Roles, Responsibilities, and Boundaries as a Teacher

Part 1 Part A (1 & 2) Roles, responsibilities and boundaries As a Training Consultant (TC) and teacher my main office and responsibilities argon to educate and deliver effective training and impart my learnings and fellowship in my specialist ara which is Childc atomic number 18. This is needed to nourish the pupil either direct or indirectly and to maintain an inclusive, fair/just and motivating learning surround. I understand that as a teacher I am primarily responsible for the health and safety in like manner the moral and physical welf ar of my disciples/ scholars.I am as well responsible for teaching students with Special Educational Needs. I rear Training to Learners inwardly their workplace which sess be either in a nursery, a school, Residential Cargon impersonateting/Childrens home or any setting that looks after and educates children. The qualifications I deliver be Certificate (level 2), Diploma (level 3) Childrens and Young Peoples workforce alongside in operation(p) skills Maths. English and ICT at levels 1 and 2, and involution Rights and Responsibilities (ERR).This I deliver both in the workplace and in the classroom. I am employed in a full teaching role. I am required to perform altogether(prenominal) aspects of the teaching and learning cycle as outlined in the Preparing to Teach in the Lifelong Learning Sector0 As the teacher I am responsible for following company policies and procedures and for attending promotional events, for example A Career day at topical anesthetic school . This would be to show our potential students the bring in of taking up training with our company.Whilst attending these kind of events I go forth need to tolerate an up to date and sound k nowadaysledge of my specialist subject and at all times follow the Institute for Learning (IFL) code of professional practice as this may be my first contact with potential learners/students. When delivering the Qualifications I use the teaching and le arning cycle which is do up of the following five sections identifying needs, think training, facilitating learning, assessment, quality assurance and evaluation. This would also service me to judge the abilities of my students and would be helpful for my own self evaluation. 1.Identifying needs this will start with the initial establishment to face contact with potential learners/students which is considered the most crucial as this will create the very first steps of building a bond with the learner/student. This will be a major step in understanding their needs and recognising their potential. Each learner is different due to different previous experiences. To identify their educational background and level I would form a discussion on what previous knowledge they already moderate and would facilitate communication in much(prenominal) a way that all learners are encouraged to participate in the discussion.Whilst the process of identifying needs is taking place, at that pl ace are some boundaries that may dissemble the process. The lack of instruction regarding learners requirements can make the process of assessment very difficult because I do not know the background knowledge of the student before starting an initial assessment and this can direct negative effects on the process of assessment. Students/ learners may be mature student. Therefore in that location may be funding constraints. Nursery managers have to adhere to Ofsteds ratio requirements so staffing arrangement can be stretched having an affect on picture lengths and times.There are many boundaries to teaching. Liaising with another(prenominal) professionals. When liaising with other professionals I will need to remain professional at all times. I frequently liaise with other teachers within our plaque this will embarrass one of our functional skills teachers. She knows her specialist subject well. When needing expert advice on delivery or assessments relating to functional skill s I would contend her. This is to ensure that I have to correct information to pass on to my learner, so I do not put them at a disadvantage.I have to deal with eternal professionals such(prenominal) as Learning Links this is a agency that deals with young adults who have had a difficultly finding a job for variius reasons such as acholoca, drug abuse. Part B Legislation and Codes of Practice The legislation that impacts my teaching are the Health and Safety at Work modus operandi 1974 this Act bears a frame work for all employers and employees outlining their roles and responsibilities to ensure everyones safety. Equality Act 2010 is a discrimination law that protects people from unfair treatment and creates a fairer and to a greater extent equal society.Data Protection Act 1998 is a law to protect peoples personal information. It is important that I demonstrate that my standards of teaching constantly meet or run all Approved Codes of Practice (ACOP) set out by my employers o r other professional bodies if compliance is ever called into question. The codes of practice I follow are Institute for learning (IFL) mentioned above and Early Years and Childcare code of practice. A professional code for child carers, providing advice for professionals carrying out their duties and responsibilities within their working role.Firstly, in accordance with Professional practice, members should ensure that no action that they take will be detrimental to the Childs welfare, safety or will hinder the child nurture. Secondly, members should prepare to maintain the highest affirmable standards of performance, to aim to improve their knowledge, skills and competencies by taking advantage of training. 