Review Own Roles, Responsibilities And Boundaries
Preparing to Teach in the Lifelong Learning Sector
Assignment One Roles, Responsibilities and Boundaries
Review own Role, Responsibilities and Boundaries of own role as a teacher.
My schooldays were of the nineteen fifties and sixties, the system of education at that time was Secondary Modern, the methods used would have been somewhat different from those used today, then the teacher would stand at the front of the class, and explain something, using their voice, a blackboard and a piece of chalk, the role of the pupil was to quietly listen, copy and/ or remember, the text and schoolbooks would remain at school at the end of the day. Now as in those days the role of imparting knowledge was important, that is where the similarity …show more content…
ends.
It appears the role, responsibilities and boundaries of a teacher have become wider and more responsive to the learners needs.
1.1 &1.4
The modern roles and responsibilities of teaching in the lifelong learning sector are varied; teachers must prepare themselves and the materials to be used, they must be honest and realistic making learning fun and interesting, the modern teacher needs to ensure the security of the learners, they must be accountable and measurable, have the ability to listen, support and guide, imparting knowledge, Inspiring and/or motivating, a teacher with ability can motivate a learner to really enjoy receiving knowledge and can hold the key to the door in the direction of a life time of learning.
1 “Teaching is more than imparting knowledge, it is inspiring change. Learning is more than absorbing facts, it is acquiring understanding.”
Negotiating and sometimes the having to agree to disagree is another essential role and responsibility.
2 “Teaching is useless unless you learn from your students”
Being a role model “or do as I do”, can be inspirational for a learner.
3 “Example is the school of mankind, and they will learn at no other.
Being a mentor, an advisor, counsellor someone that learner can rely upon, all of these are roles and responsibilities;
4 Having a duty of care for your learners; carrying out one to one tutorials; following professional values and ethics; acting and speaking appropriately;
All of these things are about being the best you can be as a teacher, applying yourself and caring for the learner’s needs. The teacher needs to be able to communicate with their learners, for the learners to understand the teacher and the teacher to understand the learners.
The boundaries of a teacher are also many and varied and the teacher/ learner relationship is at the core of the boundaries relationships must be kept on educational basis only, to remain within the law, there will be time constraints to keep within; you must use appropriate language, there are compelling ethical issues to be considered, and to teach with no discrimination; to keep within the standards, regulations and scope of the subject being taught to keep within the syllabus; to ensure the confidentiality of the learners; to ensure the security of the work (Data protection); to dress appropriately and be careful not to offend; to respect learners boundaries; to safeguard yourself and to safeguard your learners; to defend their own and the rights of their learners by 5 ensuring there is no discrimination due to age, disability, race, religion or belief, sex or sexuality (these are known as the six strands of equality); to keep office and traditional politics out of the classroom, and to keep within your own capabilities or competence.
Summarise key aspects of relevant current legislative requirements and codes of practice within which I work.
My first role is as a level two A1, National Vocational Qualification Assessor, I am also an I.T.S.S.A.R. (Independent Training Standards Schemes And Register) trainer, I teach learners how to safely operate various forms of lift trucks, I also teach safe Manual Handling Techniques to adult learners, therefore my teaching experience has been solely in the industrial/ adult teaching sector and there are specific legislation and codes of practice to be taken into account when carrying out these duties,
1.2
Firstly as a level two A1, National Vocational Qualification Assessor I must be certified by an accredited body and have competence in the area with which I am delivering the qualification 6 When independent assessors are used by an awarding body it must ensure that they receive appropriate training to: perform their role competently meet the requirements for occupational expertise as laid down by the relevant sector body for the NVQ in question.
These rules/codes are imposed to ensure that the assessment will be valid and fair, and any training provided will be appropriate.
There are Laws and regulations provided for the tuition of Manual Handling below are quotes from two of them. 7“The provision of such information, instruction, training and supervision as is necessary to ensure, so far as is reasonably practicable, the health, safety and welfare of his employees.”
8 Employers must include clear duties for employers to eliminate manual handling as a first action which is in accordance with the principles of the hierarchy of control which has the elimination of the hazard as the first action if this is possible.
The legislation laid down for Lift Truck Training is featured below
Instructors
10 There are 2 levels of instructor associated with accrediting bodies: accredited and registered. Both are trained as instructors, and assessed as being competent, on a course approved for the purpose by an accrediting body.
