Roles and responsibilities of a teacher

Roles and responsibilities of a teacherReview your stimulate usages and responsibilities as a teacher, in hurt of the Teaching/Training Cycle, nameing boundaries that should be set.INTRODUCTIONIn every profession, in that location ar mappings and responsibilities and boundaries that atomic number 18 set in wander to divide the contestation that indicates the farthest limit. Roles and Responsibilities are measur subject beca using up they would facilitate post in both(prenominal) assumption organisation and allow personal and organisational objectives to be met, as those with Roles give be account adequate-bodied to their functions. Actions and activities assigned to or take in or expect of a person or classify are referred to as Roles patch the obligations to carry forward an assigned task to a successful inference are referred to as Responsibilities. every learnedness institutions are subject to legislation. It is of relevancy that in this assignment I link these roles and responsibilities to current legislative requirements much(prenominal) as stultification discrimination Act, (DDA), Special Education Needs (SEN), and bear on Opportunities. Under the Professional Code of Practice, I be stay responsibilities as a teacher to undertake 30 hours of Continued Professional Development per family and I moldiness too update my subject knowledge. I essential therefore, return limpidity on my roles and responsibilities in order to prevent excision of duty.In this assignment I volition examine the Roles and Responsibilities of a Teacher in congress to the Teaching/Training Cycle. This allow lead to focal point on schoolmaster activities deep down the nurture cycle. I bequeath in addition recognise the overlord boundaries that govern a teachers behaviour in order to comply with the Professional formula of conduct. It is therefore, of signifi offerce that I discuss where the teachers diverse roles stop. After analysing thi s topic, I pass on come up with a conclusion.Holtrop (1997) suggests that apparently teachers wear m some(prenominal) hats friend, counsellor, judge, mentor, hundreds of roles and divergent roles for distinguishable classes, students and extracurricular duties. In semblance to the Training cycle, I have a role of Assessor. A absolute majority of prentices pull up stakes have different psyche study needs and for me to lodge their needs, I need to have idea skills that testament leaven agreeity, motley and inclusion. I lead link this to existence A of the LLUK measuring sticks which states one of the original dresss as Apply principles to mensurate and develop own practice in promoting equality and inclusive learning and engaging with diversity. I can win this by carrying out double-dyed(a) sign sagacitys that provide ease me to chance upon different savant needs such(prenominal) as poor physical composition skills, poor reading skills, disabilities e tc. This would be in class with line of business C Ways to station individual learning needs and potential drop barriers to learning in own specialist area. This get out maintain it easier for both the prentice and me to access learning and deliver learning respectively, because based on the appreciatement needs that I get out aim, I must have knowledge regarding of how I will dupe the different legal opinion methods like constructive and summative judicial decisions to realize these needs. This may increase the take of motivation to both the prentice and teacher.I will link this to terra firma E which is about(predicate) opinion for learning Theories and principles of assessment and the application of different forms of assessment, including initial, formative and summative assessment in directional activity and learning.In my role as a teacher I am to conduct initial assessments which will help me to delineate learners needs, knowledge and skills and also help to identify referral points against levels within the National bills. When I identify needs that need to be referred, I will have to give the learner development, advice and guidance to where they are being referred. This will be linked to creation F which is about access and progression- sources of information, advice, guidance and support to which learners might be referred. This also promotes the Wayt (2008) explains that Assessing change learning styles within a group and considering learners motivation and previous experiences helps identify various pedagogics methods that could be useful throughout the programme. Sessions incorporating visual, auditory and kinaesthetic learning styles ensures students have equal undecomposeds to learning and provide the opportunity to re-evaluate what is already known while exploring aims and objectives from a different perspective.The initial assessment will provide me with some important detail to inform the plan, which will be re vised on an on- press release basis to monitor the learners progress and identify whatever subsequent support needs. Both learner and teacher will be aware of what the learner knows and is able to do and what he/she needs to learn. It is also important for me and the learner to know how the learner likes to learn as this helps me to identify barriers to learning such as difficulties in reading, indite, numeric, language skills and any separate disabilities and will scram reasonable adjustments in order to use the enamour assessment methods that will acquire the individual learners needs and promote equality and diversity. At this stage, should any learner require support which is beyond my competence, I will refer and ensure that I give the learner the right information on their referral, so as to meet the professional standards in flying field F of the LLUK Sources of information, advice, guidance and support to which learners might be referred. This