Roles, Responsibilities, and Boundaries as a Teacher

wear tabu 1 Part A (1 & 2) Roles, responsibilities and boundaries As a Training Consultant (TC) and teacher my main eccentric and responsibilities atomic number 18 to educate and chuck up the sponge effective training and impart my skills and knowledge in my specialist atomic number 18a which is Childcargon. This is impoverishmented to support the scholarly person either right off or indirectly and to bear on an inclusive, fair/just and motivating schooling environment. I understand that as a teacher I am primarily responsible for the health and safety as strong the moral and bodily welf ar of my bookmans/ scholarly persons.I am also responsible for instruct students with Special schoolingal Needs. I provide Training to Learners indoors their oeuvre which seat be either in a nursery, a school, Residential C are fit/Childrens home or any(prenominal) jellting that looks after and educates children. The qualifications I deliver are Certificate (level 2), Dipl oma (level 3) Childrens and Young Peoples workforce alongside serviceable skills Maths. English and ICT at levels 1 and 2, and Employment Rights and Responsibilities (ERR).This I deliver some(prenominal) in the workplace and in the classroom. I am employed in a full teaching role. I am required to coif each(prenominal) aspects of the teaching and procure cycle as outlined in the Preparing to con in the Lifelong Learning Sector0 As the teacher I am responsible for conjoining company policies and procedures and for attending promotional events, for example A Career day at topical anaesthetic school . This would be to show our latent students the benefit of taking up training with our company.Whilst attending these pleasant of events I each(prenominal)ow for need to fork up an up to date and sound knowledge of my specialist subject and at all times follow the Institute for Learning (IFL) code of pass tonality practice as this whitethorn be my premier speck with potent ial scholars/students. When delivering the Qualifications I utilisation the teaching and learn cycle which is made up of the following five sections identifying needs, planning training, facilitating nurture, assessment, bore assurance and evaluation. This would also sustain me to judge the abilities of my students and would be abetful for my own egotism evaluation. 1.Identifying needs this result start with the sign face to face contact with potential learners/students which is considered the to the blueest degree definitive as this leave alone create the very first go of building a bond with the learner/student. This provide be a major step in understanding their needs and recognising their potential. Each learner is different due to different precedent experiences. To identify their educational minimise and level I would form a discussion on what previous knowledge they already own and would facilitate communication in much(prenominal) a way that all learner s are instigated to participate in the discussion.Whilst the process of identifying needs is taking place, thither are some boundaries that may affect the process. The lack of information regarding learners requirements idler desexualize the process of assessment very difficult because I do not know the backcloth knowledge of the student before starting an initial assessment and this dissolve have negative effects on the process of assessment. Students/ learners may be mature student. at that placefore there may be funding constraints. glasshouse motorbuss have to bond to Ofsteds ratio requirements so staffing arrangement fag be stretched having an affect on visit lengths and times.There are many boundaries to teaching. Liaising with other(a) headmasters. When liaising with other overlords I will need to remain professional at all times. I frequently liaise with other teachers in spite of appearance our governing body this will imply one of our functional skills te achers. She knows her specialist subject well. When needing sound advice on delivery or assessments relating to functional skills I would ask her. This is to batten down that I have to correct information to pass on to my learner, so I do not put them at a dis receipts.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 farm out for variius reasons such as acholoca, drug abuse. Part B Legislation and Codes of suffice The legislation that impacts my teaching are the wellness and Safety at hit shape Act 1974 this Act provides a frame work for all employers and employees outlining their roles and responsibilities to vouch all(prenominal)ones safety. Equality Act 2010 is a discrimination law that protects people from inequitable treatment and creates a fairer and much 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 exceed all Approved Codes of reading (ACOP) set out by my employers or other professional bodies if form 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 workings role.Firstly, in consonance with Professional practice, fragments should determine that no action that they wee-wee will be detri psychogenic to the Childs welfare, safety or will hinder the child development. Secondly, members should signal to maintain the highest possible 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, emplo yers, the profession and the wider community. They are as follows Integrity, Respect, Care, Practice, Disclosure and Responsibility.This is what all members should adhere to, to ensure that faithful quality teaching is carried out. Thirdly, members should constantly evaluate and evaluate their own methods, policies and practices and keep up to date with current developments in out of work 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 body The Department for education and skills have a handout called The learning expedition this is a vital rotating shaft for all assessors.This clearly shows the process to follow when clashing 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 in itial and further learning and to use services within the organisation. This is called Signposting. This is when I will direct the learner on where to find excess information, guidance 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. formerly the learner/ tudent has the correct information and agrees with the referral I would either make the try-on or I would give the learners/ students expand to the agency. I would and s o contact the agency to ensure everything is in score. I would then record details and ensure the learner knows what arrangements have been made. I must not abstract against 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 prior knowledge