Explain The Roles, Responsibilities And Relationships In Education And Training
Assignment One
Group A Mandatory Unit 1: Understanding roles, responsibilities and relationships in education and training
1 Understand teaching role and responsibilities in education and training
1.1 Explain the teaching role and responsibilities in education and training.
To quote Ann Gravells “It’s all about helping someone reach their full potential whether this is for personal or professional reasons”.
The traditional role of the teacher has been the supplier of information. This role has evolved so that the teacher is now a facilitator who facilitates students to learn for themselves.
The teacher is not just facilitating them to learn academically, the learning process should be such that others skills are tested and developed with the …show more content…
student being taken outside their comfort zone with consideration of the student maybe being self-conscious. The teacher needs to perform assessments of the students; there are various forms depending on the subject being taught and the type of student. One example is to ask students to complete assignments.
Teachers are expected to support the learner directly and indirectly which includes working with other professionals and organisation. Be adaptive with their teaching/learning methods so each learners needs are catered for.
Ensure the learning environment is a safe environment; maintain an inclusive atmosphere and all are given an equal and motivating learning environment.
Some examples of responsibilities that we have as teachers are complete administrative duties, i.e. take a register, complete all relevant paperwork, comply with all relevant regulatory, legislative, policies and procedures. One of the biggest responsibilities is the teaching learning cycle, for example this has five aspects, firstly identifying needs what are the learners objectives, planning learning preparing a learning plan to deliver the student’s needs, facilitating learning delivering the teaching and obtaining feedback, assessing learning check your learners have gained the necessary skill/knowledge and evaluating learning gain feedback from others evaluating your role.
1.2 Summarise the key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities.
As a teacher you need to ensure that you comply with all relevant legislation, regulatory requirements and codes of practice during your professional and working life, some examples are below and how it applies to teaching.
Legislation – are laws (Act’s) which are passed by parliament examples are below:
Health and Safety at Work Act (1974), generally states that the organisation needs to provide a safe place to work and that you need to ensure the safety of yourself and others.
Safeguarding Vulnerable Groups Act (2006) – introduced a vetting and barring scheme to make decisions about who should be barred from working with children and vulnerable adults. Teachers will need to have Disclosure and Barring Service check.
Regulation – are regulatory requirements are still regarded as laws and are usually specific to certain industries, an example is below:
Control of Substances Hazardous to Health (COSHH) Regulations 2002. If you were a chemistry teacher or dealing with a hazardous substances you need to consider the regulations to ensure all who come into contact with the substances understand the hazards and safe handling.
Codes of Practise – are usually produced by professional organisations. These are guidelines or best practises and can be mandatory or voluntary.
One example is the Institute for Learning (IfL) Code of Professional Practice (2008). The code covers the following professional integrity, respect, reasonable care, professional practice, criminal offence disclosure, responsibility during Institute investigations and responsibility.
Legislation, regulatory and codes of practice that is relevant to the teaching environment:
Children Act (2004) – ensuring the wellbeing of children
Copyright Designs and Patents Act (1988) – e.g. most imagines on the internet are copyright.
Data Protection Act (1998) – this act regulates what and how information is collected and stored about individuals.
Note it is your duty as a teacher to ensure that you comply with all relevant legislation, regulation and codes of practise. Remember in the eyes of the law ignorance isn’t an excuse.
1.3 Explain ways to promote equality and value diversity.
Equality is defined by Ann Gravells as “Equality is about the right of learners to have access to, attend, and participate in their chosen learning experience”. Similarly diversity is defined as “Diversity is about valuing and respecting the differences in learners, regardless of age, ability and/or circumstances, or any other individual characteristics they may have”.
As a teacher one of the first steps to promote equality and diversity is to set clear ground rules of behaviour which is acceptable and unacceptable.
You need to ensure the way lessons are organised and run promotes equality. This can be achieved by celebrating a variety of local and national events from numerous ethnic backgrounds, by discussing issues that arise during the teaching lessons regarding perceptions of disability, older people and events that may be in the news, i.e. racist attacks. Utilise the experiences of the students and embrace the differences. If you are using pictures in any resources ensure they represent a cross section of the society.