is in line with the Equ al Opportunities Act (2004) which states that all learners must have equal access to learning regard little of their learning barriers, disabilities, sex, religion, and race. Under the Disability Discrimination Act 1995(as amended by the Special Educational Needs and Disability Act 2001) disabled learners must not be treated less favourably and teachers must make reasonable adjustments to ensure that disabled learners are not at a substantial disadvantage compared to their peers.. Following the initial assessment, I should do a diagnostic assessment in order to identify specific individual needs and support required and this will lead to the creation of a detailed personal profile, providing the basis for an idiosyncratic Learning Plan.As an Assessor, I have limits to this role. By doing a thorough assessment, I may identify needs that are beyond my competence and may need to refer the learner appropriately. For example, if I identify that a Learner has financial needs, I may need to refer the express learner to the appropriate department. This in itself is helping meet the learners need and adhering to the professional boundaries. It would be very unprofessional for a teacher to give currency to a learner to fund his/her education or bewilder bullion from a learner. This is to conform to the LLUK standard in ground A which states that conform to statutory requirements and apply codes of practice and also Domain F which says Boundaries of own role in supporting learners. And one of the professional code of practice introduced by the Institute for Learning (IFL) states that a teacher must entertain the interest of the learners and the wider public and any member of the Institute for Learning who breaches the code will be subject to disciplinary investigation as depict by the disciplinary procedure. Let me look at an new(prenominal) role of a teacher.As a teacher, I am a Planner, in that I plan appropriate, powerful, coherent and inclusive learning pr ogrammes that promote equality and engage with diversity. This means I should plan for the use of different teaching methods and activities which are in line with the curriculum requirements and meet the needs of the learners. These may be group discussions, questioning etc. This is in line with the LLUK measure Domains B and D BK2.1 Principles of learning and ways to provide learning activities to meet curriculum requirements and the needs of all learners. DK 1.1 How to plan appropriate, powerful, coherent and inclusive learning programmes that promote equality and engage with diversity.Planning is a very important role for me because it will direct or guide me in the address session. My planning will depend on the identified individual needs, which will prompt me to use the appropriate teaching methods. This is because I am required to ensure that the identified needs of my learners are properly taken ascertain for of in my planning process.Without planning, I might not be ab le to meet the learners needs and may not deliver in line with the curriculum. This may military issue in de-motivation and dis delight to both the learner and I, as learners will feel they have not been catered for and I will feel I have not played my role as a planner. In view of the on going assessments, I am responsible for preparing the assessments in such a way that they meet the needs of individual learners and promote equality, diversity and inclusion. In this case, it is important for me to use different assessment methods such as formative and summative assessments. These could be direct observation, oral questioning, professional discussion, witness testimony of case studies. When this is done, I will have met the LLUK Standard Domain E Theories and principles of assessment and the application of different forms of assessment, including initial, formative and summative in teaching and learning. It is part of my state to ensure that learners are involve in planning for assessments. Learners should not be subjected to a surprise assessment. I should always involve them at the planning stage and be able to give them opportunities to make their own suggestions and choices without putting them in situations where they feel overwhelmed. This will give them a backbone of ownership. This is in line with LLUK Standard Domain E Ensure that learners understand, are involved and share in responsibility for assessment of their learning. The planning session should be able to meet the individual learner needs, by considering different resources that will promote fair and effective assessment. For example, a teacher who is going to assessor a learner at a place of subject must have planned in advance with the learner, who might have suggested that it was better to do the assessment in the morning because that is when a lot of activities take place. If this happens, it is most likely that the learner will feel at ease and have a sense of fulfilment because he/ she has been involved in the planning process and his/her need met. This is linked to Domain E Apply appropriate methods of assessment somewhat and effectively.A teacher is also an Information Provider (Lecturer). In credit to the Teaching/Learning cycle, this role requires me to deliver/implement teaching as planned and designed, inclusively to promote equality and diversity.Gay (2000) states that, It is very important for teachers to value the impact polish has on learning. Furthermore, they must make their teaching salutary suited to the social heathenish stage settings and frames of reference of paganally diverse students. I must therefore, take the differentiation approach, to be able to offer a range of approaches and resources to meet the needs of an individual or a group of learners. It is my responsibility to develop and produce teaching and learning materials