11 An accredited instructor
(AI) will additionally have been inspected by the accrediting body as described in para 9 above, be subject to regular monitoring and have to use a course syllabus approved by the accrediting body. AI registration is valid for 5 years, after which the instructor is reassessed and reaccredited. HSC recognises only the accrediting bodies, not AIs.
Review other points of referral available to meet the potential needs of learners
1.3
A good place to start when thinking of points of referral for meeting the potential needs of learners is OFSTED. Their only aim in life is to ensure that learners receive a fair, safe and real opportunity to learn, below is question that OFSTED inspectors ask
10 How effective and efficient is the provider in meeting the needs of learners and users, and why?
Evaluative statements
The judgement on overall effectiveness is based on all the available evidence from inspection. Inspectors will take into account judgements on: the provider’s capacity to make and sustain improvements outcomes for learners the quality of provision leadership and management.
11It is unlawful in relation to an educational establishment falling within column 1 of the following table, for a person indicated in relation to the establishment in column 2 " responsible body ") to discriminate against a woman- (a) in the terms on which it offers to admit her to the establishment as a pupil, or (b) by refusing or deliberately omitting to accept an application for her admission to the establishment as a pupil, or (c) where she is a pupil of the establishment- (i) in the way it affords her access to any benefits, facilities or services, or by refusing or deliberately omitting to afford her access to them, or
(ii) by excluding her from the establishment or subjecting her to any other detriment.
12 It is unlawful, in relation to an educational establishment falling within column 1 of the following table, for a person indicated in relation to the establishment in column 2 (the “responsible body") to discriminate against a person in the terms on which it offers to admit him to the establishment as a pupil; or by refusing or deliberately omitting to accept an application for his admission to the establishment a pupil; or where he is a pupil of the establishment (i) in the way it affords him access to any benefits, facilities or services, or by refusing or deliberately omitting to afford him access to them; or (ii) by excluding him from the establishment or subjecting him to any other detriment. (1)It is unlawful for the body responsible for a school to discriminate against a disabled person—
(a)in the arrangements it makes for determining admission to the school as a pupil;
(b)in the terms on which it offers to admit him to the school as a pupil; or
(c)by refusing or deliberately omitting to accept an application for his admission to the school as a pupil.
(2)It is unlawful for the body responsible for a school to discriminate against a disabled pupil in the education or associated services provided for, or offered to, pupils at the school by that body.
(3)The Secretary of State may by regulations prescribe services which are, or services which are not, to be regarded for the purposes of subsection (2) as being—
(a)education; or
(b)an associated service.
(4)It is unlawful for the body responsible for a school to discriminate against a disabled pupil by excluding him from the school, whether permanently or temporarily.
(5)The body responsible for a school is to be determined in accordance with Schedule 4A, and in the remaining provisions of this Chapter is referred to as the “responsible body”.
(6)In the case of an act which constitutes discrimination by virtue of section 55, this section also applies to discrimination against a person who is not disabled.
All of these acts came about long after I left school, they should be included because they all meet the potential needs of the pupil and learners at all stages of life and learning need careful advice, guidance, learners also need inclusion and diversity.
Justify the need for record keeping
14 Nothing has really happened until it has been recorded
1.5
15 In 2001/2002, The Learning and Skills Development Agency (LSDA) was asked by the LSC to devise a method to recognise and record progress and achievement in non-accredited learning, in the absence of formal assessment.
In addition, NIACE looked at the views and perceptions of learners on approaches to identifying and evaluating learning outcomes. This is the latest publication in a long line of publications and research on identifying learning outcomes in non-accredited work produced by NIACE and LSDA. As a result the LSC set up a project to extend the development work and test a method of recognising and recording progress and achievement. This report evaluates this phase of developing the RARPA approach.
The approach that has been developed by LSDA, NIACE and the LSC’s Quality and Standards directorate acknowledges the paramount importance of the diverse needs, purposes and interests of learners. It seeks to address the requirements and interests of other stakeholders, particularly providers and the Council and local LSCs. In addition, the RARPA approach takes account of the wider needs of communities, employers in relation to workforce development and the imperative to attract potential learners i.e. those not currently participating in …show more content…
learning.
16 RARPA (Recognising And Recording Progress and Achievement)
Is a useful tool and is normally used on a course where there is no recognised qualification but attract government funding. This approach works whenever individual needs rather than course objectives are paramount.
