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This assignment will look at and anylyse my own role and responsibilities in the education and training sector. It will summarise key aspects of legislation, regulatory requirements and codes of practice relating my own role and responsibilities. It will than look at analysing relationshops and boundaries between the teaching role and other professionals. Than finally the assignment will focus on points of referral to meet the needs of the learners. 1. In all professions there are roles and responsibilities, as well as boundaries that are set in order to protect and obtain the health, safety and welfare of its mployees, students, visitors and contractors (University of Wollongong, 2014). Roles and responsibilities are important as they assist, as well as facilitate organizations and personal to meet objectives required for the smooth running of the organization. Employees, as well as organizations are accountable for their actions and ensure they follow correct policies and procedures for tasks carried out (University of Wollongong, 2014).
In my role as a specialist nurse the work is both challening and demanding, and teaching is no exception to this. Teach ing can be very rewarding especially when you ee your learners achievements and success , which is a direct result of your contribution (Gravells, 2012). Gravells (2012) explains that your main role as a teacher should be to teach your subject in a way that engages the learners during the session. Gravell (2012) also stated though that it is not just about the teaching but also about the learning that takes place.
Machin et al (2014, pp 37) stated ‘at the heart of effective teaching is your responsibility to learners, colleagues stakeholders to provide a positive role model in every aspect of your work as a teacher”. Therefore, as a teacher it is my esponsibility to ensure that my knowledge is up to date and that I use a personalised approach to teaching to ensure the best outcomes for my learners (Machin et al, 2014). It is important as a teacher that you motivate your learners to develop their personal, social and professional skills and to the best of their abilities (Machin et al, 2014).
As a teacher I have many different roles to fulfil from, teaching-related, administrative, institutional and pastoral roles. (Put in diagram of teaching roles in here! ) Diagram 1 shoWs only a few of the roles a teacher has, my experience as a urse has helped me in my role as a teacher. Many of the skills and knowledge have gained as a Nurse over 12 years are all transferrable skills that have assist me with teaching.
The lifelong learning sector is has different learning environments this cover: further education, higher education, work based learning, training for employment, adult and community learning, the voluntary sector, armed forces and prisons. Learners in education may be funded by the government bodies, by councils, their employers or privately funded by them. Bursaries, student loans or scholarships may support some learners. Teaching within he lifelong learning sector is seen as helping learners to meet their full potential within a subject area so they are able to progress onto the next level (Wilson, 2009).
According to Gravells (2012) in order to be a successful and good teacher, it is essential thatyou teach your specialist subject in a way that will actively involve, engage and encourage your learners during every lesson. It is also important to remember that it is not just the teaching that takes place in the lesson but is crucial to focus on the learning. There are a number of different ways to describe what a good teacher is however instead of creating a list of hat a teacher should be Gravells (2012) came up with the teaching and learning cycle. Diagram 2. Payne, 2015). Diagram 2 shows that the teaching and learning cycle consists of 5 stages. Gravells (2012) explains that you can begin the cycle at any stage and go through the different stages, continuing the cycle in order for it to be effective, but all stages must be addressed in order for the cycle to work. Within the different parts of the cycle in diagram 2, there are different teaching roles a successful teacher should follow. A role is described as the characteristics and expected social behaviour of an individual.
When focusing on the role of a teacher there are expectations to the role, for example within the identify needs part of the teaching and learning cycle, Gravells (2012) states that teachers should arrange for suitable assessments to take place i. e. diagnostic and initial assessments, carry out conductive interviews with prospective and identify any needs students may have. Gravells (2012) also explains that within the planning and design stage of the cycle the roles a teacher has is to communicate appropriately with other professions, plan their modules for teaching i. . scheme of work and preparing all the teaching nd learning resources. Moving onto delivery/facilitating stage, Gravells (2012) explains that the teacher’s role is to carry out the teaching, tutorial reviews, establish ground rules within the classroom, and promote appropriate behaviour and to become a role model to learners. In order to be come a good teacher it is also important to follow assessment roles for example, assess progression and follow awarding organisations and external bodies requirements that they have set.
Within in the final stage of the cycle the roles of the teacher are to evaluate how well the course was planned and elivered, but also to improve the teaching and learning process if required (Gravells, 2012). There are a great amount of responsibilities a teacher holds and within each role a teacher has many sub-roles, with associated responsibilities. Like the roles, the teaching and learning cycle focuses on different responsibilities within each stage.
For example with the identify needs stage of the cycle in diagram 2, some responsibilities of the teacher are; to dress in an appropriate manner, ensure students are enrolled on the correct course, give information and advice and under take a Criminal Records Bureau (CRB) check. In the lanning a design stage, an example of the responsibilities a teacher is, to agree individual learning plans for different learners, carry out any risk assessments, obtain relevant syllabus for he progression of the course and write realistic aims for learners to follow.
Delivery and facilitating learning probably holds the most responsibilities within the cycle. This includes acting and speaking in a manner which the learners can understand and follow, having the correct qualification and experience to teach in that subject, supporting learners when required and using appropriate teaching and learning approaches (Gravels, 2012). In my role as a teacher I conduct initial assessments, which help me to identify individual learners needs, knowledge, skills and also help to identify referral points against levels within the National Standards.
When I identify needs that require referral, will have to give the learners information, advice and guidance to where they are being referred. Wayt (2008) explains that Wayt (2008) explains that “Assessing varying learning styles within a group and considering learner’s motivation and previous experiences helps identify various teaching methods that could be useful throughout the programme.
Sessions incorporating visual, auditory and kinaesthetic learning styles ensures students have equal rights to learning and provide the opportunity to re-evaluate what is already known while exploring aims and objectives from a different perspective. ” The initial assessment will provide me with some important detail to inform the plan, which will be revised on an on-going basis to monitor the learner’s progress and identify any subsequent support needs.
Both learner and teacher will be aware of what the learner knows and is able to do and what he/she needs to learn. It is also important for me and the learner to know ow the learner likes to learn; as this helps me to identify barriers to learning such as difficulties in reading, writing, numeric, language skills and any other disabilities and will make reasonable adjustments in order to use the appropriate assessment methods that will meet the individual learner’s needs and promote equality and diversity.
At this stage, should any learner require support which is beyond my competence, I will refer and ensure that I give the learner the right information on their referral, so as to meet the professional standards in Domain F of the LLUK “Sources of information, dvice, guidance and support to which learners might be referred. This is in line with the Equal Opportunities Act (2004) which states that all learners must have equal access to learning regardless of their learning barriers, disabilities, sex, religion, and race. nder the Disability Discrimination Act 1995(as amended by the Special Educational Needs and Disability Act 2001 ) disabled learners must not be treated less favourably and teachers must make reasonable adjustments to ensure that disabled learners are not at a substantial disadvantage compared to their peers. Following the initial ssessment, I should do a diagnostic assessment in order to identify specific individual needs and support required and this will lead to the creation of a detailed personal profile, providing the basis for an Individual Learning Plan.
All learning institutions are subject to legislation. It is Of relevance that in this assignment I link these roles and responsibilities to current legislative requirements such as Disability Discrimination Act, (DDA), Special Education Needs (SEN), and Equal Opportunities. IJnder the Professional Code of Practice, I have responsibilities as a teacher to undertake 30 hours of Continued Professional Development per year and I must also update my subject knowledge. I must therefore, have clarity on my roles and responsibilities in order to prevent omission of duty.