of my students by the initial assessment process.Facilitate Learning deep down the initial meeting I would then make sure that the learners are on the right way of study, occlusiveing their eligibility for funding, boastful advice, guidance and appropriate information, keep records of discussions and agreements, maintain confidentiality and undertake a lamentable Records Bureau (CRB) check, if required. Being a instructor 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 teachin g methods to instance the students preferred learning styles, level of skill and abilities. In doing this, I would be motivating my students to gain ground and achieve their desired qualifications. Part D Core skills Functional Skills live 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 free-and-easy life.For example, they help us recognise goodness deals when making purchases, in piece of music a CV or application letter, or when victimisation the lucre for emails and online banking. Functional Skills qualifications can be achieved at Entry 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 public work life. Maths is imbed into everyday tasks such as working out ratios, room measu rements 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 competency 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 federal agency in the teacher and lack of credibility. Part E Environment I need to create a safe, non-threatening, good atmosphere at all times.To quote from Teaching and Teacher education hand-out from PTLLS course3 having a safe, supportive environment provides a foundation for maintaining the productive relationships. I agree with this statement as I frequently come crosswise this situation with my learners, especially in childcare. If there is not a competent environment for teaching and braggart(a) feedback then the learner remains in the formal confront and will not move into the snug stage where or so of the learning takes place. Therefore, this would mean I have failed to empower and remind the learner.With this in mind 5Maslows hierarchy of needs clearly states that we must play each need in turn starting at the female genitalia and working our way up Please see Maslows triangle below. If the physical, randy and wellbeing needs are not met then the higher pitch needs are not considered. So as a Teacher it is important to meet these needs in the first or s 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 lay down rules basis rules need to be set to establish boundaries for students starting a course, knowing some basics about what is expected during t he 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 make 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 function self-motivated, independent learners, as a teacher I can do the following Give frequent, early,positive and c onstructive feedback that supports students beliefs that they can do well. Support learners that need it, keeping in mind their attention 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 stopping point 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 key 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 re quires me to put out 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 address before and during the programme. Diagnostics give a more thorough recitation 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 effectively make love the learners psyche Learning Plan (ILP).This is the students timetable for learning and resources required. There are two well-known(a) 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 peop le 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 mixture of the four. In the second place Honey and Mumford (1992) suggests that learners are a mixture of the fours styles Activist Love challenges and are enthusiastic, enjoy dealing with mod problems Pragmatist They apply what they have learned to practical situation and enjoy the limpid reason for doing something. Theorist prefer to read lots of material first liking things that have been tried and tested. Reflector like to think things in depth and then try something then reflect on the act 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 inc lude assignments, case studies, essays, exams, multiple choice questions, observations, professional discussions, projects, tests and witness testimonies. Informal assessment methods include discussions, gapped hangouts, journal diaries, companion assessments, puzzles and crosswords, self assessments, questions oral and scripted, 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 challenge to confirm 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, observing 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 taught and when. This is a two- way process in the midst of me and my student. After completing the initial assessment I progress earlier 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 leaving 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, c urrent, 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. Within 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 uphold 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 conversion 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 hotshot session (Holistic) the observation can take place within the learners normal working hours so there is minimal jailbreak as they are able to continue to do their job slice 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 clarify 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 suffering literacy skills. Workbooks can be produced to cover all knowledge questions for mandatory and elective units. After Observation the learner can be asked to explain why they did something this gives them an opportunity to expand on things like procedures, policies or legislation.Part E match and self-assessment I use self assessment on a unfaltering 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 ad vantages 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 being subjective rather 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 detect at regular intervals and scored using the Ofsted grading process.Staff Continuous Profession al exploitation (CPD) records are kept up to date. Standardisation of practice takes place this is when will compare and conform 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 intelligence Count References Anne Gravells (2012), Preparing to Teach in the Life long sector London,SAGE. 11. 1. departure from Pttls course Teaching and Learning. 2. sack 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), Preparing 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.