When I started this course I was advised by the tutor to take notes (which, thankfully, I did in copious amounts), these have been invaluable to me as they are a record of what I was being taught and would need to complete the assignments effectively.
Records are evidence of what will be required of a learner and evidence is what a teacher will need to prove some form of teaching/ learning has been given; evidence can also be a proof of learning.
Records are a reference, and can be used as an evaluation, a qualification and will be used by OFSTED again as proof; of who, when, how, how many, and over what time teaching/ training occurred.
Records are used as a standardisation tool and will be employed when benchmarking, it also ensures that everyone has the same opportunities,
Records are insurance it is always wise to have a record as proof for insurance purposes.
Normally training records are company policy and can be used as a reference and evidence of proof of learning.
all are valid reasons.
Records can be stored, electronically, on a computer hard drive, external memory or floppy discs (normally with back up), there could still be a paper record although this is becoming less popular (probably due to the cost of storing the paper and the insurance that comes with storing paper). There might be audio or/ and records video records again there would normally be a backup. Records might well be a product or material for a product, again all of the aforementioned are valid means of keeping
records.
1 Quoted by William Arthur Ward
2 Quoted by Martin Dansky
3 Quoted by Edmund Burke
4 Preparing to Teach in the lifelong Learning Sector Third Edition. Ann Gravells; page 10
5 Race Relations Act, The Race Discrimination Act, The Sex Discrimination Act, The Disability Awareness Act
6 NVQ Code Of Practice 2006; 19 page 7
7 Health And Safety At Work Act (1974) Reg. 2 (2) c
8The Manual Handling Operations Regulations 1992
9 H&SE Rider Operated Lift Trucks: Operator Training Approved Code Of Practice (2001)
10 OFSTED Handbook for the inspection of further education and skills (September 2009); page 40
11Sex Discrimination Act 1975 PART 3; DISCRIMINATION IN OTHER FIELDS, Education
12Race Relations Act 1976— [F47(1)]
13Disability Discrimination Act 1995 [F128A]
14 Virginia Woolf: British Author: 1882 – 1941.
15: www.niace.org.uk
16 Teaching Today: (fourth Edition) Geoff Petty (chapter 41 Flexible and inclusive course organisation and record keeping page 463)
Assignment One Roles, Responsibilities and Boundaries
Review own Role, Responsibilities and Boundaries of own role as a teacher.
My schooldays were of the nineteen fifties and sixties, the system of education at that time was Secondary Modern, the methods used would have been somewhat different from those used today, then the teacher would stand at the front of the class, and explain something, using their voice, a blackboard and a piece of chalk, the role of the pupil was to quietly listen, copy and/ or remember, the text and schoolbooks would remain at school at the end of the day. Now as in those days the role of imparting knowledge was important, that is where the similarity …show more content…
ends.
It appears the role, responsibilities and boundaries of a teacher have become wider and more responsive to the learners needs.
1.1 &1.4
The modern roles and responsibilities of teaching in the lifelong learning sector are varied; teachers must prepare themselves and the materials to be used, they must be honest and realistic making learning fun and interesting, the modern teacher needs to ensure the security of the learners, they must be accountable and measurable, have the ability to listen, support and guide, imparting knowledge, Inspiring and/or motivating, a teacher with ability can motivate a learner to really enjoy receiving knowledge and can hold the key to the door in the direction of a life time of learning.
1 “Teaching is more than imparting knowledge, it is inspiring change. Learning is more than absorbing facts, it is acquiring understanding.”
Negotiating and sometimes the having to agree to disagree is another essential role and responsibility.
2 “Teaching is useless unless you learn from your students”
Being a role model “or do as I do”, can be inspirational for a learner.
3 “Example is the school of mankind, and they will learn at no other.
Being a mentor, an advisor, counsellor someone that learner can rely upon, all of these are roles and responsibilities;
4 Having a duty of care for your learners; carrying out one to one tutorials; following professional values and ethics; acting and speaking appropriately;
All of these things are about being the best you can be as a teacher, applying yourself and caring for the learner’s needs. The teacher needs to be able to communicate with their learners, for the learners to understand the teacher and the teacher to understand the learners.
