Preparing_to_Teach_My_Roles

Preparing to teach in the Lifelong Learning Sector (PTLLS): Assignment 2 Understanding my role, responsibilities and boundaries as a teacher in relation to the teaching training cycle. The Teacher Training Cycle demonstrates the practical way to commence teaching in modern society It is broken into five sectors beginning with identifying the needs of the learner, having identified the needs one can begin to plan and design the course following the planning stage is the delivery of adapting sessions, teaching methods, and resources while it’s in progress ending with a summative assessment. Harlen W (2004) A systematic review of the evidence of reliability and validity of assessment by teachers used for summative purposes. In: Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London The cycle completes with the evaluation process, what are your and your learners’ opinions of the course' How could it be made better next time' For learning to be effective the whole cycle must be completed. . The stages of the process in relation to my position are discussed below My Role and Responsibilities At Penny Lane Builders we recognize that our most important resource is our employees. We are committed to the training and development of our entire workforce so that they will gain the necessary skills to reach their full potential. This will assist in enabling the organization to achieve its aims and objectives that are to provide specialized high quality services through a well trained and supported working team. By increasing the skills and knowledge of its staff the company will produce confident, highly qualified staff working as an effective and efficient team. It is my role and responsibility to identify the individual and collective training and development needs of our employee’s this is done through • A training needs analysis questionnaire • An annual performance appraisal • Requests from employees. Throughout the organisation, I carry out a comprehensive training needs analysis which encompasses both Essential Health and Safety Training and Workplace Specific Training based on the legislative requirements that all personnel will receive appropriate training. I have to know what services or other resources are available to help meet specific learning needs. As a part of the organisations requirements and training commitment I consult with colleagues and managers to identify learning needs and outcomes and plan a variety of activities to enable these to be met I take into account differing levels of responsibility, ability, and literacy, I am responsible for ensuring that learners achieve the intended learning outcomes. It is important to understand that each person has a different learning ability and style when organizing work related learning projects Poell, R. F. and Van der Krogt, F. J. (1997), Organising Work-Related Learning Projects. International Journal of Training and Development, 1: 181–190. doi: 10.1111/1468-2419.00018 Legislation It is my responsibility to plan and design the training courses, create session plans and schemes of works that ensure learning outcomes are met The current Health and Safety Legislation requires me to ensure that anyone working in our organisation is properly trained in the use of equipment and understands the current regulatory requirements, Formal health and safety training is now required by law as part of the organisations induction process and this has an impact in designing safety courses . Training also takes place when job conditions change and employees are exposed to new or increased risks. Due to the nature of our business it is sometimes difficult to set training sessions because of costs, locations, time constraints and the numbers of employees able to attend can fluctuate however these barriers must be overcome and the support and commitment of senior management within the organisation is essential in the training process Equality Diversity and Inclusion when delivering the course When I deliver a training course to the employees I always carry out an ice breaker to get the employees relaxed and interested in the learning subject. I sometimes ask the employees to set the ground rules as this gives them the chance to have some relaxing banter with each other. Minton (2003:194) states that the teacher’s first job should be agreeing with the class ‘goals, roles, rules of behaviour and responsibilities’ and this agreement could be achieved by encouraging the students themselves to establish ground rules. Petty (1998:86) agrees that it is ‘sometimes worth negotiating rules and regimes with students’ These negotiated rules could be based on good and bad previous experiences of teamwork and should work well as learners are much more likely to own rules which they have contributed to. Also, being more aware of their own weaknesses it will help learners make specific rules relevant to their group. For instance, a particularly lively and vocal group may decide on a rule allowing individuals to speak for a set time without interruption. The needs of the learners are very important I treat all our employees as adult learners and try not to be condescending to them. To ensure equality in the session I aim to treat all employees the same regardless of age, sex, race, gender, ethnic origin, religion, disability and sexual orientation.  Diversity values the differences in people Inclusion ensures that there is opportunity for involvement of all employees. The company has a comprehensive equality and diversity policy to guide me also there is the current legislation covered under the Equality Act 2010. Equality in work and education has been given particular awareness over recent years. In terms of learning styles I try to deliver the course in VAK style, visual presentations, and audio and kinaesthetic I deliver the theory, view videos and show practical examples and distribute relevant handouts and safety bulletins I give the employees the opportunity to carry out practical task themselves. Most learners appear to prefer practical tasks. Petty (1998:170) concludes that supervised practice develops skills, encourages learners to work harder and makes learning more enjoyable I follow the session plan closely I let learners know that I am available during breaks, lunches and after the training course for one-on one and small-group issues References: Google websites: • www.direct.gov.uk • Equality Act 2010 Human Rights Act 1988 Race Relations Act (1976) • www.opsi.gov.uk/acts/acts2001 Internal and External Assessment Requirements It is important as a trainer that I understand the stages of and the needs for the assessment process. Initial assessment is a first step in planning a course to meet the needs of the learners, diagnostic assessment follows on from initial assessment and is what I use to identify what a learner can already do and what areas of skill or knowledge or understanding needs to be improved. Formative assessment is carried out during teaching sessions to ensure that learners are achieving the learning outcomes and to establish if changes in the session are needed. Summative assessment takes place at the end of the course to establish if the outcomes have been achieved. Sometimes external assessments are required these are for courses and qualifications that are awarded by external bodies to demonstrate the quality and integrity of the course assessment this form of assessment is carried using a number of roles including the assessor, the internal verifier and the external verifier. Record Keeping As a trainer I am required to keep records which include session plans, schemes of work, proof of competence, training certificates. registers of attendance, evaluation and assessment records. Further records I am required to keep are an up to date record of Health and Safety training received by the employees, a record of registration must also be kept to show the CITB awarding body that the employees have attended the course. As a Health and Safety /Training Manager there are many different records that I keep as required by the Health and Safety Executive (HSE) e.g. accident/incident reports, register of legislation, employee reports, employees’ personal details, training assessment and Learning Records Although there are many and varied records and there is legislation which requires me to keep some of them a big advantage of keeping training records and assessment papers is that it enables me to become a better trainer/teacher; I have a greater understanding of my employees, not only their skill levels and progress but also personally. Google websites: • www.direct.gov.uk • www.opsi.gov.uk/acts/acts2001 • www.hse.gov.uk