Roles_and_Responsibilities_of_a_Teacher_in_the_Life_Long_Learning_Sector

Roles and Responsibilities of a Teacher in the Lifelong Learning Sector The Lifelong Learning UK (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://dera.ioe.ac.uk 21/10/11 Identifying Needs A key role of the teacher starts within the recruitment process, which involves identifying the needs of all learners so effective learning can be developed. The teacher may conduct tutorials at the beginning the course, to review and record personal information, identify barriers to learning, academic and vocational achievements, to assess both academic and personal abilities as both can impact on learning. The information can be used to develop a learner profile, identification of preferred learning styles, ensuring lesson planning and learning materials are appropriate and increase the chance of successful teaching and learning. Learners may feel uncomfortable disclosing or discussing personal information and have the right not to disclose or ask for the information to be kept confidential. Therefore it may be advantageous to issue an anonymous questionnaire to the class. All information must be collated and shared with the course team. Planning and Design Teachers could plan and design a scheme of learning. Changes can be made to these plans throughout the teaching cycle using assessment and evaluation. Teachers need to ensure that learning outcomes, objectives and aims for the course are appropriate, for example; the order in which outcomes are planned, delivery strategies, length of time, resources, assessment methods and place focus on session planning, using identification of needs to inform the plan to be inclusive and meet individual learner needs. Courses may be planned with an aim to ensure learning outcomes are met in the time allocated, using appropriate resources and methods. Teachers’ need to be aware of the requirements issued by their awarding body, legal obligations and organisation. Delivery Delivery of a course should be appropriate for all learners using clear aims and objectives. Activities should be differentiated to accommodate preferred learning styles and abilities. Resources should be well prepared, with sufficient copies that support the learning activities. Sessions should be divided using an introduction, main and a conclusion to help the lesson progress logically and consolidate learning. Teachers need to ensure they have the knowledge and skills to deliver the course, answer any questions that arise and to plan learner led/centre activities where the teacher facilitates learning. Teachers should use a professional manner when teaching never using discriminatory, judgmental or offensive language. Teacher / student relationships should be based on mutual trust and respect with a responsibility to uphold safeguarding procedures, keeping learners safe, both physically and emotionally, within a safe learning environment. Assess Methods of assessment should be planned, fair, reliable and linked to activity tasks. Learner achievement and progress should be monitored throughout the learning process. Clear, concise and accurate feedback can be given to learners on their progress and achievement. Feedback should be given as quickly as possible, based on the quality of submission or performance, using positive and developmental comments. Information should be recorded in preparation for submission to the course awarding body. Teachers should avoid assessment tasks that do not link directly to the learning objectives, and ensure planned assessments are at the correct level for learners. Teachers should not set assessment tasks which do not link directly to the learning objectives. Teachers must make sure that their planned assessments are at the correct level for the learners and assess what the learners should be able to achieve. Evaluate Lesson evaluations should be conducted after each session, a teacher could reflect on strengths and weaknesses of the session, to highlight areas for professional development and improve performance. Learners should also be encouraged to reflect on the sessions through discussion, writing an evaluation form or undertaking evaluation activities using exit tickets or the traffic lights. Reflection and evaluation are valuable exercises as they help learners recognise achievement, embed understanding and identify areas for development. Learner feedback may help to improve lessons and courses. Using learner feedback, a teacher may decide to adjust or change the course to suit the learners needs. However, teacher must be aware that any changes made are in accordance with the awarding body and organisational policy. Safeguarding “The process of safeguarding protects individuals who may be at risk from abuse or neglect, which could cause an impact on their education, health and development. Safeguarding aims to ensure individuals are provided with a caring environment that is safe, promotes optimum life and learning chances”. (safeguardingchildren.org.uk (20/10/2011) Every teacher has an obligation to ensure a duty of care to all learners, In my institution, If a student makes a disclosure a teachers role is to explain they cannot promise confidentiality but will be supportive, listen carefully, making notes as soon as possible using students own words. The teacher should not probe the student for details or ask further questions and then the teacher should contact the lead designated person or another designated person. The lead designated person within my institution is Jane Brown. Conclusion The teaching/training cycle provides a cohesive structure within which roles, responsibilities and boundaries can be assessed and reflected upon. The structure of the cycle is such that a successful teacher will multitask stages in a constantly evolving way. This ensures that teacher and students’ reflective growth of role, responsibilities and boundaries remains core to reaching a greater understanding of the aims and objectives relating to development with the course. Bibliographic References lluk 2007. (2007). National Occupational Standards (NOS) for the role of learning support practitioner in the lifelong learning sector . Available: http://dera.ioe.ac.uk/2332/1/lspnosdraft.pdf. Last accessed 21st Oct 2011. Ofstead. What is safeguarding. Available: http://safeguardingchildren.org.uk/. Last accessed 20th october 2011. Word Count: 832