Ptll1

At the beginning of the training I was assigned the task to review the Leitch Report-Prosperity for All in the Global economy-world class skills. It identified that people need to maximise their skills to reach their potential to create success and prosperity which will increase productivity and create wealth. The Leitch Review was asked to consider the UK’s long term needs and how to improve schools/higher education standards and so we can be a competitive force in the world’s economic market. The professional standards for teachers and trainers in the learning sector describe the skills, knowledge and qualities needed to deliver the variety of teaching and training roles within this industry for learners and employers. The standards will provide the base line for the development of roles specific to teaching and learning and the unit assessments which will in turn create the performance criteria for all to attain too. The key purpose of the teacher/trainer is to create effective and stimulating opportunities for learning through quality, accurate and bespoke teaching that will enable the learners development and progression. The following are the “umbrella” professional standards for all those involved within the learning sector: Domain A Professional Values and Practice Domain B Learning and Teaching Domain C Specialist Learning and Teaching Domain D Planning for Learning Domain E Assessment for Learning Domain F Access and progression The role and responsibilities of a teacher are always changing and evolving, it’s a constant cycle of assessment, planning and reviewing. The main role of a teacher or trainer is to engage all the students into the topic they have chosen and to be able to encourage communication that needs to happen to be able to facilitate the session. To ensure that each session’s aims and objectives are meaningful and applicable to the learners, the teaching role has to incorporate on going administration and assessment. Assessing various learning styles within each group and considering each learners skills, knowledge and past experiences will help identify the various teaching methods that will help throughout the programme. 1) Identify needs 2) Plan and design 3) Deliver/facilitate 4) Assess 5) Evaluate Every teacher/trainer must maintain professional relationships with all students and that they are appropriate at all times. Some learners may not want to disclose any learning needs and every teacher must respect their right to refuse to divulge sensitive information. All learners have the right to have their personal information to be kept confidential and the trainer will not discuss with others unless they have permission. The ethical boundaries that need to be upheld by every teacher/trainer has to be reviewed and reflected on regularly to ensure that there is no mis-interpretation or mis-understanding of any communication that will hinder the delivery of the teaching but not impose a rigidity that will make learning difficult. In the planning of my micro session I was aware that the many factors that I needed to consider that would influence if the session was successful or would leave my learners dis-engaged would help me in the future. I needed to be able to impart knowledge that was not known by the learners, to make it interesting, to use language in a different way that I would not normally use and create a safe environment so people were comfortable and trusting in me. Boundaries in teaching can be divided into four categories 1. Boundaries that are put in place by myself and my lack of skills. These boundaries need to be addressed both by development of my own skills, confidence and also training to develop my skill set. This may be an issue - looking at my time management skills and how I could improve these if I have the right support and organisational skills. 2. Professional boundaries these are either boundaries set by my own professional standards, my company’s rules or my job role. If there is a professional boundary to my teaching there is normally a good reason for this. 3. Personal boundaries which can reflect my teaching-a situation which could be at home that can spill into my work life. This can be addressed professionally by a leave of absence or support from a mentor. 4. Learners boundaries-resistance to engagement. Their own personal circumstances that can affect learning and can influence others. They could also need additional educational support which may take some time to resource. Every professional who is involved in facilitating learning must meet the standards, guidance and statutory regulations provided by the government which will ensure compliance, accuracy, safety and equality. Every teacher/trainer’s performance should be viewed in relation to their current career stage and the career stage they are approaching. The relevant standards should be looked at as a whole in order to help teachers identify areas of strength and areas for further professional development. The standards should therefore be used as a backdrop to performance management discussions and used as the measuring tool for achievability. The current legislation will encompass continual assessment, mentoring and constant review of learning experiences. All experienced tutors who have an established track in promoting and supporting colleagues in learning and teaching will be able to promote their core knowledge and professional values.The Standards are organised into three domains: professional knowledge, professional practice and professional engagement. Within the domains, standards identify the main components of what teachers know and can do in lifelong learning. Ubu actively promote the co-operation of all legislation and the policies and procedures which govern the company and the delivery of all learning, growing and development of each employee. It is the responsibility of all within the company to identify any boundaries which will restrict any learning.It is not sufficient as teachers/trainers to just identify that something is outside of role it is up to us to find a solution. When a boundary or change in our roles occur this needs to be discussed with line managers. As professionals it is up to us to find solutions and follow them through not just pass them on. An example of this is a learner comes to you with an issue relating to the fact that they are diagnosed as having a physical disability ie: a wheelchair user but they are not sure the learning environment, tools and resources are fully meeting their needs. As their teacher it is up to us to first discuss with learner their exact needs, we would then use the resources we have available to ensure a supportive ergonomically correct environment for them to be able to learn. As a professional teacher/trainer we can the contact * Other teachers/trainers within your organisation * Companies specializing in equipment for wheelchair users. * Specialist teachers / professionals * Websites * Government websites / agencies (need to know about equality) Throughout this process it is the teacher/trainer’s responsibility to liaise between the professionals and the learner. The ability to communicate with both professionals and also with the learner is paramount. Each trainer is acting on behalf of the learner so they must remain professional at all times. This process enables us not only to overcome the boundary and aid a learner it also gives us the opportunity to develop own own skills through research for the future. It also gives the opportunity to reflect on the “who, what, why, where and when” and continue to ensure the quality of the training delivered remains at a high standard.