Pttls Roles and Responsibilites of an Fe Teacher

2012 Blackpool and the Fylde College Leigharna McKenzie an examination of the roles and responsibilities and boundaries of a contemporary subject specialist instructor. within this essay the author discusses the roles and responsibilities of a teacher within the context of the tenet cycle and makes reference to legislation and codes of conduct, internal and external points of referral and record keeping. As a contemporary teacher in Academic Studies at that place argon many roles and responsibilities to be considered, most burn down withal be demonstrate across a range of command sectors. Gravells suggests teachers practice differing roles within a model referred to as the Teaching Cycle, which encompasses five represents Identify Needs, Plan and Design, Deliver, measure out and Evaluate. Gravells also states one is non totally a teacher save a coach, counsellor, trainer, and assessor amongst others encouraging and supporting apprentices where necessary.Associate d article Roles, Responsibilities and Boundaries of a TeacherSuch roles and responsibilities ar shaped by legislation, plaqueal policies, and situation extremitys, (Gravells, 2010). At the initial stage of Identifying Needs, the teacher acts as an assessor of their assimilators, either exploitation development from assessments on nurture styles such as the Honey and Mumford test, (1986), which can aid in choosing assessments and eruditeness activities, or information gathered from initial interviews/applications to the course, i. e. what learners wish to achieve at the end of the course.The teacher is responsible for selecting and applying varied initial assessment methods and using information from these to create an inclusive framework. As a boundary, learners whitethorn not want to disclose needs and the teacher must respect their pay off to refuse to divulge raw(a) information. The Data Protection bite (1998) provides tombstone principles such as only be using data for the special(prenominal) purposes for which it was collected and not be disclosing to other parties without the consent of the individual whom it is more or less to guide teachers in this argona.Inclusivity may be addressed by adapting lessons to designation activities to the acquirement styles of the learners i. e. in respect to the Honey and Mumford test, having group discussions and role-play included for mobile learners but also having time to think about how to apply encyclopaedism in reality for pragmatic learners in the class. Other needs may be physical e. g. with a leaner that is differently abled. Guidance in this area is covered by much legislation, such as the deterioration Discrimination Act (2005).Norse and Wilkinson state that this act means legally an transcription should not treat disabled students less favourably than their peers however the deadening Rights Commission (2006) suggest 52% of those covered by the act do not consider themselves disabled a nd do not want to arrest unfavourable/special treatment. With respect to disability a teacher should stripping out what can be done to make things easier for the person implicated but also be aware that everyones abilities are different and different people have developed differing strategies to help them cope with challenge situations.It may be wise to discuss with the learner themselves how they wish to be treated within the learning environment at this stage, (Norse and Wilkinson, 2008). Gravells reminds us that there are also internal points of referral for instance such as precedential Tutor Support and Guidance who can give advice from their experience and the organisations policies or a teacher may wish to select the colleges cultivation Support department to become involved should the learner wish for additional aid. In the event that a learner discloses sensitive information that cannot be referred to internally, (e. g. here is an incident of violence in the learners crime syndicate life) external points of referral such as the National Domestic Violence Helpline are available, (Gravells, 2010). An inclusive framework is of upmost importance in ensuring that no learner is excluded from the learning process and forms a major part of the second stage of the second stage of the cycle, Planning and Design. Ashmore et al. propose that valuing diversity creates a learning environment which includes and respects difference. Inclusivity can be as unbiased as using sexuality neutral language in presentations and hand-outs or be lexible with work arrangements to allow for cultural and religious practices. Legislation such as the Equality Act (2006), which has 9 areas protected