The boundaries of a teacher are also many and varied and the teacher/ learner relationship is at the core of the boundaries relationships must be kept on educational basis only, to remain within the law, there will be time constraints to keep within; you must use appropriate language, there are compelling ethical issues to be considered, and to teach with no discrimination; to keep within the standards, regulations and scope of the subject being taught to keep within the syllabus; to ensure the confidentiality of the learners; to ensure the security of the work (Data protection); to dress appropriately and be careful not to offend; to respect learners boundaries; to safeguard yourself and to safeguard your learners; to defend their own and the rights of their learners by 5 ensuring there is no discrimination due to age, disability, race, religion or belief, sex or sexuality (these are known as the six strands of equality); to keep office and traditional politics out of the classroom, and to keep within your own capabilities or competence.
Summarise key aspects of relevant current legislative requirements and codes of practice within which I work.
My first role is as a level two A1, National Vocational Qualification Assessor, I am also an I.T.S.S.A.R. (Independent Training Standards Schemes And Register) trainer, I teach learners how to safely operate various forms of lift trucks, I also teach safe Manual Handling Techniques to adult learners, therefore my teaching experience has been solely in the industrial/ adult teaching sector and there are specific legislation and codes of practice to be taken into account when carrying out these duties,
1.2
Firstly as a level two A1, National Vocational Qualification Assessor I must be certified by an accredited body and have competence in the area with which I am delivering the qualification 6 When independent assessors are used by an awarding body it must ensure that they receive appropriate training to: perform their role competently meet the requirements for occupational expertise as laid down by the relevant sector body for the NVQ in question.
These rules/codes are imposed to ensure that the assessment will be valid and fair, and any training provided will be appropriate.
There are Laws and regulations provided for the tuition of Manual Handling below are quotes from two of them. 7“The provision of such information, instruction, training and supervision as is necessary to ensure, so far as is reasonably practicable, the health, safety and welfare of his employees.”
8 Employers must include clear duties for employers to eliminate manual handling as a first action which is in accordance with the principles of the hierarchy of control which has the elimination of the hazard as the first action if this is possible.
The legislation laid down for Lift Truck Training is featured below
Instructors
10 There are 2 levels of instructor associated with accrediting bodies: accredited and registered. Both are trained as instructors, and assessed as being competent, on a course approved for the purpose by an accrediting body.
11 An accredited instructor
(AI) will additionally have been inspected by the accrediting body as described in para 9 above, be subject to regular monitoring and have to use a course syllabus approved by the accrediting body. AI registration is valid for 5 years, after which the instructor is reassessed and reaccredited. HSC recognises only the accrediting bodies, not AIs.
Review other points of referral available to meet the potential needs of learners
1.3
A good place to start when thinking of points of referral for meeting the potential needs of learners is OFSTED. Their only aim in life is to ensure that learners receive a fair, safe and real opportunity to learn, below is question that OFSTED inspectors ask
10 How effective and efficient is the provider in meeting the needs of learners and users, and why?
Evaluative statements
The judgement on overall effectiveness is based on all the available evidence from inspection. Inspectors will take into account judgements on: the provider’s capacity to make and sustain improvements outcomes for learners the quality of provision leadership and management.
11It is unlawful in relation to an educational establishment falling within column 1 of the following table, for a person indicated in relation to the establishment in column 2 " responsible body ") to discriminate against a woman- (a) in the terms on which it offers to admit her to the establishment as a pupil, or (b) by refusing or deliberately omitting to accept an application for her admission to the establishment as a pupil, or (c) where she is a pupil of the establishment- (i) in the way it affords her access to any benefits, facilities or services, or by refusing or deliberately omitting to afford her access to them, or
(ii) by excluding her from the establishment or subjecting her to any other detriment.
12 It is unlawful, in relation to an educational establishment falling within column 1 of the following table, for a person indicated in relation to the establishment in column 2 (the “responsible body") to discriminate against a person in the terms on which it offers to admit him to the establishment as a pupil; or by refusing or deliberately omitting to accept an application for his admission to the establishment a pupil; or where he is a pupil of the establishment (i) in the way it affords him access to any benefits, facilities or services, or by refusing or deliberately omitting to afford him access to them; or (ii) by excluding him from the establishment or subjecting him to any other detriment. (1)It is unlawful for the body responsible for a school to discriminate against a disabled person—
(a)in the arrangements it makes for determining admission to the school as a pupil;
(b)in the terms on which it offers to admit him to the school as a pupil; or
(c)by refusing or deliberately omitting to accept an application for his admission to the school as a pupil.
