team work in schools

TDA 2.6 HELP IMPROVE OWN AND TEAM PRACTICE IN SCHOOLS
3.1 Describe why team work is important in schools. Effective teamwork among the school staff is very important as it ensures the smooth running of school. It shows that the school has a common purpose; i.e. to achieve the targets and provide the support required for a great learning environment for pupils and colleagues. When working in a team in a school, problems are exposed to a greater diversity of knowledge, skill and experience and therefore a greater variety of complex issues can be tackled effectively by pooling expertise and resources. Faster output is another benefit of a good teamwork. As no person can be good at everything and working in a team provides a great opportunity for the school staff to learn from each other’s skills and talents.

Teacher teamwork is dependent on trusting, professional relationships with each other and with their supervisors. . As a result of teamwork, teachers and teaching assistants improve the ways in which they work together efficiently to meet the needs of children in their classes. Teachers working together and helping each other creates an atmosphere of teamwork that improves student performance and work morale.

An important step to develop classroom team is to recognise the role of teaching assistants which is beneficial to the effective learning of all pupils. Teaching assistants provide support to teachers, pupils, school and curriculum. They work in the school alongside teachers and pupils by providing valuable support for teaching and learning activities.
Whilst it is important to know and succeed in your own role within the school it is also beneficial to have knowledge of others roles within your team and how you all can work effectively together.
It is crucial for the team to have regular meetings to enable the staff to implement new ideas or plans, solve problems, discuss, prioritise and accomplish important tasks, which in all will benefit the pupil’s education and school experience.

TDA 2.6 HELP IMPROVE OWN AND TEAM PRACTICE IN SCHOOLS
3.1 Describe why team work is important in schools.
Characteristics of an effective team
Lack of selfishness
A sense of common purpose
Shared Responsibility
Participation
Regular and open communication
Unity
Respect and Trust

It is also important to work as part of team because this can only gain better results, you can listen to other people’s views and their ideas and also share your own ideas and experiences. Working as a team can reduce your own work load through sharing good practice, sharing worksheets, saving time preparing your own worksheets for your class. Everyone within your team will know what the target goal is and work together to achieve it. Relationships between staff within your team will get stronger and you will feel valued and this will help build your confidence and self esteem. When you work together there is consistency therefore if a member of staff is absent then other staff members can cover their role. Good communication is essential working as part of a team and team members can discuss particular children who they feel may be showing signs of problems or lack of understanding and all work together to find a way to help that child.

TDA 2.6 HELP IMPROVE OWN AND TEAM PRACTICE IN SCHOOLS
3.2 Describe the purpose and objectives of the team in which they work.

If you work with an individual child you may also work alongside others such as SENCO or external professionals, who may come into the school such as the following,
• Education welfare officer
• Physiotherapist
• Occupational therapists
• Educational psychologist
• Speech and language therapist
• Specialist teachers

Giving general support within a specific class or department.

Within a secondary school the assistant is more likely to work within a specific department or a subject that you have a particular strength in. A clear understanding of your weekly and daily activities and tasks should be available through discussions with teachers and access to plans. These plans should also inform you of the roles and learning intentions of other adults.

Within a primary school the purpose of the Teaching Assistant is to work with the class teacher and in many cases with other adults and assistants who may work together. To provide general support within the class or a specific department, as an Teaching Assistant it is important to work with the class teacher’s learning intentions. For example in the class there is another Teaching Assistant and I supported her too to plan and support the class activities, while the class teacher was preparing for meeting.
It is important for all members of staff to understand their role and how it inter-links with other members of that team. Also communicating effectively with others is another important part of working well within the team. Where the methods of communication should be clear and consistent, so that all members of the team get to voice their opinions and feel their opinions are appreciated. These opinions can be expressed in the daily meetings held for all members of staff and this gives a clear indication of how what you are doing fits into the school or team as a whole.