3As Institute of learning (IFL) points out specific behaviour expected from the member for the benefit of learners, employers, the profession and the wider community. They are as follows Integrity, Respect, Care, Practice, Disclosure and Responsibility.This is what all membe rs should adhere to, to ensure that goodness quality teaching is carried out. Thirdly, members should constantly evaluate and reappraise their own methods, policies and practices and storage area up to date with current developments in light of changing needs and circumstances. Lastly, member should be aware of the need for confidentiality within their professional practice. Part C Equality, Diversity and Ways to Promote Inclusion The Department for education and skills have a handout called The learning Journey this is a vital tool for all assessors.This clearly shows the process to follow when meeting with the learner/student for the first time. I need to acquire as much information as possible to identify any support needs of the learners. During the discussion, as a teacher I encourage learners to seek initial and further learning and to use work within the organisation. This is called Signposting. This is when I will direct the learner on where to find additional information , focussing and advice or learning resources. Another service within the organisation is Referral.This is when I will direct them to an outside agency depending on the kind of support they require. If they have mental health issues I would direct them to Children and adolescence mental health service, Portsmouth if they are 18 years of age and under and Health recovery, Solent, Portsmouth, if they are 18 years of age and older If they had alcohol, drug or gambling problems I would refer them to Addction within this organisation they have a specialist team to counsel, support both the individual and those closest to them. Once the learner/ tudent has the correct information and agrees with the referral I would either make the appointment or I would give the learners/ students expand to the agency. I would indeed contact the agency to ensure everything is in say. I would then record details and ensure the learner knows what arrangements have been made. I must not discriminate aga inst a learner and must provide every opportunity for every learner that learning will be achieved. To be able to do this properly I need to have precedent knowledge of my students through the initial assessment process.Facilitate Learning Within the initial meeting I would then make sure that the learners are on the right programme, checking their eligibility for funding, big advice, guidance and appropriate information, keep records of discussions and agreements, maintain confidentiality and undertake a Criminal Records Bureau (CRB) check, if required. Being a Teacher is extremely rewarding. The quality of learning the advice and guidance on the programme they wish to undertake is very important.What is also necessary is supporting the students individual needs, applying and adapting my teaching methods to meet the students preferred learning styles, level of skill and abilities. In doing this, I would be motivating my students to go up and achieve their desired qualifications . Part D Core skills structural Skills consist of Maths, English and ICT. They provide the foundation of knowledge and skills to enable the learner to function at the required level, confidently and independently in everyday life.For example, they help us recognise good deals when making purchases, in writing a CV or application letter, or when using the internet for emails and online banking. Functional Skills qualifications can be achieved at founding level, Level 1 or Level 2. Some learners may already have achieved at school but it is still important that the teacher embeds the elements of Functional Skills into the subject. It is important to embed Functional skills into everyday work life. Maths is enter into everyday tasks such as working out ratios, room measurements and nursery fees.English is embedded into everyday during training sessions and work based tasks. ICT skills include using computers, using email for communication and word processing. It is important that a teacher has competence of their Functional Skills. If handouts were produced with spelling mistakes or the teacher could not operate a computer, it would cause the learners to lose confidence in the teacher and lack of credibility. Part E milieu I need to create a safe, non-threatening, good atmosphere at all times.To quote from Teaching and Teacher education hand-out from PTLLS path3 having a safe, supportive environment provides a foundation for maintaining the productive relationships. I agree with this statement as I frequently come across this situation with my learners, especially in childcare. If there is not a suitable environment for teaching and giving feedback then the learner remains in the formal stage and will not touch off into the informal stage where most of the learning takes place. Therefore, this would mean I have failed to commit and motivate the learner.With this in mind 5Maslows hierarchy of needs clearly states that we must satisfy each need in turn sta rting at the bottom and working our way up Please see Maslows triangle below. If the physical, randy and well macrocosm needs are not met then the higher order needs are not considered. So as a Teacher it is important to meet these needs in the first or second meeting and throughout out the length of the programme. I will make sure the learners needs are met when planning the initial meeting. Therefore at the same time make sure all parties involved i. managers, supervisors and mentors are made aware and that they agree with the length of meeting and the meeting place for both the learner and I. Part F Ground rules Ground rules