Background of the Study

A Guide for Teachers and School Leaders in Government Schools has been developed to

assist teachers by clarifying their duties and responsibilities and the way in which they work with

teaching colleagues. The guide aims to help teachers meet the needs of students, work with

parents or caregivers and other staff, and work with the public. It also provides clear statements

of expectations of responsible and committed teachers in a Government school.

Teachers are committed to support the achievement of student outcomes and recognize

the quality of teacher practice is central to school performance and the achievement of those

outcomes. Teachers in Government schools have a responsibility to create a learning

environment which ensures that their students acquire the knowledge and skills they need to

become effective learners and responsible citizens who contribute to the society.

The role of teachers is to improve the skill, knowledge and performance of the teaching

workforce in a school or group of schools and to improve the curriculum program of a school.

Typically, leading teachers are responsible for coordinating a number of staff to achieve

improvements in teaching and learning which may involve the coordination and professional

support of colleagues through modeling, collaborating and coaching and using processes that

develop knowledge, practice and professional engagement in others.

Teachers are expected to lead and manage a significant area or function within the school

with a high degree of independence to ensure the effective development, provision and

evaluation of the school’s education program. And also they are expected to make a significant

contribution to policy development relating to teaching and learning in the school and has a

direct impact and influence on the achievement of the school goal.

Objectives of the Study

1. What are the roles of teachers?

2. How will teachers be able to maintain a good learning environment?

3. How will the teachers motivate the learners?

Review of Related Literature

The teacher uses four strategies to shape teaching and learning in an effective, differentiated

classroom (Tomlinson, 1995a): (1) “Instruction is concept focused and principle driven.” All students

come to understand the key principles. Such instruction enables struggling learners to grasp and use

powerful ideas and at the same time, encourages advanced learners to expand their understanding and

application of the key concepts and principles. This type of instruction stresses understanding rather than

retention of fragmented bits of information. (2) “On-going assessment of student readiness and growth are

built into the curriculum.” Teachers do not assume that all students need the same segment of study, but

continuously assess student interest and provide assistance when needed. (3) “Flexible grouping is

consistently used.” It encourages students to work in many patterns, whether in-groups or individually, or

as one large group. (4) “Students are active explorers,” and “teachers guide the exploration.” (p. 1) In the

differentiated classroom the teacher works as a guide or facilitator of learning. Students learn to be

responsible for their work and develop ownership of their learning (p. 1). The students’ learning contract

is one of many strategies that offers the foundation necessary for the learners to assume the responsibility

for their individual learning journey.

https://vtechworks.lib.vt.edu/bitstream/handle/10919/27353/Chapter2.pdf?sequence=1
 Aside from rethinking their primary responsibility as directors of student
learning, teachers are also taking on other roles in schools and in their profession.
They are working with colleagues, family members, politicians, academics,
community members, employers, and others to set clear and obtainable standards for
the knowledge, skills, and values we should expect America's children to acquire.
They are participating in day-to-day decision making in schools, working side-by-side
to set priorities, and dealing with organizational problems that affect their students'
learning.

Many teachers also spend time researching various questions of educational

effectiveness that expand the understanding of the dynamics of learning. And more
teachers are spending time mentoring new members of their profession, making sure
that education school graduates are truly ready for the complex challenges of today's
classrooms.

Reinventing the role of teachers inside and outside the classroom can result in
significantly better schools and better-educated students. But though the roots of such
improvement are taking hold in today's schools, they need continued nurturing to
grow and truly transform America's learning landscape. The rest of us -- politicians
and parents, superintendents and school board members, employers and education
school faculty -- must also be willing to rethink our roles in education to give teachers
the support, freedom, and trust they need to do the essential job of educating our
children.

https://www.edutopia.org/redefining-role-teacher
METHODOLOGY