To value diversity you need to promote the benefits of diversity, you can use a variety of pictures within your resources that reflect different abilities, ages, cultures, genders and races. Potentially you can arrange for activities in the local community where your learners work and live and this could help to promote understanding and diversity.
Ways to enforce and police equality and diversity are that the ground rules are clearly communicates, discussed and agreed at the beginning of the learning session and reinforced at regular intervals. If there are any incidents that break the ground rules or a detrimental to the promotion of equality and diversity it needs to be managed appropriately and swiftly.
An example of a course of action would be if someone made a racist comment in the learning environment that that person would be reminded of the ground rules and then removed from the classroom situation and dealt with in accordance with the organisations polices.
1.4 Explain why it is important to identify and meet individual learner needs.
Ideally you need to identify any needs, barriers or challenges to learning that you students may have prior to the learning starting. The needs of students can be identified by various methods, some examples follow. Initial assessment or application for the course, the initial assessment can either be written, PC based and include some specific requirement for the course, i.e. mathematical ability. You could conduct a one to one interview and with some tact try to determine whether the student has any particular needs. Formative assessment during the course can identify any needs that may have been missed by the initial assessment or interview.
Once you have an understanding of any special requirements you can speak to specialists in that area and build support, provisions into your teaching plan and teaching methods so all individuals have the opportunity to learn.
Some learners will have special requirements, for example some suffers of dyslexia find it easier to read wording if they are printed on cream paper, so this could be applied to your course notes.
Other needs that the students may have is that need access to equipment for example a PC, internet access, a home, physical and PPE for specific learning activities.
It is important to identify and meet the learner’s needs so they have an equal opportunity to reach their full potential during the learning process.
2 Understand ways to maintain a safe and supportive learning environment
2.1 Explain ways to maintain a safe and supportive learning environment.
Some ways to maintain a safe and supportive learning environment are:
Setting ground rules.
Openly discuss potential issues or concerns with all of the learners and what action to take if they have an issue or concern. The discussion can cover wellbeing, personal safety and security issues.
Take photographs of areas within the teaching environment identifying safe and unsafe areas and discuss with the learners to ensure that they understand the risks within their learning environment.
Discuss outside the immediate learning environment, i.e. with other learners, staff and teachers to learn about others potential sources of harm and apply best practise to your individual teaching environment.
Communication of the potential issues and concerns, via inductions, handbooks, completing and reviewing RAMS, creating SSOW, focus groups and when there is an incident or issue raised that this is fully investigated and the outcome/learning is used to improve the systems.
The tutor needs to be approachable and empathic to the student’s needs.
Any form of bulling or harassment needs to be dealt with straight away and in line with the organisation procedures and policies on bulling and harassment.
As an overview the learning environment can be categorised into three distinct categories, these are listed below with a few examples of each.
Physical - Adequate heating, lighting and ventilation. Good access to the learning environment. Consider the layout of the room is suitable to meet all learners’ needs. Ensure there are toilet and refreshment facilities available. Ensure the room is tidy before and after the lesson.
Social – use icebreakers to put learners at ease, agree ground rules, promote appropriate behaviour, communicate effectively, use paired and group work, encourage learners to listen, learn learners names, include all learners, ensure adequate breaks and challenge inappropriate behaviour.
Learning – Have clear aims and objectives, engage and motivate learners, make the delivery interesting, recap and summarise, accommodate all learners needs and refer learners elsewhere is necessary, use formative assessment, provide constructive feedback and keep records.
2.2 Explain why it is important to promote appropriate behaviour and respect for others.
Behaviour is about how the learners interact with each other and this needs to be in an acceptable way. Respect is about accepting others, being polite to your fellow learners and teacher, not lowering their confidence and self-esteem in anyway.
If we promote appropriate behaviour and respect for others we create and maintain a safe and supportive learning environment.
