Ptlls_Level_3_Describe_Your_Role_,_Responsibilities_and_Boundaries

Describe what your role, responsibilities and boundaries would be as a teacher in terms of the teaching/training cycle By City and Guilds 703 Level 3(PTLLS) Theory Question Assessment 1 Tutor 10.03.2011 Describe what your role, responsibilities and boundaries would be as a teacher in terms of the teaching/training cycle The teaching /training cycle is a reference to the methodology of delivery of training or teaching programmes. Teachers and trainers are required to systematically educate pupils/students/learners in a consistent and professional manner. This may involve teaching the same or different material to learners of differing abilities. To ensure quality of the highest standard of teaching an understanding of the cycle is necessary. It can be broken down into five stages to aid in analysis of a learning programme. * Identify needs of learners * Plan and design learning scheme * Deliver * Assess * Evaluate We can now start to relate roles, responsibilities and boundaries to the cycle. The role of the teacher is to teach the level of training required by the organisation they are employed by to a variety of learners who will have differing needs. The teacher might also remember the classical view of education which was to draw out the best potential in the students .The role can be viewed in relationship to each of the five stages of the training cycle of responsibilities and boundaries in order to ensure effective training programmes. Identifying needs: The teacher is responsible for ensuring the needs of the learners are met in order to fulfil the requirements of the awarding body. Initial assessment of learning styles/learning difficulties and disabilities, prior experience, motivation, injuries, personal circumstances, religious or cultural beliefs, and financial circumstances is required. A variety of methods may be used for initial assessment including interview, questionnaires, discussion, and learning style assessments .The teacher will then be able to decide whether it is necessary to divide the learners into groups or teach individually for maximum effectiveness. Boundaries to be overcome at the outset of the training program may include lack of information, learners not being forthcoming due to nervousness or embarrassment, time issues (lateness) and non attendance for enrolment or assessment. Assessment needs to be continued throughout the course. Plan and design learning scheme: The teacher is responsible for planning and designing a training programme. This must incorporate the criteria set by the awarding body and the needs of the students discovered in the initial assessment. The work plan will show the course program and should be clear in its aims, objectives and desired outcomes. Boundaries faced by the teacher can be their own experience and knowledge, financial constraints, amenities and the learning environment, diversity of learners, teaching methods and resources. These all have to be taken in to consideration in the planning stage and overcome if possible to achieve the desired outcome. Delivery of the programme: The teacher is responsible for delivering the programme followed the guidance of the planned aims, objectives and outcomes in the plan. Care needs to be taken on equality issues and health and safety requirements. Students are being trained but they are the ones who have to learn the skills and so must be encouraged to take ownership of their learning process. Students will vary in their ability to do this and the teacher may have to adapt his/her methods accordingly. Boundaries: Individual needs of the student and preferred learning styles may mean that the teacher may need to be flexible and change the approach to encourage inclusivity of all members of the group before it becomes a boundary. Other potential problems are disruptive students, lack of resources, the learning environment, time constraints and the teachers own knowledge and experience. Assess: It necessary for both the student and the teacher to be able to assess how effective the learning process is being. Formative assessment should take place during the training and summative assessment at the end to check on knowledge retention. Assessment methods vary but must be valid and comply with awarding body criteria. Students need to know what the assessment methods are and be provided with sufficient opportunities to meet the required outcomes. Results of testing need to be given to them. Students with disabilities or learning difficulties may need extra help. Boundaries: The teacher will need to account for any problems the student has had to face in the assessment process to ensure that fair assessment has occurred .Consideration should be given to learners with disabilities, nervousness, medical conditions and external disruption or resource failure. Evaluation: The teacher is responsible for performing an evaluation of the programme, both the content and their own delivery, at the end of the course. This enables improvements to be made in the future. Attention should be paid to; * Clarity of aim ,objectives and achieved outcomes * Feedback from students * Feedback given to students by the teacher * Use and availability of materials and resources * Relevance of course to the curriculum * Teachers performance and delivery * Workload for teacher and students * How much support was available to be given by the teacher or other resources to students * The correctness of the assessment methods * Whether the course was set at a the correct level of educational challenge Boundaries: There is a tendency to rush/not take feedback at the end of courses. Student views must be encouraged and noted .Feedback can lead to improvements in programmes but only if attention is paid to it. Questionnaires, group discussion, meetings with other teachers, interviews, self/peer evaluation which may include in class observation by others, are all relevant to the process of evaluation. I have used the five stage analysis of the training cycle to enable me to identify the key elements of the responsibilities and boundaries of my role as a teacher. Sources: National Strategies in Education. www.standards.dcsf.gov.uk/NationalStrategies