2 (135) (June 24, 2021): 68–74. http://dx.doi.org/10.24195/2617-6688-2021-2-9.
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The article clarifies the content of the concepts "person with special educational needs", describes the features of the organization of education in an inclusive classroom in mathematics lessons; identified special educational needs of primary school children with disabilities on the basis of a secondary school, explored effective ways of inclusive work in mathematics lessons in modern primary school. Innovative technologies of multilevel support of participants of educational process are offered: technology of adaptation of the child to a new educational level; teacher support technology; technology to help the child in the learning process; family interaction technology; technology of personality education. The following methods of inclusive learning in mathematics lessons in primary school are described: supportive learning, parallel learning, alternative learning, learning in small groups, alternate learning, team learning. Innovative technologies are considered, which realize the complex multilevel character of support of participants of pedagogical process and by means of which support of participants of educational process at lessons of mathematics is carried out: technology of adaptation of the child to new educational level; teacher support technology; technology to help the child in the learning process; family interaction technology; technology of personality education. The aspects that belong to the category of methodological and educational requirements and which must be performed by the teacher in mathematics lessons in an inclusive classroom are indicated: the topic of the lesson should correspond to long-term planning; pedagogical communication should have clearly defined goals, adaptation of the structure of the mathematics lesson. Options for solving the problem of planning a math lesson and creating a lesson outline in an inclusive classroom, focusing on children with special educational needs. Planning a math lesson in an inclusive classroom should include both general education tasks to meet the educational needs within the state standard and correctional and developmental tasks.
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Resnik Planinc, Tatjana, and Karmen Kolnik. "Working With Students With Special Educational Needs: Views and Experiences of Geography Teachers." Dela, no. 46 (December 31, 2016): 89–122. http://dx.doi.org/10.4312/dela.46.89-122.
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In recent times characterised by rapid changes in knowledge, technology and also in values systems, children and adolescents with special educational needs have taken on a different place and role in the world compared to the past. Along with these changes, when it comes to people with special educational needs the ideas of integration, normalisation and, more recently, of inclusion have emerged and borne fruit. Through a qualitative pilot study we aimed to determine how geography teachers who teach in primary and secondary schools in Slovenia evaluate their own ability to work with students with special educational needs and garner their previous experience doing so. Geography teachers are aware of the importance of their tasks and accept them with full responsibility although they are critical about their own competencies. Among the main shortcomings of the current work in the inclusive school teachers mention an excessive number of pupils with special needs since the involvement of more than two pupils with different special needs can have a significant impact on their ability to achieve high quality teaching standards.
Dissertations / Theses on the topic "Work tasks of the special educational needs coordinator"
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Holmefur, Ida, and Maria Svansdóttir-Sundberg. "Specialpedagogens arbetsuppgifter : En enkätstudie med 78 examinerade specialpedagoger." Thesis, Luleå tekniska universitet, Institutionen för hälsa, lärande och teknik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-85979.
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Studien tar avstamp i de livliga diskussioner om specialpedagogens roll, uppdrag och arbetsuppgifter som förekommer i bland annat pedagogisk litteratur, tidskrifter och digitala forum. Syftet med studien är att belysa vilka arbetsuppgifter en specialpedagog, verksam inom förskola, grundskola och gymnasieskola i Sverige, bör utföra. Studien har en kvantitativ ansats och data samlades in med hjälp av anonyma digitala enkäter som besvarades av examinerade specialpedagoger. Resultatet visar att specialpedagoger är eniga om att en mångfald av arbetsuppgifter bör ingå i uppdraget. Resultatet visar också att specialpedagoger blir ombedda att utföra många arbetsuppgifter som de inte anser borde ingå i deras uppdrag. Av studien framgår att specialpedagoger önskar en tydligare rolldefinition och de lyfter rektors betydelse för detta. Studien kan utgöra ett bidrag till debatten om rollen och bidra till att klargöra behovet av tydliggjorda roller samt i förlängningen leda till ökad samsyn kring rollerna i skolan.The study is based on the lively discussions about the special educational needs coordinator's role, assignments and tasks that occur in educational literature, journals and digital forums among others. The purpose is to shed light on which tasks a special educational needs coordinator, active in preschool, primary school and upper secondary school in Sweden, should perform. The study has a quantitative approach and data was collected using anonymous digital surveys. The respondents were graduated special educational needs coordinators. The result shows that special educational needs coordinators agree that a variety of tasks should be included in the assignment. The result also shows that they are asked to perform many tasks that they do not consider should be included in the assignment. The study shows that the special educational needs coordinators want a clearer role definition and they emphasize the importance of the principal in this. The study can constitute a contribution to the debate about the role, help to elucidate the need for clarified roles and in the long run lead to increased consensus about roles in school.
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Patel, Angela. "Specialpedagogen i skolutveckling : uppfattningar om specialpedagogens uppdrag inom pedagogiskt arbete." Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-22139.
