Ptlls_Level_3

Assignment 2 Roles and responsibilities as a teacher in the lifelong learning sector In order that learners needs can be met, teachers have roles, responsibilities and boundaries that can be developed within the teacher/training cycle. One of the roles of a teacher within the lifelong learning sector is to value all of their learners individually and equally. Also their role is to create effective and stimulating opportunities for the learning through high quality teaching that enables the development and progression of all learners. As well as helping learners achieve the objective of their chosen subject in order to pass assessment a teachers roles also include: * Identifying learners needs. Finding out about any individual or collective needs of a group. This can also include knowing about services and resources to assist with any specific learning needs. * Planning and preparation. Identification of learning outcomes and planning of delivery of the subject matter in various ways. The collation of suitable resources. Ensuring environment for teaching is of a suitable standard. Production of the essential lesson plan * Teaching and learning. The following through of lesson plans. Ensuring all learners is included and actively participates in sessions. Provision of learner support at appropriate levels where required * Assessment. Ongoing assessment of learner’s progression through the course and giving feedback. Assessment of learner’s achievement at the end of the course and the recording of this. Internal verification and moderation of colleagues assessments * Evaluation. Gathering and acting on information from learners, employers and colleagues about the course in order to improve further session As well as these key factors, other responsibilities include: * Record keeping * Promotion of equal opportunities, inclusion and diversity * The awareness and delivery of requirements of awarding bodies relating to the course, this will include assessment to their standards All of these roles and responsibilities are reflected in what is known as teaching and learning cycle which is built up of 5 stages: * Initial assessment * Planning and preparation * Teaching * Assessment * Evaluation The teaching and learning cycle is exactly that. It is an ongoing cycle where final evaluation of the course may well lead to changes being made to the initial assessment and planning and preparation stages of the cycle. Legislation As a teacher in the lifelong learning sector Legislation affects us in many ways. Major pieces of legislation that affect us are: * Disability Discrimination Act 1995 (Amendment) (FHE) regulations 2006. Implementing in full the further and higher education provisions of Disability Discrimination Act * Employment Equality (Age) Regulations 2006. Setting out the requirements of vocational training * Race Relations (Amendment) Act 2000. Bringing in an obligation to eliminate unlawful racial discrimination and promote equality of opportunity and good relations between people of different racial groups * EC Employment Directive-Employment Equality (Religion or Belief) Regulations 2003. Banning discrimination on the grounds of religion or belief in vocational training * Sex Discrimination Act 1975. Banning sex discrimination in education * Sex Discrimination (Gender Reassignment) Regulations 2003. Banning discrimination against transsexual people in employment and vocational training * Special Education Needs and Disability Act 2001. Making it unlawful for bodies responsible for provision of education to discriminate against disabled learners Other pieces of legislation we should be aware of are * Health and Safety at Work Act 1974. The primary piece of legislation covering health and safety * Management of Health and Safety at Work Regulations 1999. Requiring workers to carry out risk assessments, make arrangements to implement necessary measures, appoint competent people and arrange for appropriate information and training * Data protection Act 1988. Regulating the processing and storing of information about individuals * Copyright, Designs and Patents Act 1988. Protecting the rights of originators of literary, dramatic, musical and artistic works, recordings and broadcasts Equality, diversity and inclusion As a teacher we have an obligation to promote equality and inclusion, we do this through different teaching approaches which help promote participation. In order to understand this we need to know what equality, diversity and inclusion is about and how each one affects the way we approach teaching * Equality This is about making sure everyone is treated fairly and given the same opportunities not about treating everyone the same way. Individual’s needs are met in the most appropriate way. Ways this affects our work may be changing of timings, provision of additional support and adapting of resources and assessments according to the learners needs. Equality is covered by legislation which bans discrimination on grounds such as race sex, disability, religion or belief, sexual orientation and age. As teachers we must ensure that we create a positive, supportive learning environment with no discrimination. * Diversity This is about us recognising and valuing individual differences and respecting and valuing the various cultural backgrounds of learners and those around us. * Inclusion This is about us ensuring all learners are able to join in and feel included. We work to remove any barriers which prevent all learners joining in. We also need to make sure we take every effort to avoid stereotyping. This can be done very easily, for example referring to terms such as Police officer rather than police man and not referring to people by conditions, a sufferer of diabetes rather than a diabetic. Internal and external assessment Depending on the awarding body of the subject being taught will depend on whether internal or external assessment is required. * Internal assessment. An internal assessor must make sure that all assessment materials are appropriate, approve assessment decisions, support assessors and make sure the course has met all the awarding bodies’ requirements. All actions between the assessor and the internal verifier must be recorded including standardisation meetings, sampling of learners work and any other actions taken. If you are the assessor you should meet with the internal verifier before the course. All records need to be made readily available for the external verifier of the awarding body *