by law, (age disability gender reassignment marriage and civil partnership pregnancy and maternity race righteousness or belief sex and sexual orientation), requires one to eliminate sinful discrimination and harassment as well as promote opportunity between men and women am ongst promoting other areas of inclusivity, and can be used by all teachers as a guide to promote equality, (Ashmore et al. 2010). With an inclusive end one can move into the third stage of the cycle, speech communication. Here a teacher acts as a guide to learning, it is key not to spoon-feed learners information but use a variety of approaches to engage and enthuse learners to spend a penny responsibility for their progress. To give teachers guidance on conduct during delivery the wreak for acquisition provide a Code of Professional form which was implemented April 2008 it outlines the behaviours expected in terms of Integrity, Respect, Care, Practice, Disclosure and Responsibility.This code protects not only the interest of the learners but defines professional behaviours expected of a teacher. In Delivery teachers have a boundary to overcome in that they are also responsible, along with the learners, for being safe within the schoolroom this is a requirement legally due t o the Health and Safety at Work Act (1974) which covers a wide range of subjects, from control of substances to working at height. existence safe in the classroom can be as simple as ensuring bags are kept under tables or arranging the classroom so that routes to fire exits remain unblocked.During the Delivery there should be also be differing forms of Assessment which itself forms the fourth stage of the learning cycle. Gould and Francis suggest at this stage it is key to ensure that progression is checked and that methods are attractive linking to planned tasks. Assessment on the course forms an on-going record, which is important to look at how learners are grasping objectives and provides valuable feedback for both the learners and teacher.Monitoring student achievements, skills, abilities and progress finished on-going assessment tracks their progress and giving feedback using these records can confirm that learning objectives have been met. Records can also assist in evalua ting the teaching programme, and award if improvements or redesigning is necessary, (Gould and Francis, 2009). Redesign can form a part of the final examination stage of the teaching cycle, Evaluation. Morrison states evaluationis an essential part of the educational process, and suggests that it ensures teaching is meeting students learning needs.Through this stage teachers are constantly learning their crush practice and improving standards so that correct deficiencies can be acted on, that methods maintain to improve, and that content is updated. Once Evaluation is complete then the teacher can start the cycle all over again, (Morrison, 2003). From this review it may be suggested a teachers role is never stagnant and always adapting. REFERENCES Ashmore. L. , Dalton. J. , Noel. P. , Rennie. S. , Salter. E. , Swindells. D. , Thomas. P. , Equality and sort (2010) in Avis.J. , Fisher. R. , Thompson. R. (Eds. ) Teaching in Lifelong Learning, Berkshire McGraw Hill Norse. D. , Wilk inson. J. , Supporting Learning (2008) in Fawbert. F. (Ed. ) Teaching in Post-Compulosry Education, 2nd Edition, capital of the United Kingdom Continuum. Gould J. , Francis M. , Achieving your PTTLS award (2009) London quick-scented Publications Gravells, A. (2010) Passing PTLLS Assessments, Exeter Learning Matters. Morrsion J. (2003) ABC of learning and teaching in medicine Evaluation, British Journal of Medicine, vol. 26, February, p. p. 385-387 BIBLIOGRAPHY Ashmore. L. , Dalton. J. , Noel. P. , Rennie. S. , Salter. E. , Swindells. D. , Thomas. P. , Equality and Diversity (2010) in Avis. J. , Fisher. R. , Thompson. R. (Eds. ) Teaching in Lifelong Learning, Berkshire McGraw Hill Norse. D. , Wilkinson. J. , Supporting Learning (2008) in Fawbert. F. (Ed. ) Teaching in Post-Compulosry Education, 2nd Edition, London Continuum. Gould J. , Francis M. , Achieving your PTTLS award (2009) London SAGE Publications Gravells, A.Passing PTLLS Assessments, (2010) 2nd Edition, London Learning Ma tters. Gravells A. Preparing to Teach in the Lifelong Learning Sector, (2010) 5th Edition London, Learning Matters Morrsion J. (2003) ABC of learning and teaching in medicine Evaluation, British Journal of Medicine, vol. 326, February, p. p. 385-387 Tummons, J. , Powell S. , Inclusive Practice in the Lifelong Learning Sector (2011) London Learning Matters Wilson L. , Inclusive Practice in the Lifelong Learning Sector (2007) London Thomson Learning EMEA