If we don’t promote appropriate behaviour and respect for others in the teaching environment we could have instances of unacceptable behaviour and this could be racism, sexist remarks, disruptive behaviour, inappropriate language, etc.
One key step is to present a set of ground rules that is discussed and agreed by all of the learners. It is good practice to write down the rules and give a copy to the learners and/or make the rules visible in the teaching environment. Any inappropriate behaviour by the learners needs to be resolved in a timely fashion and the teacher should reference the ground rules.
As a teacher we should always lead by example in line with the company polices/codes of practice. Ways to demonstrate include don’t be judgemental encourage trust, honesty, politeness and consideration towards others, listen to others points of view, value others opinions and don’t impose your own upon them and treat everyone as an individual.
Whatever the disruption to the learning environment, you need to handle it professional and minimise any effect it has on the teaching and learning environment.
The reason that we need to promote is behaviour and respect for others is that this will creates an environment that the learner will be more receptive to learning. This is due to the learner not being judged, they are treated with trust, honestly, politeness, other listen to their points of view, they value others opinions and don’t impose theirs and they are treated as an individual.
3 Understand the relationships between teachers and other professionals in education and training
3.1 Explain how the teaching role involves working with other professionals.
The teaching role involves working with other professionals in the following way:
Fellow teachers, standards meeting, seeking support on difficult issues and mentoring new or inexperienced teachers.
Working with the accreditation bodies, i.e. Highfield to ensure the course is delivered to required standard and assessed appropriately.
Other members of staff in the organising, i.e. administration, managers, budget holders and staff development personnel.
Specialist groups when you may need help or support for particular learners, i.e.
dyslexia action for learners with dyslexia.
There will be interaction with the interval verifier (IV) or internal quality assessor (IQA). This person ensures that the learning is delivered to a sufficient standard to meet the requirements for the awarding body. There will also be interaction with the external verifier (EV). The EV ensures that the learning is has been delivered to the correct standard. The IV and EV have many roles, but one of them is to support you in delivering the learning to the required standard particularly if you are new to teaching or the course is new to you.
3.2 Explain the boundaries between the teaching role and other professional roles.
Professional boundaries are those that as teacher you need to work within and you need to ensure you don’t overstep these boundaries. Some examples of the boundaries between the teaching role and other professionals are below.
Other boundaries that you may be bound by are policies and procedures, administrative duties, lack of funding or resources.
Points of referral, when you need to support of other professionals when you have a student with needs outside the scope of you experience or knowledge, i.e.
dyslexia.
Health and safety specialists, when you need support on specific subjects or decisions on H&S which is outside the scope of your responsibility.
Working with the awarding body and the administrative staff to ensure all of the paperwork for the awarding body is to the required standard.
Management demands, i.e. this could be demands on timescales or working hours.
Budgetary constraints, as teacher you may want to buy some new equipment or get some particular resources i.e. course text books, but budget constraints could prevent this.
Poor information on learners, the information being issued from the enrolment department could be poor and you are not fully informed of some learners’ individual needs and are unprepared for delivering the lesson.
Points of referral are required so the students’ needs are met and these are aligned with the companies polices and procedures.
In conclusion the needs of the learner are met and the learner has the full opportunity to reach their potential within the learning environment.
3.3 Describe points of referral to meet the individual needs of the learners.
Points of referral can be any source of information or help that you can access to help you deliver the teaching to ensure that the individuals learning needs are delivered. Some examples are below:
Procedure and process for identifying any specific needs for learning.
Speak to the learner and ask them what they need to have a positive learning experience.
You could speak to fellow colleagues who may have experience of your learners needs.
If the organisation you work for has any guidance documentation this guidance can be reviewed.
Seek information and support from professional organisations that specialise in your learners particular requirements.
An example of this could be an ex-serviceman and this person needs financial support to complete the course and you might refer them to The Royal British Legion or Help The Heroes. Apart from financial help with the course they might need support for housing, counselling, libraries, PC, internet etc. We would refer the ex-servicemen because the support/needs for this person are outside our scope of knowledge or experience and they will need the support of experts in that area.
