roles, tasks and routines

In the context of Great Learning, roles, tasks and routines represent individual and group responsibilities, expectations and practises within the various layers of an institution. The essential component of any roles, tasks and routines within a school is that they are clearly defined. This helps to ensure that all members of the community understand what is expected of them as well as what they can expect from others.

 

However if roles, tasks and routines are not defined, the standardisation of a school’s guiding principles becomes blurred and is left to individual interpretation.  For example, students moving from class to class may face completely different approaches to learning or different responses to the same action. Furthermore, when roles are unclear, individuals are unsure who and where they can seek help.

Routine (Named Cups)

Routine (Named Cups)

Roles

Roles

"striving for EXCELLENCE by ENGAGING minds, EXCITING learners, acting ETHICALLY and showing EMPATHY"

© 2014 by Ian Piper and Adam Sawyer.  All rights reserved.

Proudly created with the staff of Danube International School Vienna and with feedback from the international school community

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Our goal in publishing our GL model is to influence the discussion regarding what is a good school to the core idea of learning.  We give permission for individuals and educational institutions to use the information found on this website for non-commerical research and educational use only, provided that the source is and authors are clearly cited.  We do not give permission for the ideas and content created on this website to be used for commercial purposes.