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School improvement research indicates that learning outcomes and pupils’ attainment can be raised if quality of teaching is improved (Barber & Mourshed, 2007). The research questions arose through reflections regarding how the special needs competence could be utilised better and in what way this could contribute to change and to development of the school and the learning environment. The aim of the study was to provide knowledge regarding the SENCO’s profession. The focus of the study was to make visible the perceptions that the school staff from six local authority compulsory schools within one municipality had regarding the SENCO’s duties and which fields they believed the SENCO should work with. Three research questions were formulated based on the aim of the study. These were 1) which perceptions exist regarding the SENCO’s duties, 2) which fields do the school staff believe the SENCO should work with and 3) which opportunities for development exist based on the fields that were identified. The study was conducted using a quantitative methodological approach whereby a digital Google questionnaire was distributed via e-mail to the six schools that participated in the study. The theoretical framing consists of the deficit perspective and the alternative perspective (Nilholm, 2005; 2007) in addition to selected concepts within system theory (Öquist, 2018; Ahrenfelt, 2013). The results show that all school staff advocate an extensive role for the SENCO encompassing the entire learning environment. All school staff advocate SENCO’s working with tasks regarded as typical for the occupational role such as pupils in need of support. The majority of the school staff were also in favour of the SENCO conducting pedagogical work and pedagogical leadership in conjunction with this. Regarding the pedagogical leadership the research showed that the school staff first and foremost believe that the SENCO should take on a pedagogical leadership in conjunction with pedagogical work on individual level and on classroom level not a leadership on organisational level. Great development opportunities exist for the SENCO within the occupational role and within duties connected to school development. The results can contribute to further development of the profession, to developing the SENCO’s duties and to better understand how the special needs competence can be utilised in conjunction with school development.I skolförbättringsforskning har det bekräftats att det effektivaste sättet att förbättra elevresultat och höja elevers måluppfyllelse är att förbättra kvaliteten på undervisningen (Barber & Mourshed, 2007). Reflektioner kring hur den specialpedagogiska kompetensen bättre skulle kunna tas tillvara och på vilket sätt detta skulle kunna bidra till förändring och utveckling inom skolan och i skolans lärmiljö föranledde studiens frågeställning. Studiens övergripande syfte var att tillföra kunskap om specialpedagogens profession. Fokus i studien riktades mot att synliggöra vilka uppfattningar skolpersonalen, på sex grundskolor inom en kommun, har om specialpedagogens uppdrag och vilka arbetsområden de anser att specialpedagogen ska arbeta med. Tre frågeställningar formulerades utifrån studiens syfte vilka handlade om 1) vilka uppfattningar som finns om specialpedagogens uppdrag, 2) vilka arbetsområden skolpersonalen anser att specialpedagogen ska arbeta med och 3) vilka utvecklingsmöjligheter som finns utifrån identifierade arbetsområden. Studien genomfördes med kvantitativ metod i form av en digital Google-enkät som distribuerades via e-mail till de sex grundskolorna. De teoretiska utgångspunkterna bestod av specialpedagogiska perspektiv (Nilholm, 2005; 2007) och utvalda delar av systemteori (Öquist, 2018; Ahrenfelt, 2013). Resultaten visade att samtlig skolpersonal förespråkade ett brett uppdrag för specialpedagogen som är kopplat till lärmiljön i stort. Samtlig skolpersonal var positivt inställda till att specialpedagogen ska arbeta med arbetsuppgifter som kan anses vara typiska för professionen, som till exempel elevstöd, och det framkom även att majoriteten av skolpersonalen var positivt inställda till att specialpedagogen ska arbeta med pedagogiskt arbete och pedagogiskt ledarskap kopplat till detta. Gällande det pedagogiska ledarskapet visade studien att skolpersonalen först och främst tänker att specialpedagogen ska inta ett pedagogiskt ledarskap i samband med det pedagogiska arbetet på individ- och gruppnivå, inte ett bredare ledarskap på organisationsnivå. Det finns goda utvecklingsmöjligheter inom specialpedagogens profession liksom för specialpedagogens uppdrag inom skolutveckling. Om den specialpedagogiska kompetensen tas tillvara i samband med det pedagogiska arbetet och utveckling av undervisningen kan specialpedagogen arbeta för att skapa tillgängliga lärmiljöer för alla elever vilket i sin tur kan bidra till skolutveckling. Studiens resultat kan bidra till att utveckla professionen, till att utveckla specialpedagogens uppdrag och till att förstå hur den specialpedagogiska kompetensen kan användas i samband med skolutveckling.
Book chapters on the topic "Work tasks of the special educational needs coordinator"
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Oliynyk, Roksolyana. "Psychological, Pedagogical and Social Aspects of the Inclusive Environment in the Preschool Education Institutions Organization." In Trends and Prospects of the Education System and Educators’ Professional Training Development, 363–76. LUMEN Publishing House, 2021. http://dx.doi.org/10.18662/978-1-910129-28-9.ch022.