Group A Mandatory Unit 1: Understanding roles, responsibilities and relationships in education and training
1 Understand teaching role and responsibilities in education and training
1.1 Explain the teaching role and responsibilities in education and training.
To quote Ann Gravells “It’s all about helping someone reach their full potential whether this is for personal or professional reasons”.
The traditional role of the teacher has been the supplier of information. This role has evolved so that the teacher is now a facilitator who facilitates students to learn for themselves.
The teacher is not just facilitating them to learn academically, the learning process should be such that others skills are tested and developed with the …show more content…
student being taken outside their comfort zone with consideration of the student maybe being self-conscious. The teacher needs to perform assessments of the students; there are various forms depending on the subject being taught and the type of student. One example is to ask students to complete assignments.
Teachers are expected to support the learner directly and indirectly which includes working with other professionals and organisation. Be adaptive with their teaching/learning methods so each learners needs are catered for.
Ensure the learning environment is a safe environment; maintain an inclusive atmosphere and all are given an equal and motivating learning environment.
Some examples of responsibilities that we have as teachers are complete administrative duties, i.e. take a register, complete all relevant paperwork, comply with all relevant regulatory, legislative, policies and procedures. One of the biggest responsibilities is the teaching learning cycle, for example this has five aspects, firstly identifying needs what are the learners objectives, planning learning preparing a learning plan to deliver the student’s needs, facilitating learning delivering the teaching and obtaining feedback, assessing learning check your learners have gained the necessary skill/knowledge and evaluating learning gain feedback from others evaluating your role.
1.2 Summarise the key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities.
As a teacher you need to ensure that you comply with all relevant legislation, regulatory requirements and codes of practice during your professional and working life, some examples are below and how it applies to teaching.
Legislation – are laws (Act’s) which are passed by parliament examples are below:
Health and Safety at Work Act (1974), generally states that the organisation needs to provide a safe place to work and that you need to ensure the safety of yourself and others.
Safeguarding Vulnerable Groups Act (2006) – introduced a vetting and barring scheme to make decisions about who should be barred from working with children and vulnerable adults. Teachers will need to have Disclosure and Barring Service check.
Regulation – are regulatory requirements are still regarded as laws and are usually specific to certain industries, an example is below:
Control of Substances Hazardous to Health (COSHH) Regulations 2002. If you were a chemistry teacher or dealing with a hazardous substances you need to consider the regulations to ensure all who come into contact with the substances understand the hazards and safe handling.
Codes of Practise – are usually produced by professional organisations. These are guidelines or best practises and can be mandatory or voluntary.
One example is the Institute for Learning (IfL) Code of Professional Practice (2008). The code covers the following professional integrity, respect, reasonable care, professional practice, criminal offence disclosure, responsibility during Institute investigations and responsibility.
Legislation, regulatory and codes of practice that is relevant to the teaching environment:
Children Act (2004) – ensuring the wellbeing of children
Copyright Designs and Patents Act (1988) – e.g. most imagines on the internet are copyright.
Data Protection Act (1998) – this act regulates what and how information is collected and stored about individuals.
Note it is your duty as a teacher to ensure that you comply with all relevant legislation, regulation and codes of practise. Remember in the eyes of the law ignorance isn’t an excuse.
1.3 Explain ways to promote equality and value diversity.
Equality is defined by Ann Gravells as “Equality is about the right of learners to have access to, attend, and participate in their chosen learning experience”. Similarly diversity is defined as “Diversity is about valuing and respecting the differences in learners, regardless of age, ability and/or circumstances, or any other individual characteristics they may have”.
As a teacher one of the first steps to promote equality and diversity is to set clear ground rules of behaviour which is acceptable and unacceptable.
You need to ensure the way lessons are organised and run promotes equality. This can be achieved by celebrating a variety of local and national events from numerous ethnic backgrounds, by discussing issues that arise during the teaching lessons regarding perceptions of disability, older people and events that may be in the news, i.e. racist attacks. Utilise the experiences of the students and embrace the differences. If you are using pictures in any resources ensure they represent a cross section of the society.