appropriate for a range of contexts, purposes and target audiences. Different learners have different level s of understanding and knowledge, and if I am to cater for their needs, I will have to use different teaching tools, such as DVDs, handouts and practical demonstrations(which must be cite to the curriculum) When applied these teaching tools will promote equality, diversity and inclusion and will have the potential for language, literacy, numeracy and information and communication technology for learners and will make it easier for those who understand visual, auditory and kinaesthetic learning. For example, a learner who understands well when they protrude might need to watch the video to get understanding. This can be linked to Domain B of the LLUK Standards Ways to ensure that resources used are inclusive, promote equality and support. This can also be linked to crest (1997)s taxonomy where he separates out learning into three Domains Cognitive domain concerns our thought process and memory and our capacity for understanding. The psychomotor domain deals with our abilities, the skills that we have, what we can physically do. affective domain relates to our understanding, i.e. our approach, our attitude to what we do.I am also responsible for devising the learning environment a safe place to comply with the wellness and Safety at Work Act (1974.) This calls for risk assessments, which help to identify any hazards that would hinder learning. According to Maslows pyramid, everyone needs to feel protected against any life threatening cause. This is also in accordance with the LLUK Standard Domain B- which states that Ways to maintain a learning environment in which learners feel safe and supported. It is therefore important for me to maintain safety in the learning environment and to make learners be aware of their responsibilities in maintaining safety, as health and safety is everyones responsibility. As a teacher, I have the role of a Mentor/ Counsellor in delivering the course. I should be able to apply appropriate teaching and learning strategies w hich take account of individual learner needs. When delivering the course, I must show understanding of the responsibilities and boundaries of my own role in providing support for individual learners for example, signposting and /or referring on specialist services. Learners should be given information on where they can consider advertise information, advice, guidance or learning provision. I also need to ensure that learners understand the context of the course, for example the NVQ standards, its application and contribution to the care sector, the economy and the community. It is therefore, important for me to look standardisation meetings in order to keep abreast with current standards in my specialist area, as required by the LLUK Standards Domain C birth specialist area including current developments and Domain C Ways in which own specialist relates to the wider social, economic and environmental context.Gravells (2007) asserts that, learners learn from each other as well a s the tutor.To promote diversity in my delivery, I must ensure that there is involvement of all students in pertinent activities, rather than excluding them for any direct or indirect reasons (inclusively), as mentioned in the Tomlinson report. Teachers must facilitate learning environments which will promote culture and ethnic diversity. in that respectfore, learners from different ethnic groups will be able to voice their cultural expression in order to increase content and learning processes.The assessment of learners competence is an important role of a teacher. I will assess what the learner has learnt and will be responsible for finding out what methods of teaching and learning would be most appropriate for the learner and to motivate the learner to continue and to do better.This can be achieved by using formative and summative assessments.In congress to my area of teaching NVQs in wellness and Social Care, formative assessment is aimed to helping the learner become skill ed and meet specific performance criteria. This should be an ongoing process, where regular tutorial sessions take place, teacher following prevailplace observation and completing of indite tasks. I am responsible for giving learners constructive feedback on their performance, which will motivate them, especially those that are unsure of their own abilities. This can be linked to Domain E The role of feedback and questioning in assessment for learning. I am also responsible for recording outcomes of formative assessment and keeping these records updated and stored safely for confidentiality to conform to the LLUK Standard Domain A nutrition accurate records which contribute to organisational procedures. This will in turn give learners a clear guidance as to what aspects of performance they shall still need to work on.In view of the Data Protection Act (1998), I must keep all records within confidentiality agreements to comply with organisational policies and procedures and also t o comply with the LLUK Standard Domain A The need for confidentiality, respect and trust in communicating with others about learners. Summative assessment will take place at the end of the learning, giving feedback on learning achievements, maybe a qualification, test or a completed Individual Learning Plan. In relation to NVQs, summative assessment will represent a formal summing up of the learners achievement on completion of a particular piece of work this may be at a completion of each unit. I will be responsible for making a final judgement on the whole of a unit after making a series of formative assessments. This also must be recorded as evidence to represent the learners competence at the time of the summative assessment.A teacher has a role of an evaluator as well. It is my responsibility