(2)It is unlawful for the body responsible for a school to discriminate against a disabled pupil in the education or associated services provided for, or offered to, pupils at the school by that body.
(3)The Secretary of State may by regulations prescribe services which are, or services which are not, to be regarded for the purposes of subsection (2) as being—
(a)education; or
(b)an associated service.
(4)It is unlawful for the body responsible for a school to discriminate against a disabled pupil by excluding him from the school, whether permanently or temporarily.
(5)The body responsible for a school is to be determined in accordance with Schedule 4A, and in the remaining provisions of this Chapter is referred to as the “responsible body”.
(6)In the case of an act which constitutes discrimination by virtue of section 55, this section also applies to discrimination against a person who is not disabled.
All of these acts came about long after I left school, they should be included because they all meet the potential needs of the pupil and learners at all stages of life and learning need careful advice, guidance, learners also need inclusion and diversity.
Justify the need for record keeping
14 Nothing has really happened until it has been recorded
1.5
15 In 2001/2002, The Learning and Skills Development Agency (LSDA) was asked by the LSC to devise a method to recognise and record progress and achievement in non-accredited learning, in the absence of formal assessment.
In addition, NIACE looked at the views and perceptions of learners on approaches to identifying and evaluating learning outcomes. This is the latest publication in a long line of publications and research on identifying learning outcomes in non-accredited work produced by NIACE and LSDA. As a result the LSC set up a project to extend the development work and test a method of recognising and recording progress and achievement. This report evaluates this phase of developing the RARPA approach.
The approach that has been developed by LSDA, NIACE and the LSC’s Quality and Standards directorate acknowledges the paramount importance of the diverse needs, purposes and interests of learners. It seeks to address the requirements and interests of other stakeholders, particularly providers and the Council and local LSCs. In addition, the RARPA approach takes account of the wider needs of communities, employers in relation to workforce development and the imperative to attract potential learners i.e. those not currently participating in …show more content…
learning.
16 RARPA (Recognising And Recording Progress and Achievement)
Is a useful tool and is normally used on a course where there is no recognised qualification but attract government funding. This approach works whenever individual needs rather than course objectives are paramount.
When I started this course I was advised by the tutor to take notes (which, thankfully, I did in copious amounts), these have been invaluable to me as they are a record of what I was being taught and would need to complete the assignments effectively.
Records are evidence of what will be required of a learner and evidence is what a teacher will need to prove some form of teaching/ learning has been given; evidence can also be a proof of learning.
Records are a reference, and can be used as an evaluation, a qualification and will be used by OFSTED again as proof; of who, when, how, how many, and over what time teaching/ training occurred.
Records are used as a standardisation tool and will be employed when benchmarking, it also ensures that everyone has the same opportunities,
Records are insurance it is always wise to have a record as proof for insurance purposes.
Normally training records are company policy and can be used as a reference and evidence of proof of learning.
all are valid reasons.
Records can be stored, electronically, on a computer hard drive, external memory or floppy discs (normally with back up), there could still be a paper record although this is becoming less popular (probably due to the cost of storing the paper and the insurance that comes with storing paper). There might be audio or/ and records video records again there would normally be a backup. Records might well be a product or material for a product, again all of the aforementioned are valid means of keeping
records.
1 Quoted by William Arthur Ward
2 Quoted by Martin Dansky
3 Quoted by Edmund Burke
4 Preparing to Teach in the lifelong Learning Sector Third Edition. Ann Gravells; page 10
5 Race Relations Act, The Race Discrimination Act, The Sex Discrimination Act, The Disability Awareness Act
6 NVQ Code Of Practice 2006; 19 page 7
7 Health And Safety At Work Act (1974) Reg. 2 (2) c
8The Manual Handling Operations Regulations 1992
9 H&SE Rider Operated Lift Trucks: Operator Training Approved Code Of Practice (2001)
10 OFSTED Handbook for the inspection of further education and skills (September 2009); page 40
11Sex Discrimination Act 1975 PART 3; DISCRIMINATION IN OTHER FIELDS, Education
12Race Relations Act 1976— [F47(1)]
13Disability Discrimination Act 1995 [F128A]
14 Virginia Woolf: British Author: 1882 – 1941.
15: www.niace.org.uk
16 Teaching Today: (fourth Edition) Geoff Petty (chapter 41 Flexible and inclusive course organisation and record keeping page 463)