Roles and Responsibilities and Boundaries of a Teacher
Roles and responsibilities and boundaries of a teacher
This assignment is aimed to highlight the Roles and responsibilities of a teacher and the importance for a teacher to be aware of the legal aspects of teaching inclusively and to follow all current legislation and codes using the teaching/training cycle, a cycle of assessment, planning and review/evaluating.
The Equal Act 2010 legislation is a legal requirement and code of practice to be adhered. This piece of legislation is to ensure that all students are treated equally. As a teacher the ability to understand all students have different learning perceptions and understanding. This would be identified in an initial assessment of students which would continue, reassessing their development and changes during the course.
This is a very important stage in the teaching cycle as the teacher can now begin to plan and then deliver their lesson subject.
As a teacher working with special educational needs (SEN) / challenging behaviour it is vital that an initial assessment is carried out. It is also important that the all data collated from the student is kept private and confidential.
Any information collected through any assessment must be stored in a safe and secure place. This is paramount as the Data Protection Act 1998 is yet another important legislation that plays an important part of a professional teacher.
At no time should the Data Protection Act be broken unless information received is detrimental to safe guarding of either the individual student, any other students, the teacher or the learning institution, The Safer Practice, Safe learning Act 2007.
Good effective communication to all students must be delivered to ensure students have an understanding of data protection and safe guarding. Working with vulnerable students, ie Special Education Need (SEN) and challenging behaviour, is an additional challenging job within the teaching practice.
An effective teacher needs support and
This assignment is aimed to highlight the Roles and responsibilities of a teacher and the importance for a teacher to be aware of the legal aspects of teaching inclusively and to follow all current legislation and codes using the teaching/training cycle, a cycle of assessment, planning and review/evaluating.
The Equal Act 2010 legislation is a legal requirement and code of practice to be adhered. This piece of legislation is to ensure that all students are treated equally. As a teacher the ability to understand all students have different learning perceptions and understanding. This would be identified in an initial assessment of students which would continue, reassessing their development and changes during the course.
This is a very important stage in the teaching cycle as the teacher can now begin to plan and then deliver their lesson subject.
As a teacher working with special educational needs (SEN) / challenging behaviour it is vital that an initial assessment is carried out. It is also important that the all data collated from the student is kept private and confidential.
Any information collected through any assessment must be stored in a safe and secure place. This is paramount as the Data Protection Act 1998 is yet another important legislation that plays an important part of a professional teacher.
At no time should the Data Protection Act be broken unless information received is detrimental to safe guarding of either the individual student, any other students, the teacher or the learning institution, The Safer Practice, Safe learning Act 2007.
Good effective communication to all students must be delivered to ensure students have an understanding of data protection and safe guarding. Working with vulnerable students, ie Special Education Need (SEN) and challenging behaviour, is an additional challenging job within the teaching practice.
An effective teacher needs support and
References: www.ashfordstpeters.org.uk/.../457 Reece and Walker (2002) – internet accessed 10th November 2012 Maslow’s Hierarchy of Needs (1954) Smith, J and Spurling, A 1st edition (1999), Lifelong Learning: Group Learning, 44