Task_1_Teachers_Role

------------------------------------------------- Award in Preparing to teach in the Lifelong Learning Sector THEORY ASSESSMENT TASK 1 Review what your role, responsibilities and boundaries as a teacher would be in terms of the teaching/training cycle. 500 – 700 words. My role according to the teaching/training cycle consists of five processes and includes the following: 1. I will identify the needs of the centre as well as the learner. This will determine how I plan and resource courses and sessions. I will remain aware of professional boundaries, for example; when to refer a learner to someone else. I will make sure that I know about any changes to the environment that I will be teaching in, i.e. the classroom, resources and facilities. 2. I will Plan and design a scheme of work and session plans according to the course syllabus. I will produce handouts and other resources, and design activities to best engage learners of all abilities according to their individual specific needs, showing that I value all learners individually and equally. For new groups of learners, I will carry out an induction and give information about the course requirements and final qualification and possibly include: a tour of the site, health and safety regulations, equal opportunities, etc. 3. I will deliver/facilitate learning, in groups or on a one to one basis, planning my teaching to engage learners of all learning styles. I will strive to create effective and stimulating opportunities for learning through high quality teaching that enables the development and progression of all learners, ensuring provision for entitlement, equality, differentiation, inclusivity and diversity is built into every session. I will strive to create a positive learning experience using a wide variety of resources, methods of delivery and activities, to engage all learners in actively taking responsibility for their own learning. 4. I will maintain continuous assessments through assignments, portfolio building, evaluation of practical tasks and class tests. There are final examinations, both theory and practical, produced by the awarding body. I will strive to use open questions — ones that start with who, what, when, where, why and how. I will diligently keep records of achievements and give constructive and developmental feedback. 5. I will constantly evaluate my sessions and the course as a whole. I will invite feedback from the learners as well as evaluate my own performance, enabling me to improve the teaching quality in the future. I will keep a journal to note relevant incidents and how they were dealt with and how I learnt from them. Responsibilities Besides teaching, my role will include many other activities, such as, attending departmental meetings, taking registers, ordering and tracking levels of consumable stock for practical sessions, preparing and marking work, mentoring newly qualified teachers, and delivering training to colleagues during the annual staff training weeks. As an important part of my own Continuous Professional Development I keep abreast of new developments in current, relevant legislation. There is generic legislation such as health & safety, equal opportunities, child protection, data protection; and legislation specific to my area of teaching such as ‘The Education and Skills Bill’, which provides for a strengthening of the free entitlement to Skills for Life training and to a first Level 2 equivalent qualification. The Queen's Speech contained two major pieces of legislation on learning and skills policy. One was the anticipated Education and Skills Bill covering the raising of the participation age to 18 and aspects of the Leitch agenda. This was accompanied by an announcement that draft legislation would be brought forward to reform apprenticeships. (Skillsforlifenetwork.com) I see it as my responsibility to upgrade my numeracy skills and to keep my ICT and English skills current and relevant to my area of teaching. Establishing Professional and Personal Boundaries As I perform my role and fulfil my responsibilities I exemplify ‘professionalism’. Professionalism requires that teachers maintain appropriate standards and fulfil responsibilities to learners, institutions and colleagues. In April 2008, a Code of Professional Practice was introduced by the Institute for Learning which covers the activities of teachers in the Lifelong Learning Sector and is based around the following six areas: (www.ifl.ac.uk) 1. Professional Integrity 2. Respect for others 3. Care for Learners 4. Continuing professional development 5. Disclosure of criminal offence 6. Responsibility towards Ifl http://www.skillsforlifenetwork.com/'atk=2769 www.ifl.ac.uk/services/docs/1269/CodeofProfessionalPractice.pdf