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The article highlights the theoretical and practical analysis of the necessity to create an inclusive educational environment and to enhance the professional competence of all participants in the educational process, including educators, teaching assistants of preschool education institutions, which will allow to implement all the education principles, upbringing and development of children with special educational needs. The paper shows that the main task of inclusion is to respond to a wide range of educational needs in pre-school institutions and beyond. There are characterized the inclusive education basic principles and tasks, that include theoretical analysis, practical and research approaches. The authors also point out the problem of teachers’ professional training to work with children with special educational needs, define the advantages and disadvantages of work, pay attention to the need to develop the professional skills and abilities that are necessary in working with such children.
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Bachke, Carl Christian. "Når uvitenhetens posisjon er fruktbar. Min vei til dosent i spesial- og veiledningspedagogikk." In Å satse på dosenter, 139–57. Cappelen Damm Akademisk/NOASP, 2020. http://dx.doi.org/10.23865/noasp.109.ch7.
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It took 33 years of professional experience before the author attained docent status. His experiences are related to his various employment positions: research assistant, teacher at a school for children with special needs, educational supervisor in South Sudan, school counsellor, curriculum developer and founder of a social network related to counselling, assistant professor, associated professor and coordinator of a bachelor program in social education. At the outset of most of these positions, he had a strong feeling of incompetence and that he lacked the requisite knowledge. This chapter describes how such challenging beginnings have been transformed into fertile experiences of flow. The essence of his application for promotion to docent is also presented. The conclusion relates to the author’s vision for his work as a docent.
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Mykhailov, Viktor. "PEDAGOGICAL CONCEPT OF THE CIVIL SECURITY SPECIALISTS’ ADVANCED TRAINING." In European vector of development of the modern scientific researches. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-077-3-14.
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In legal documents of the Ministry of Education and Science of Ukraine, there is emphasized the need to find ways to improve the level of professional knowledge, skills, abilities and new forms of training in educational establishments, which, in its turn, necessitates the transformation of training strategy. The need to respond to dangerous natural, human-made, anthropogenic, epidemiological and social factors requires highly qualified professionals ready to work in extreme conditions. Therefore, the importance of filling existing gaps in the theory and practice of vocational education determines the need for conceptual justification, development and testing of an improved pedagogical system of civil security professionals’ advanced training. The paper considers the theoretical foundations of the organization of advanced training of specialists in civil security, summarizes the main problems of professional development within the institutions and educational establishments. The content and features of their professional training in order to ensure the safety of people in emergencies is analyzed as well. It is found out that the readiness of civil security specialists to carry out their professional activities is an individual feature that includes professional motives, a set of special knowledge, skills and abilities of civil security professionals, which in integration ensure their ability to perform professional tasks and provide their further professional development. The author outlines the conceptual provisions for improving the advanced training of civil security professionals in institutions and educational establishments for the formation of positive motives for educational activities, the appropriate level of professional competence and approaching the ultimate goals of education. The content of the concept of specialists in civil security advanced training is determined (relevant methodological approaches, didactic principles, goals, objectives, pedagogical conditions are outlined as well). The purpose of forming the concept of advanced training of civil security specialists in postgraduate education should be directed towards the individual needs for personal and professional growth, as well as to meet the needs of the state in highly qualified and professional specialists capable of responsible performing of the job functions related to solving problems in order to ensure the safety of life and activities of people. The proposed conceptual framework helps identify the main components of the advanced training system for civil security professionals, resolving a number of contradictions, the main of which is the contradiction between the public demand for highly qualified professionals prepared for the challenges of modern society and the current training system which at present does not fully meet these requirements.
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"EXAMPLES OF TARGETS FOR THE SCHOOL PERSONNEL Input Targets • The proportion of the budget spent on teaching staff salaries will not exceed X per cent. • The proportion of the budget spent on support staff salaries will not exceed X per cent. • The proportion of the teaching staff budget spent on supply teaching will not exceed X per cent. • The average contact time for full-time teaching staff will be . . . per cent. Contact time will be no higher than . . . per cent and no lower than . . . per cent. • The extra non-contact time given to teachers with extra responsibilities will be . . . per cent (according to the responsibility). • The contact time for senior staff (head and deputy) will be no less than . . . per cent. Senior staff will be available to cover for absent colleagues, and will spend no less than . . . per cent, and no more than . . . per cent of school-time on management/ administrative tasks. • The overall teacher–pupil ratio will be no greater than . . . and no less than. . . . • A policy for staff development will ensure that all staff who wish to will be able to leave the school better qualified in experience and/or formal qualifications than when they arrived. • A sum proportionate to X per cent of the staffing budget will be put aside each year to support staff wanting to pursue further qualifications. • The administrator hours per pupil per annum will be not less than X and not more than Y. • The governing body will ensure that the headteacher is provided with the support necessary to enable her/him to meet the National Standards for Headteachers. • The governing body will ensure that subject leaders are provided with the support necessary to enable them to meet the National Standards for Subject Leaders. • The governing body will ensure that the Special Needs Coordinator is provided with the support necessary to enable her/him to meet the National Standards for Special Educational Needs Coordinator." In Targets for Tomorrow's Schools, 79. Routledge, 2002. http://dx.doi.org/10.4324/9780203025277-25.
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