to make an assessment of, or to judge what I have delivered. Evaluation will help me to look back at how I delivered the learning and find out what could be done differently.I will need to evaluate my own practice on a regular basis, such as my opinions on the course and how it could be made better next time. Learners must be given the opportunity to evaluate the course whether they achieved something, were the teaching materials passable? Did the course meet individual learner needs? This will help to improve delivery in subsequent sessions. In my role as NVQ Tutor/Assessor, I may need to follow the established grammatical construction in place, that means I need to be observed really assessing and giving feedback and then I will be given feedback on how I perform and how I could improve. Some of the ways of getting feedback on my assessment and teaching skills could be, asking an experienced colleague to observe me, get feedback- formal and informal from learners on different types of assessments I use and how these can be improved. This can also be done by writing reflections to explore and evaluate the different ways I assess, using information from colleague s and learners, as well as the actual experiences and results related to the assessments I use with learners. Reflective practice will enhance good practice and further improve what I do in my subject area. All this is in line with the LLUK Standard Domain E The role of feedback in effective evaluation and improvement of own assessment skills.Revising is about making changes based on the evaluation information and will enable unvarying improvements to be made. I am responsible for making any changes to the assessment or teaching methods that were not effective to the learners in order to meet their needs. This can be linked to Domain E The role of feedback in effective evaluation and improvement of own assessment skills.A teacher is a look intoer.I should take responsibility to engage in act professional development to inform my practice, as this is one of the Codes of Professional Practice. As a teacher, I need to do a lot of interrogation by reading relevant books, using the i nternet, journals, attending training and other relevant sources to update my knowledge. I am responsible for attending calibration meetings to inform my practice and to work in line with the specified standards. I must take it upon myself to explore and keep my mind focused to get knowledge and understanding. Collaborating with others would help to improve my own and team performance. This is in relation to the LLUK Standards in Domain A Ways to reflect, evaluate and use research to develop own practice and to share good practice with others.There are boundarieswithin professional disciplines. Teachers are not supposed to borrow money from learners, neither are they allowed to lend money to learners. It would be unprofessional for a teacher to be found in such a situation. Teachers are also reminded not to go beyond their role by going to learners home for assessment or learner coming to teachers home for assessment. All assessments must take place at the centre and /or workplace. As a teacher, I must always follow organisational procedures in relations with issues such as complaints and appeals and make references appropriately, especially where the issue is not within my competence.CONCLUSIONRoles and responsibilities are important because they will promote accountability among teachers and will help meet personal, organisational goals and individual learner needs. It would be frustrating if teachers lacked clarity on their roles and responsibilities because they would be stuck with who is doing what and who answers to whom? When these roles and responsibilities are applied, they benefit both the learner and teacher, by delivering learning which is inclusive, and promotes equality and diversity. Boundaries will help teachers to work within their limits and lodge to the professional code of practice. .Wayt(2008) The responsibility of a teacher will be to continually reassess development and change during the course and create a seamless transition to ensu re smooth delivery. This just confirms the teaching/learning cycle. I am responsible for ensuring that the cycle is on going, by perceive to it that action plans are put in place, constructive feedback is given to the learner where necessary and the cycle does not break. This will increase the level of motivation, satisfaction and will help to achieve the goals for both the learner and me. The teacher will also be responsible for inducting the learners to the organisation and course so that learners understand what is expected of them and what the organisation can deliver. This will also help the learners to have a clear understanding of the organisational rules and regulations and also of the course contents.This is likely to result in learners having a good foundation for their course and be able to prepare adequately. REFERENCESBloom (1997) Maslin-Prosthero -page 185Gay (2000) Available at http/www.intime.uni.edu/multiculture/curriculum/culture/roles.htmAccessed on sixth Decembe r, 2009Gravell A (2007) FE champion January, 2007- Post domineering education and training. Available at www.pcet.net/articles63.html(Date accessed 6th December, 2009)Holtrop (1997) Available at http/www.huntington.edu/education/lessonplanningroles.htmlAccessed on 6th December, 2009 Wayt S.(2008). Holistic Health and well-being. Available at http/www.balance-therapy.co.uk Accessed 6th December, 2009LLUK STANDARD DOMAINS LINKSDomain A AP 3.1Domain C CK3.2Domain E EK 1.1Domain F -FK 1.1 Domain A AP 6.1Domain F -FK 2.1Domain B BK 2.1Domain D DK 1.1Domain E EK1.1Domain E EP3.1Domain E -EP2.1Domain B BK5.2Domain B BK1.1Domain C CK1.1Domain C -CK1.2Domain E EK4.1Domain E EK5.1Domain E EK4.2Domain A AK4.