TDA 2.6 HELP IMPROVE OWN AND TEAM PRACTICE IN SCHOOLS
3.2 Describe the purpose and objectives of the team in which they work.
To voice their opinions and feel their opinions are appreciated. These opinions can be expressed in the daily meetings held for all members of staff and this gives a clear indication of how what you are doing fits into the school or team as a whole.
It is essential to remember that all members are equally important and that each member has their own distinctive area of expertise, which should be respected as each individual has their own opinion and knowledge to bring to the team as a whole. This will enable a good working relationship and show that you consider their opinions and expertise. As any sort of unbalance in the team can results in bad feelings or even resentment, this can quickly cause problems and unhinge the team from working towards the target objectives.
In my role I find others coming to me for advice, sometimes work or of a personal matter. By being considerate of their feelings and that member can confide in me, I also have to remain supportive within my professional role and if I do not feel that is appropriate to deal with a particular issue, then I can refer it to another team member. Also it is vital to be non-judgmental about the other members of staff from my team and to not allow my own opinions to intrude or obscure any of my decisions.

TDA 2.6 HELP IMPROVE OWN AND TEAM PRACTICE IN SCHOOLS
3.3 Describe own role and responsibilities and those of others in the team.
TEACHING ASSISTANT
This will vary from school to school but below are outlined some of the duties that you may be required to perform as a teaching assistant.
Preparing the classroom for lessons
Supervising creative activities
Giving support to pupils (individually or groups) who need to finish a particular task
Helping children to learn through play
Helping children to progress through reading (to them or by them)
Offering support and understanding to those who are upset
Setting up equipment for the teacher
Supervising sports events or outings
Various admin tasks
Skills needed to be a Teaching Assistant
The ability to get on with both adults and children
Good organisational skills
To enjoy being with, motivating and having a genuine interest in children
Good ability with basic numeracy and literacy
The role is one to be enjoyed, working alongside a teacher supporting them and the children. It is a job where you really can make a difference!
ROLE OF TEACHER
The role of a teacher in the classroom as a leader is to lead students, families, and the teacher aide to success. In order for the teacher to be effective he or she will need to maximize the time and talent of the Teacher Aide. Doing this can make a difference in the outcome of a school year.
Teachers have the responsibility to be a great leader in the classroom and to many groups of people. This begins with the students, parents, and administration, but also includes the teacher assistant. Besides teaching, organizing the classroom, and communicating well with parents and students, part of the teacher's role is to be a mentor to the teacher assistant in his or her classroom.
ROLE OF SENCO

TDA 2.6 HELP IMPROVE OWN AND TEAM PRACTICE IN SCHOOLS
3.3 Describe own role and responsibilities and those of others in the team. The SEN Coordinator (SENCO), in collaboration with the head teacher and governing body, plays a key role in determining the strategic development of the SEN policy and provision in the school in order to raise the achievement of children with SEN.
The SENCO takes day-to-day responsibility for the operation of the SEN policy and coordination of the provision made for individual children with SEN, working closely with staff, parents and carers, and other agencies. The SENCO also provides related professional guidance to colleagues with the aim of securing high quality teaching for children with SEN.
The SENCO, with the support of the head teacher and colleagues, seeks to develop effective ways of overcoming barriers to learning and sustaining effective teaching through the analysis and assessment of children’s needs, by monitoring the quality of teaching and standards of pupils’ achievements, and by setting targets for improvement. The SENCO should collaborate with curriculum coordinators so that the learning for all children is given equal priority, and available resources are used to maximum effect.
The key responsibilities of the SENCO may include:
• overseeing the day-to-day operation of the school's SEN policy
• coordinating provision for children with special educational needs
• liaising with and advising fellow teachers
• managing learning support assistants
• overseeing the records of all children with special educational needs
• liaising with parents of children with special educational needs
• contributing to the in-service training of staff
• liaising with external agencies including the LEA’s support and educational psychology services, health and social services, and voluntary bodies.