Ptlls

Assignment A: Role of a teacher 2a) In the field of teaching my job title is referred to as an NVQ Assessor / Trainer in Health and Social Care. I deliver underpinning Knowledge at levels 2 and 3 and I am under obligation to observe learners in performing activities at work as well as assess evidence produced by these learners. Many of my learners are experienced in the job they do but may not necessarily have a certificate to show that they are competent, my role is to assist them package their wealth of experience and knowledge into a structured portfolio to obtain a certificate showing their area of competence. As an NVQ Assessor/ Trainer I have a responsibility to make the initial contact with my learners and carry out an induction and an initial assessment or skills scan to identify their learning needs and establish the correct NVQ and level to be undertaken. I assess NVQ at Level 2 and 3 and therefore I would be able to advice a learner on what level to enrol for within these two levels. When I come in contact with a learner who requires a higher NVQ level in most cases a level 4, I normally refer them to the management of the organisation I work for giving them a contact name and number to give them further information on how to enrol and sometimes information about funding opportunities. On the day of induction it is my responsibility to ensure I agree with the learners the date of the first session and subsequent dates as well. I normally have to be flexible with the times the learners may chose because I have to bear in mind that it is a work based course and Health and social care jobs can span over 24hours and they are generally adults with various commitments. Therefore learner’s availability differs and I consider some very reasonable exceptions. In all I still have boundaries in terms of working hours for this reason I give the candidates about 2 options of 2 different days and range of time to give room for choice and alternatives. Venue for the workshops is also decided at this point in agreement with the employers. A very vital part of my responsibility is to ensure all paper work for registration of the learners are accurately completed to the training centre’s required standard. I ensure that the learners are aware of current legislation relating to them and those concerned with their assessment especially Equal Opportunities, appeals procedures and the Health and safety policy. At the first workshop I give the learners adequate information about the NVQ and the pattern by which it would be completed. I ensure learners are aware of their responsibility with regards to the collection of evidence and how they can utilize any accredited prior learning or achievement. The workshops dates are agreed and I make available the scheme of work according to individual’s choice of units some learners at some point would be seen individually because the mandatory units are general and compulsory for all, but options differ from learner to learner. At the individual level, or small group level activities are planned individualistically according to the learner’s abilities and learning needs. My typical workshop could be as large as 20 learners and as small as 1 learner. My workshops are very interactive; learners give their practical experience at work surrounding the units they are offering. My very common method of encouraging interaction in the workshop is giving out case studies to different groups and allowing them to share their views. As an assessor, it is my responsibility to agree and update assessment plans with learners and review it regularly against set target dates. Evidence for the learner’s NVQ are gathered over a range of methods (i.e. observation, witness testimony, professional discussion, reflective accounts, written and oral questions, simulations APEL) and it is my responsibility to explain the assessment process fully to the learners and others who will also be involved, for example employers and managers or the learner’s supervisor. There are a lot of records involved in NVQ both registration details and portfolio contents and therefore I keep learners records within confidential terms. Filing, photocopying, printing required handouts are equally my responsibility. Sometimes there are learners who refuse to attend workshops or submit assignments, it is my responsibility to provide adequate feedback to the training centre that can contact employers and track the learner’s progress appropriately. On some occasions the issue is not that they are not attending workshops or not submitting assignments, some learners just disrupt the workshop, instigate other learners to rebel and use abusive language or they just tend to query everything I say. At this level I operate on professional boundaries, even though opportunities are equal for all learners, such learner has to be called to order by their employers or they can’t be apart of my workshop. I actually had one who I arranged for her to be assessed by another assessor on an individual basis. Mid way into the course I have to review each learner’s learning progress and review their learning plan. This is the time I also get feedback on my practice as an assessor as the learners are required to fill out standard questionnaires about their course and the trainer. This is an opportunity to discuss with my learners one on one and get to know them more, they will sometimes have a lot of problems they want to discuss with me. This where I make sure I don’t cross the boundaries of my profession. I am aware that I cannot solve their personal problems but I do listen and advise if it is related to my job role but if otherwise, for instance marital problems, financial problems, and problems at work and so on, I normally refer them to the most appropriate person or institute I deem appropriate. Any information I’m not fully aware of I ask for additional support from my colleagues. In conclusion I am fully aware of current legislation and the code of practice relevant to NVQs and I abide by them within my role and responsibility as an Assessor. A few of these legislations are: Equal Opportunities, Disability Discrimination Act (2005), Sex Discrimination Act (1975), Race Relations Act (1976), Data Protection Act (1998). 2b)As an NVQ Assessor I am aware of the following legislation and code of practice below: • Health and safety • Equal opportunities • Data Protection • Disability Discrimination • Risk Assessment • Lone working Health and Safety: The health and safety Act 1974 (HASAWA) places certain responsibilities on both employers and employees. It is the responsibility of the employer to provide a safe working environment, however it is also the responsibility of the employee to show reasonable care for their safety. Therefore within health and social care there are responsibilities for both the employer and employee to maintain a safe working environment. Some of these are: Employers • Provide a safe workplace. • Ensure there is safe access to and from the workplace • Provide information on health and safety • Provide health and safety training • Undertake risk assessment for all hazards. Employee • Take reasonable care for their safety and the safety of others • Cooperate with employer in respect to health and safety matters • Not intentionally damage any health and safety equipments or materials provided by employer. Equal Opportunities The NVQ training provider I work for have a comprehensive policy of equal opportunities in employment and training in which individuals are selected and treated on the basis of their relevant merits and abilities without regards to race, religion, colour, sex, age, national origin, disability or sexual orientation, individuals are given equal opportunities within the company. This is to ensure that no learner or employee receives less favourable treatment on grounds not relevant to good practice. Therefore employees and learners must not harass or intimidate other employees and learners on the grounds of race or sex, disability or sexual orientation. Data Protection Data protection Act 1998 gives people the right to access information held about them. The organisation I work for is registered with the Data protection registrar and they are required to only store information for the purpose of the NVQ training. Information cannot be shared with a third party. If it is essential that vital information is needed by a third party, this is only shared if the individual has given their consent. The information held for learners and employees are not excessive but just the correct information required. Data is updated regularly if learners or employees change address, phone numbers etc. Records on individual learning are also updated regularly. Data are not kept longer than necessary. Data are also kept within confidential measures e.g. computers have password to avoid them accessed by intruders, paperwork are filed away in locked cabinets. Disability Discrimination Act NVQ providers like the organisation I work for are not allowed to discriminate against learners with disabilities for example learners with dyslexia. Adequate support is given to learners in the disability category as much as possible. These learners also have a right to learn and are provided with alternatives such as a recorded professional discussion on various aspects of the NVQ units they have chosen. Risk Assessment This is essential at work for good risk management. As an NVQ assessor I am required to observe my learner at work which means I will need to go out to learners at their various workplaces with different working conditions. It is essential I carry out assessments in accordance with the Risk Assessment Management policy. A risk assessment is also to be done when travelling between appointments. Lone worker Policy Lone workers are those who work by themselves without close or direct supervision. The circumstances under which I work as a lone worker include travelling to and from visits to learners at their workplace on my own. If at any point staff feel unsafe or threatened, this needs to be reported so that a reassessment can be carried out