To value diversity you need to promote the benefits of diversity, you can use a variety of pictures within your resources that reflect different abilities, ages, cultures, genders and races. Potentially you can arrange for activities in the local community where your learners work and live and this could help to promote understanding and diversity.
Ways to enforce and police equality and diversity are that the ground rules are clearly communicates, discussed and agreed at the beginning of the learning session and reinforced at regular intervals. If there are any incidents that break the ground rules or a detrimental to the promotion of equality and diversity it needs to be managed appropriately and swiftly.
An example of a course of action would be if someone made a racist comment in the learning environment that that person would be reminded of the ground rules and then removed from the classroom situation and dealt with in accordance with the organisations polices.
1.4 Explain why it is important to identify and meet individual learner needs.
Ideally you need to identify any needs, barriers or challenges to learning that you students may have prior to the learning starting. The needs of students can be identified by various methods, some examples follow. Initial assessment or application for the course, the initial assessment can either be written, PC based and include some specific requirement for the course, i.e. mathematical ability. You could conduct a one to one interview and with some tact try to determine whether the student has any particular needs. Formative assessment during the course can identify any needs that may have been missed by the initial assessment or interview.
Once you have an understanding of any special requirements you can speak to specialists in that area and build support, provisions into your teaching plan and teaching methods so all individuals have the opportunity to learn.
Some learners will have special requirements, for example some suffers of dyslexia find it easier to read wording if they are printed on cream paper, so this could be applied to your course notes.
Other needs that the students may have is that need access to equipment for example a PC, internet access, a home, physical and PPE for specific learning activities.
It is important to identify and meet the learner’s needs so they have an equal opportunity to reach their full potential during the learning process.
2 Understand ways to maintain a safe and supportive learning environment
2.1 Explain ways to maintain a safe and supportive learning environment.
Some ways to maintain a safe and supportive learning environment are:
Setting ground rules.
Openly discuss potential issues or concerns with all of the learners and what action to take if they have an issue or concern. The discussion can cover wellbeing, personal safety and security issues.
Take photographs of areas within the teaching environment identifying safe and unsafe areas and discuss with the learners to ensure that they understand the risks within their learning environment.
Discuss outside the immediate learning environment, i.e. with other learners, staff and teachers to learn about others potential sources of harm and apply best practise to your individual teaching environment.
Communication of the potential issues and concerns, via inductions, handbooks, completing and reviewing RAMS, creating SSOW, focus groups and when there is an incident or issue raised that this is fully investigated and the outcome/learning is used to improve the systems.
The tutor needs to be approachable and empathic to the student’s needs.
Any form of bulling or harassment needs to be dealt with straight away and in line with the organisation procedures and policies on bulling and harassment.
As an overview the learning environment can be categorised into three distinct categories, these are listed below with a few examples of each.
Physical - Adequate heating, lighting and ventilation. Good access to the learning environment. Consider the layout of the room is suitable to meet all learners’ needs. Ensure there are toilet and refreshment facilities available. Ensure the room is tidy before and after the lesson.
Social – use icebreakers to put learners at ease, agree ground rules, promote appropriate behaviour, communicate effectively, use paired and group work, encourage learners to listen, learn learners names, include all learners, ensure adequate breaks and challenge inappropriate behaviour.
Learning – Have clear aims and objectives, engage and motivate learners, make the delivery interesting, recap and summarise, accommodate all learners needs and refer learners elsewhere is necessary, use formative assessment, provide constructive feedback and keep records.
2.2 Explain why it is important to promote appropriate behaviour and respect for others.
Behaviour is about how the learners interact with each other and this needs to be in an acceptable way. Respect is about accepting others, being polite to your fellow learners and teacher, not lowering their confidence and self-esteem in anyway.
If we promote appropriate behaviour and respect for others we create and maintain a safe and supportive learning environment.
