Roles_and_Responsibilities_in_the_Lifelong_Learning_Sector

1.1 Roles, responsibilities and boundaries of role in relation to teaching Roles of the teacher in the lifelong learning sector My role of as teacher in Further Education (F.E.) is changing and complex, contributing as it does to the personal and social development of students as well as their academic abilities. The Lifelong Learning UK (LLUK:2007) standards, highlight the complexity of the role of the FE teacher as follows “....teachers have a responsibility for ensuring high standards of teaching and learning, as well as contributing to curriculum development and to the development of their subject knowledge” (http://home.freeuk.com). The standards are backed by research undertaken by LLUK and indicate that teachers in the sector undertake the same activities in relation to the teaching cycle as those in a full time compulsory education role. These are stated as being: • Initial assessment • Preparation and planning • Delivery • Assessment • Evaluation • Revision based on evaluation As a result of this teachers in the FE sector need to be properly trained and develop and update their skills regularly to respond to changing needs. In September 2007 new government regulations stated “...all new entrants to further education teaching will be expected to be working toward the new award of Qualified Teaching Learning and Skills (QTLS)” (www.bis.gov.uk) this regulation reformed the training, qualifications and development of teachers in the FE sector. The reforms included changes to continued professional development (CPD), and had an impact on all those delivering learning within the FE sector. The reforms were statutory for FE colleges. This meant that teachers would not only be experts in their fields but also qualified within the teaching environment. This responsibility for CPD and qualification lies with the teacher. These regulations have meant that not only have I up skilled myself within the football and sports areas but I am now paying more attention to CPD within the teaching environment in order to meet the new regulations. In addition to my responsibility for meeting the new regulations my role and responsibility within the school where I teach means I am also the first point of contact in terms of the students’ career education within my specific field, along with providing information, advice and guidance (IAG) needs. As a teacher within FE I also have a role within Careers Education and Guidance (CEG). Some teachers teach careers education and provide initial IAG. Others engage in these activities through subject based discussions and activities. I fall into the latter of these using both theory and practical lessons to aid career choice and help with understanding. I will tell the learners how and when they will use subject knowledge and skills in later life, how people will use then in the workplace and the progression pathways that the subject supports. It helps as a teacher to motivate the student by making links between subjects being studied and career aspirations, this could also include using role models to champion their subject. I have been able to do this in the past by linking with professional coaches and arranging visits to coaching establishments. I am also responsible for the passing of information between parents, personal advisors and other educational providers, this would include providing feedback on student attainment, monitoring placements and providing employer contacts etc. In my role I also respond to requests for information and advice from students on a wide range of subjects. This is highlighted in the school teachers pay and conditions document which states: “The professional duties of teachers include .........Providing guidance and advice to pupils on educational and social matters and on their further education and future careers, including information about sources of more expert advice on specific questions” DCSF(2008:127) Working as I do within a secondary school this extract is very relevant to my role as a personal tutor, this is in addition to my teaching role. The development of education pathways including diplomas and flexible programmes has meant greater opportunities for the 14-19 year olds, it has meant the tutor cannot be expected to be an expert in all things, therefore I need to be aware of how and where to refer students in order that they are able to gain specific guidance. The personal tutor role requires a number of extra contributions to the progression of the learners. As the school operates a vertical tutoring programme it will cover not only post 16 students but learners in all year groups. This will require me to provide information and advice to the group at key transition point’s e.g. year 9, 11 and 12/13 choices. I will need to help students consider all options and will need to be aware what is on offer to them at each stage. I will need to identify students who might benefit from the more vocational options available including diplomas, NVQ’s and work based learning and make the student aware of these options.