School Committee of Relations - Assignment Example

School Committee Relations School Committee Relations Introduction Should there be a school committee? School Committee is the driving force behind the operations and administrative roles of any success-oriented schools. Special-Education Schools face daunting challenges that need to be address by an elaborative school committee framework that incorporates every stakeholder. Inadequacy of funds, advisory roles and staffing have been spearheaded by School Committees. In conjunction with Director and administration, the School Committee design and implement Individualized Education Program (IEP). IEP incorporates yearly goals designed from the students information. Such information captured include, needs, strengths and current student performance level. In doing so, student can achieve chronological grade-level academic performance. Body As a Special Ed Director, what are my responsibilities to the school committee? Implementation of Policies The Director help in the implementation of the policies outlined by the School Committee. He should ensure that he reviews and reports to the school committee about the progress and relevancy of the policies formulated. The director should ensure teamwork amongst the staff and report to the committee about the knowledgeability of personnel. This role makes him very significant in the administration and operations of Special Needs Education (SPED). Evaluate the Relevancy of IEP The director is required to review the content of the intended Individualized Education Program design. He does this with respect to the analysis of expectation on what a student learn and how student demonstrates skills and knowledge of IEPs content. He should interrogate the bottlenecks and pros of the IEP while cross-checking with expectations laid. The current levels of IEP performance section drives such analysis. The director reports to the committee on the findings of the workability of the designed IEP and his recommendations for change during deliberations. The recommendation should be in line with the general curriculum informed by most IEP impactful areas amongst the students performance. Promote Teamwork The Director should enhance teamwork of the committee. Teamwork is essential for the success of schools as every stakeholder works to achieve the objective. The Director should, therefore, ensure the school and committee work closely and harmoniously by creating a conducive consultative environment where decision-making process is all-inclusive. How might I best meet those responsibilities? The Director achieves his roles to committee through harmonious collaboration with committee members. He should work closely with the committee and feel free to consult with the members on policies formulated. He should ensure a working teamwork within the school with higher levels of roles delegation amongst personnel. Besides, he should clearly outline policy statement of the school and empower employees to adhere to policy statement. The Director needs to attend the Richmond Special Education Advisory Committee (RSEAC) meetings to acquire necessary skills required in management. RSEAC provides avenues to identify the needs of Special Education Students and thus the Director will be able to identify challenges and report to the committee for policy formulation. What are the responsibilities of the Committee to me as a SPED director in a low-income community? Financing the Special Education Schools The school committee has a role to play in financing the Special Education Schools. This financing role is through continuous review and subsequent approval of the school budget for education in the district. Such a role should be in line with the process and timelines designed by the superintendent. In doing so, the school committee strikes a balance between the scarce resources and needs to be satisfied. Provision of such financing services in schools help in proper distribution of available funds to projects of interest that culminates into harmonious operations of schools. Formulation of policies School Committee also assist in the formulation of policies that drive the Special Education Schools. Special Educational policies goals are periodically reviewed by the Committee based on ever changing trends to keep pace with contemporary issues (Graves, Graves, & Crabtree, 2014, p. 154). In collaboration with the Director, the school committee ensures consistency about the law. The Committee uphold objectives and standard designed by Board of Education when reviewing and altering the goals and implementation of policies (Graves, Graves, & Crabtree, 2014, p. 111). Collective Bargaining School committees are also helpful in the management of Special Education school based on their increased collective bargaining power. The Committee works in hand with the Director in staffing of the respective schools. The Committee is instrumental in collective bargaining as an employer of school staff. The Committee, together with the Director designate a team to negotiate and seek pieces of advice from the superintendent on the strings attached to such bargaining positions. Advocacy The Committee extends an Advocacy role for students and school in general. This advocacy role help voices the position of the Director to federal and state officials. This role has led to benefits amongst the Special Education Schools as they have collaborated with other committees to air their grievances (Hörner, 2007, p. 186). Members of congress and legislators understand salient issues and challenges of special education sector and hence design laws tailored to Special Education Schools wellbeing. Staffing School committees are responsible in ensuring higher quality staffs within the Special Education Schools. They pursue this through employing teachers and special education teachers as well as support staff have required knowledge endowment about curriculum. Review and evaluation should be conducted to ensure teachers remain relevant with the current used to implement standards. The committee ensures existence of evidence-based specially designed support services and instructions. They also ensure that the staff is prepared and qualified to help special needs student understand IEP. Design IEP goals and services The Committee is responsible for designing objectives that make the students IEP be line with the education curriculum (Hörner, 2007, p. 107). IEP should be designed to help monitor students ‘progress with an aid to achieving the goals set by the Committee. The committee members must align the IEPs goals and services to learning standards of state and instructions of school-based curriculum. The committee determines the classroom objectives with respect to students grades based on knowledge and skills required (Hörner, 2007, p. 99). Besides, CSE determines the mechanism use by students to access and showcase the gained skills. Identifying IEP classroom and curriculum expectations enable CSE to kind of accommodation and modification required. In addition, such information help evaluates student adaptation needed by Special Needs Students throughout the student learning progress. In this regard, School District Representatives should be knowledgeable on general education curriculum. CES achieves this goal by including students generation education teachers in their meetings as teachers do understand Special Needs student requirements better. How can I help maximize School Committee performance? The Director should evaluate the needs of students based on their performance and report to the committee the necessary facilities required to facilitate learning. He should frequently consult with committee members and reporting challenges noted early enough for formulation of counteractive policies. He should also recommend to the committee the best policies included in the curriculum that boost student performance. Conclusion In conclusion, assuming the roles and impacts school committee renders both in the community and the school itself a blow to the success of any Special Education School. The committee and Director collaborative relationship is beneficial to increase the performance of Special Education Schools (Hörner, 2007, p. 112). The Director of Special Education School must recognize and appreciate the input attached to the school committee within their jurisdictional areas. In order to design a sound school committee, a common vision, purpose, courage and ability should be outlined and shared amongst every stakeholder. Reference Boston (Mass.). (1800). Documents of the School committee of the city of Boston. Boston. Graves, J. C., Graves, C., & Crabtree, R. K. (2014). Parents have the power to make special education work: An insider guide. Hörner, W. (2007). The Education systems of Europe. Dordrecht: Springer. Read More