If we don’t promote appropriate behaviour and respect for others in the teaching environment we could have instances of unacceptable behaviour and this could be racism, sexist remarks, disruptive behaviour, inappropriate language, etc.
One key step is to present a set of ground rules that is discussed and agreed by all of the learners. It is good practice to write down the rules and give a copy to the learners and/or make the rules visible in the teaching environment. Any inappropriate behaviour by the learners needs to be resolved in a timely fashion and the teacher should reference the ground rules.
As a teacher we should always lead by example in line with the company polices/codes of practice. Ways to demonstrate include don’t be judgemental encourage trust, honesty, politeness and consideration towards others, listen to others points of view, value others opinions and don’t impose your own upon them and treat everyone as an individual.
Whatever the disruption to the learning environment, you need to handle it professional and minimise any effect it has on the teaching and learning environment.
The reason that we need to promote is behaviour and respect for others is that this will creates an environment that the learner will be more receptive to learning. This is due to the learner not being judged, they are treated with trust, honestly, politeness, other listen to their points of view, they value others opinions and don’t impose theirs and they are treated as an individual.
3 Understand the relationships between teachers and other professionals in education and training
3.1 Explain how the teaching role involves working with other professionals.
The teaching role involves working with other professionals in the following way:
Fellow teachers, standards meeting, seeking support on difficult issues and mentoring new or inexperienced teachers.
Working with the accreditation bodies, i.e. Highfield to ensure the course is delivered to required standard and assessed appropriately.
Other members of staff in the organising, i.e. administration, managers, budget holders and staff development personnel.
Specialist groups when you may need help or support for particular learners, i.e.
dyslexia action for learners with dyslexia.
There will be interaction with the interval verifier (IV) or internal quality assessor (IQA). This person ensures that the learning is delivered to a sufficient standard to meet the requirements for the awarding body. There will also be interaction with the external verifier (EV). The EV ensures that the learning is has been delivered to the correct standard. The IV and EV have many roles, but one of them is to support you in delivering the learning to the required standard particularly if you are new to teaching or the course is new to you.
3.2 Explain the boundaries between the teaching role and other professional roles.
Professional boundaries are those that as teacher you need to work within and you need to ensure you don’t overstep these boundaries. Some examples of the boundaries between the teaching role and other professionals are below.
Other boundaries that you may be bound by are policies and procedures, administrative duties, lack of funding or resources.
Points of referral, when you need to support of other professionals when you have a student with needs outside the scope of you experience or knowledge, i.e.
dyslexia.
Health and safety specialists, when you need support on specific subjects or decisions on H&S which is outside the scope of your responsibility.
Working with the awarding body and the administrative staff to ensure all of the paperwork for the awarding body is to the required standard.
Management demands, i.e. this could be demands on timescales or working hours.
Budgetary constraints, as teacher you may want to buy some new equipment or get some particular resources i.e. course text books, but budget constraints could prevent this.
Poor information on learners, the information being issued from the enrolment department could be poor and you are not fully informed of some learners’ individual needs and are unprepared for delivering the lesson.
Points of referral are required so the students’ needs are met and these are aligned with the companies polices and procedures.
In conclusion the needs of the learner are met and the learner has the full opportunity to reach their potential within the learning environment.
3.3 Describe points of referral to meet the individual needs of the learners.
Points of referral can be any source of information or help that you can access to help you deliver the teaching to ensure that the individuals learning needs are delivered. Some examples are below:
Procedure and process for identifying any specific needs for learning.
Speak to the learner and ask them what they need to have a positive learning experience.
You could speak to fellow colleagues who may have experience of your learners needs.
If the organisation you work for has any guidance documentation this guidance can be reviewed.
Seek information and support from professional organisations that specialise in your learners particular requirements.
An example of this could be an ex-serviceman and this person needs financial support to complete the course and you might refer them to The Royal British Legion or Help The Heroes. Apart from financial help with the course they might need support for housing, counselling, libraries, PC, internet etc. We would refer the ex-servicemen because the support/needs for this person are outside our scope of knowledge or experience and they will need the support of experts in that area.