Understanding the Relationship Between Teachers and Other Proffessionals in Life Long Learning and Possible Points of Referral for Learners
Understanding the Relationships between teachers and other professionals in lifelong learning and possible points of referral for learners.
A teachers primary role is to deliver information. The 2003 workload agreement (Woodward and Peart, 2013) not only defined the levels of work a teacher could reasonably expect but also defined the roles which would provide a framework of support to the specifics of the teaching role. Though this applies to secondary education the principles can inform teacher roles in the lifelong learning sector. A teacher must develop an awareness, understanding and professional respect of all the roles which support them in their efficacy. In the Institute of Learning's Code of Professional Conduct is states that individuals "respect the rights of learners and colleagues in accordance with relevant legislation and organisation requirement" (www.nelcls.ac.uk, 2013).
Regulations and Guidance under S133 of the Education Act 2002 (www.education.gov.uk, 2013) provides clear boundaries between the role of teacher and teaching assistant by stating that role of assistant should be to "to assist and not substitute for the role of the teacher". The teaching assistant can support the learner to more effective receive and process the information being delivered by the teacher (www.vnc.org.uk, 2013). However, both roles must be aware of not reducing " the overall amount of interaction pupils have with a teacher" which research has shown may impact upon the learners learning (Webster, Russell and Blatchford, 2013).
There are other roles which provide a framework of support in order for the teacher to achieve efficacy. The office staff have both clerical duties and are the focal point of the educational institution. The London Borough of Hounslow (http://www.workinhounslowschools.org.uk,2013), for example, states "School Office staff cover a wide range of responsibilities, including being the clerical ‘face’ of the school and point of contact
A teachers primary role is to deliver information. The 2003 workload agreement (Woodward and Peart, 2013) not only defined the levels of work a teacher could reasonably expect but also defined the roles which would provide a framework of support to the specifics of the teaching role. Though this applies to secondary education the principles can inform teacher roles in the lifelong learning sector. A teacher must develop an awareness, understanding and professional respect of all the roles which support them in their efficacy. In the Institute of Learning's Code of Professional Conduct is states that individuals "respect the rights of learners and colleagues in accordance with relevant legislation and organisation requirement" (www.nelcls.ac.uk, 2013).
Regulations and Guidance under S133 of the Education Act 2002 (www.education.gov.uk, 2013) provides clear boundaries between the role of teacher and teaching assistant by stating that role of assistant should be to "to assist and not substitute for the role of the teacher". The teaching assistant can support the learner to more effective receive and process the information being delivered by the teacher (www.vnc.org.uk, 2013). However, both roles must be aware of not reducing " the overall amount of interaction pupils have with a teacher" which research has shown may impact upon the learners learning (Webster, Russell and Blatchford, 2013).
There are other roles which provide a framework of support in order for the teacher to achieve efficacy. The office staff have both clerical duties and are the focal point of the educational institution. The London Borough of Hounslow (http://www.workinhounslowschools.org.uk,2013), for example, states "School Office staff cover a wide range of responsibilities, including being the clerical ‘face’ of the school and point of contact