need to be set to establish boundaries for students starting a course, knowing some basics about what is expected during the length of study. In all teaching and training sessions ground rules are necessary to ensure that all learners have the same expectations on how to behave. The ground rules can be established by talking through behavior expectations of the learner and myself.By involving the learner they are more than likely to take ownership and empower the students. Ground Rules that can be Such as punctuality, mobile phones of or on silent, confidentiality and most of all respect. Parts G and H, Effective Feedback, Engaging and Motivating Learners For every individual there is a variable driving force. Not all students are naturally motivated. Some need to be challenged, inspired and stimulated to learn and see a task through to the end. Not all learners are motivated by the same things some students are motivated by the approval of others or self challenge.To encourage students to become self-motivated, independent learners, as a teacher I can do the following Give frequent, early,positive and constructive feedback that supports students beliefs that they can do well. Support learners that need it, keeping in mind their assist span limits and discuss and set together SMART targets. Furthermore, whilst demonstrating all the above and showing respect for the learners/student individuality will in itself be a motivator to learn. Within the assessment plan you will be making an Assessment decision along with feedback When giving feedback all learners will need to now how well they are getting on and what they have achieved. I always use the praise sandwich feedback method. This is Praise- Corrective feedback Praise. This method softens the impact of the corrective feedback. The mark to give effective feedback is to give feedback straight away and to do so with respect, understanding and action. 9As it states in PTLLS handout Giving and Receiving Feedback Feedback is an important communication tool that can improve the way we work with one another. My organisation requires me to write down feedback on my assessment plans and on formal reviews.Task 3, Part 2 Part A Principles of assessment Initial Assessments are used to check the learners/students Literacy, language and numeracy skills to determine the level at which the learner/student is at and if they have any prior needs that need to be addressed before and during the programme. Diagnostics give a more thorough indication of the level and also the specific aspects for development as well as strengths. Identifying learning styles as a part of the initial assessment will help me determine the learning approaches to use and in effect complete the learners Individual Learning Plan (ILP).This is the students timetable for learning and resources required. There are two well-known types of learning styles questionnaires that are commonly used with in our organisation. They are Visual Audio and kinesthetic (VAK) and Multiple Intelligences test. To begin with Fleming (2005) stated that people can be grouped into four styles of learning 6Visual, Aural, Read/write and Kinaesthetic (VARK). Not all learners fall into one style they can be the multifariousness of the four. In the second place Honey and Mumford (1992) suggests that learner s are a mixture of the fours styles Activist Love challenges and are enthusiastic, enjoy dealing with new problems Pragmatist They apply what they have learned to practical situation and enjoy the logical reason for doing something. theoriser prefer to read lots of material first liking things that have been tried and tested. Reflector like to think things in depth and then exploit something then bound on the activity again. All information gathered from the initial assessment will help complete the ILP.Knowing your learners/students learning styles will help you adapt your teaching to suit their needs and in turn motivate them. Assessment activity There are various types of assessment methods used both formal and informal . Formal assessment methods include assignments, case studies, essays, exams, multiple choice questions, observations, professional discussions, projects, tests and witness testimonies. Informal assessment methods include discussions, gapped hangouts, journal d iaries, consort assessments, puzzles and crosswords, self assessments, questions oral and written, quizzes, role play and worksheets.I have to choose assessment methods accordingly depending on the student prior attainment and level of programme they are studying. Observation is a good way of assessing the learner within the workplace to assess learners competence, attitudes and skills. This can then be followed up with oral questioning to tolerate why they did or dealt with a certain situation in a particular way, checking their knowledge and understanding and encouraging them to reflect on their practice. If the observation was within a group situation then peer and self-assessment could also be used in conjunction with the observation.By using these methods the student are acquiring listening, observe and questioning skills. . Parts B and D Creating Assessment Opportunities and Involving Learners in the Assessment Process Planning Training My role is to plan what will be tau ght and when. This is a two- way process between me and my student. After completing the initial assessment I get along with forward onto Assessment planning. This type of assessment is formative reviewing progress throughout the programme until the end or when the learner leaves. I will plan what we are going to do so the student knows what is expected of them.If the students are working on assignments then I would need to set targets for completion. Moreover, if