Ptlls Assignment 1 Roles and Responsibilities
Lifelong Learning Sector
Lifelong learning sector covers adult education (16+) outside universities and takes place in further education colleges, adult and community learning centres, work-bases, libraries, archives and information centres, the forces, NHS, prisons, private colleges. The learners range widely in their ages, interests, abilities, cultural and ethnic backgrounds, etc.
Teacher’s Roles and Responsibilities
Our role as ESOL teachers is extremely diverse and includes many other aspects outside teaching in class, e.g. we can be a subject leader, a manager of learning resources, a curriculum developer, a tutor, an assessor, an advice giver, an administrator, a record keeper, an interviewer (Francis & Gould, 2009, p.8), a coach, a facilitator, a presenter, a mentor, a trainer (Grevells, 2008).
Each role assumes certain responsibilities, which are determined by legislation, institutional requirements and ground rules.
Reflecting on my responsibilities of ESOL as teacher, they include promoting a safe, supportive learning environment by ensuring that the entitlement, equality, inclusivity, diversity and differentiation principles are observed; preparing lesson plans and teaching materials; keeping records of lesson plans, attendance, retention, satisfaction, progress, assessments and complaints; interviewing prospective students ensuring they enroll on appropriate study programme; answering enquiries; teaching lessons and giving tutorials for agreed number of hours; providing course information and materials; offering advice and guidance; regularly assessing student progress as part of the teaching/learning process and undertaking formal assessment to national standards; complying with organizational policies, relevant national and local legislation and guidelines; facilitating acquiring appropriate certification upon successful course; keeping up to date with subject development, following appropriate CPD route; marking students’
Lifelong learning sector covers adult education (16+) outside universities and takes place in further education colleges, adult and community learning centres, work-bases, libraries, archives and information centres, the forces, NHS, prisons, private colleges. The learners range widely in their ages, interests, abilities, cultural and ethnic backgrounds, etc.
Teacher’s Roles and Responsibilities
Our role as ESOL teachers is extremely diverse and includes many other aspects outside teaching in class, e.g. we can be a subject leader, a manager of learning resources, a curriculum developer, a tutor, an assessor, an advice giver, an administrator, a record keeper, an interviewer (Francis & Gould, 2009, p.8), a coach, a facilitator, a presenter, a mentor, a trainer (Grevells, 2008).
Each role assumes certain responsibilities, which are determined by legislation, institutional requirements and ground rules.
Reflecting on my responsibilities of ESOL as teacher, they include promoting a safe, supportive learning environment by ensuring that the entitlement, equality, inclusivity, diversity and differentiation principles are observed; preparing lesson plans and teaching materials; keeping records of lesson plans, attendance, retention, satisfaction, progress, assessments and complaints; interviewing prospective students ensuring they enroll on appropriate study programme; answering enquiries; teaching lessons and giving tutorials for agreed number of hours; providing course information and materials; offering advice and guidance; regularly assessing student progress as part of the teaching/learning process and undertaking formal assessment to national standards; complying with organizational policies, relevant national and local legislation and guidelines; facilitating acquiring appropriate certification upon successful course; keeping up to date with subject development, following appropriate CPD route; marking students’
Bibliography: Francis, M. & Gould, J. (2009). Achieving your PTLLS award: a practical guide to successful teaching in the lifelong learning sector. Los Angeles; London: SAGE. Gravells, A. (2008) Preparing to Teach in the Lifelong Learning Sector. Exeter: Learning Matters Ingleby, E., Joyce, D., Powell, S. (2010). Learning to teach in the lifelong learning sector. London: Continuum. Institute for Learning. Code of Professional Practice (2011). Available at http://www.ifl.ac.uk/membership/professional-standards/code-of-professional-practice (Accessed 7 October 2012) Piercy, G. (2009). Preparing to teach in the lifelong learning sector. Studies in continuing education. Vol. 31, Number 2, 212-215. Taylor & Francis. PTLLS Resource. Role, responsibilities and boundaries, 2012. Available at http://ptllsresource.co.uk/resources/role-responsibilities-boundaries (Accessed 6 October 2012)