students are going to be assessed at work, either by an observation or simulation, then I would need to consider who, what, when, where, why and how to ensure we are both aware of the requirements. When planning I will need to ensure that all assessments are valid, authentic, reliable, current, and sufficient (VARCS). If I do not consider these aspects when planning then I will not know what I am assessing is necessary, credible, fair and relevant.The ILP is a personalised, flexible map to guide the learners journey. Wit hin the ILP there will be results of the initial, and diagnostic, assessment and learning styles. This will also include learners targets, timescales, details of resources and details of how and where the learning will take place. The ILP is a working document and should be used as an aid for both learners and students to record, negotiate and plan, review, assess and reflect on the learning experiences throughout their programme. Summative ssessment Part C Strengths and Limitations of Assessment Methods Assessment There is a large variety of assessment methods available for assessing learners achievements. These include observation, oral and written questioning, product evidence, discussions, witness testimony, recognising prior learning skills tests, written assignments and case studies. Choosing the most appropriate assessment methods is vitally important to help and support and maintain motivation.Direct Observation Allows the assessor to see the candidate in action and may be able to cover several aspects of the qualification during a private session (Holistic) the observation can take place within the learners normal working hours so there is minimal disruption as they are able to continue to do their job while being assessed. This should be planned in advance to suit both the learners and the assessor. This will also have to be arranged with the manager. The observation will have to be recorded in some way such as hand written, typed or recorded on DVR.Learners may perform differently as they are being watched. After the observation it is good practice to ask oral questions to shed light on the reasons behind the actions. Questioning can take a number of forms. They can be delivered orally or in written form. Oral questions may suit learners with dyslexia or poor literacy skills. Workbooks can be produced to cover all knowledge questions for mandatory and optional units. After Observation the learner can be asked to apologise why they did something this gives them an opportunity to expand on things like procedures, policies or legislation.Part E Peer and self-assessment I use self assessment on a firm basis as this promotes students involvement and responsibility and encourages reflection which is an integral part of the role as a childcare practitioner. However there are also limitations depending on the students as some students may lack confidence in their own ability and they may think that they have achieved more than they actually have Peer and self-assessment could also be used in conjunction with an observation. To make this a reliable assessment method he student will have to fully understand the assessment criteria and how to be fair and objective. There are many advantages and disadvantage of peer assessment. Students are focused on the criteria and this will empower each student to take ownership of their own learning and understanding. A disadvantage is that student might be friends with their peers therefore b eing subjective quite than objective. Part F Keeping Records of Assessments Quality and Evaluation Record keeping. Is a part of quality assurance and is a process that has to be followed.This proves that the qualifications are being delivered and assessed fairly, consistently and accurately. This is in line with the Ofsted requirements. Within our organisation we use a variety of methods to maintain quality assurance. Our policies and procedures are revised yearly in order to test their current effectiveness and legality. If they need to be changed due to changes in legislation then this would be actioned immediately. The TC will be observed at regular intervals and scored using the Ofsted grading process.Staff Continuous Professional Development (CPD) records are kept up to date. Standardisation of practice takes place this is when will compare and align procedures. Learner retention is monitored along with complaints and appeals. During the course learner and employers surveys are completed. Quality Assurance is necessary to evaluate and Maintain high teaching standards. On all visits I will need to complete an assessment plan, records must be up to date, accurate, legible and factual.This is similar to a written contract between me and my learner but this can be reviewed and changed at any time. All assessment plan will be shared with my manager and mentor to confirm progress and to point out any areas of development needed for the learner to progress. Both the learner their manager will sign and be given a copy Word Count References Anne Gravells (2012), Preparing to Teach in the Life long sector London,SAGE. 11. 1. Handout from Pttls course Teaching and Learning. 2. Handout from Pttls course Insitute For Learning. . Handout form Pttls course Teaching and teacher education. 4. Handout from Pttls course, The Learning Journer. 5. Handout from Pttls course, Maslow Hierarchy of needs. 6. Handout from Pttls courser VAK testing. 7. Anne Gravells (2012), Prep aring to Teach in the Life long sector London,SAGE. 32. 8. Anne Gravells (2012), Preparing to Teach in the Life long sectorLondon,SAGE. 112. 9. Handout from Pttls course giving and recieving feedback, Bibliography Anne Gravells (2012), Preparing to Teach in the Life long sector, London,SAGE.