Unit_301

Level 3 award in education and training. Unit 301 Understanding roles, responsibilities and relationships in education and training Understand the teaching role and responsibilities in education and training 1.1 Explain the teaching role and responsibilities in education and training 1.2 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities 1.3 Explain ways to promote equality and value diversity 1.4 Explain why it's important to identify and meet individuals learner needs. As a teacher I am committing to a life time of personal and professional learning and development, to do this i should attend promotional events, meetings and exhibitions. The roles and responsibilities in education are varied, as a teacher I should standardise my practise with others, prepare delivery material. Have the ability to listen, support and guide, be inspiring and motivating. Ensure the security of learners. Maintain records of students progress, make learning fun, interesting and informative. Follow the SMART teaching theory, setting Specific Measurable Achievable Realistic and Time bound goals for students. Marking and assessing students work and progress. According to popular educational theory there are 5 stages to the teacher/training cycle which identify the roles and responsibilities in education and training, they are: · Identify The roles here are to assess and review, as a teacher we have the responsibility of finding out the aims and objectives and the expected level of achievement required for the course we aim to teach. It's also important to then work out the level of competence that the students are capable of studying at in order to identify any additional needs. An initial assessment will show how much support may be required to ensure that every student has the highest possible chance of success. · Plan and design The roles here are to be an organiser and researcher. It's a teachers responsibility to plan and design a course to make sure it meets the needs if the learners. However some courses are more prescriptive and can only be delivered in a set way. It's important to follow a syllabus it ensures that the learning outcomes, aims and objectives are covered in an appropriate way. For example, the length of time allocated and what order topics are planned and the possible delivery strategies and which recourses might be needed and what assessment methods should be used. In order to teach effectively you must pitch to the appropriate level. · Deliver/ facilitate Roles here would be as a teacher, tutor, coach, instructor, lecturer, mentor, trainer, guider. This is what's considered 'actual teaching'. As a teacher it is our responsibility to continually assess the delivery of the course as its underway to make sure that the teaching is addressing all individuals needs. It's a teachers responsibility to deliver a course which is appropriate to all learners and their learning needs, to assess the students skill and knowledge through a range of formative assessment. · Assess Here the roles would be as a recorder, reviewer, marker and provider of feedback. The responsibilities as a teacher are to check the learners achievement and progress through fair formative and summarise assessment, give clear, accurate and concise feedback and record to learners progress. · Evaluate Here the roles could be described as checker and reflector. It's a teachers responsibility to review to effectiveness of the course including content, delivery methods, resources and assessment strategies. It's important to complete lesson evaluation to determine the strengths of the session and find areas for development. To make improvements for future delivery. Learners Achievement give a good indication of effectiveness of the session. According to Francis and Gould “The role of a teacher is not just to teach but to also be an evaluator, subject leader, manager of learning resources, curriculum developer, union member, personal tutor, assessor, information and advice giver, administrator, liaison with external body, record keeper, interviewer, verifier, role model and overall to help learners to gain a qualification.” The key aspects of legislation and regulatory requirements that i have to be aware of that relate to my role within the hairdressing industry which I aim to teach in include: · Health and Safety at Work act. This defines the obligations of an employer to ensure employees are not put at risk, it also sets the standards that must be met to ensure the health and safety of all employees and others who may be affected by any work activity ·The Control of Substances Hazardous to Health Regulations 2002 This regulation also known as COSHH requires employers to assess and prevent or at least adequately control the risks to health from the use of any hazardous substances used in the workplace. ·The Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 1995 Under this regulation often referred to as RIDDOR, certain work-related accidents are reportable by law to the Health and Safety Executive or the local authority (for school and college based staff, the HSE is the appropriate enforcing authority) ·Personal Protective Equipment at Work Regulations 1992 Employers have duties concerning the provision and use of personal protective equipment (PPE) at work. PPE is equipment that will protect the user against health or safety risks at work. There are many more legislations and regulatory requirements within education and training which are important to keep up to date with and it's my responsibility to make sure they are adhered to and to know the procedures to follow. They include: · The Equality Act 2010 The Equality Act came into effect in October 2010. It replaced and condensed over 100 pieces of anti-discrimination legislation including the Race Relations Act 1976, the Disability Discrimination Act 1995 and the Sex Discrimination Act 1975. It also replaced regulations outlawing discrimination on grounds of sexual orientation, religion, belief or age.The act defines a person as disabled if they "have a physical or mental impairment that has a substantial and long-term adverse effect on a person's ability to carry out normal day-to-day activities". It is unlawful to treat a disabled person less favourably on the grounds of his or her disability or to fail to make "reasonable adjustments". This act also put measures into place to encourage full inclusion of all learners. · Data Protection Act This regulation provides the legal framework on how and when personal information should be obtained, processed and shared. · Safeguarding Vulnerable Groups Act 2006 An Act to make provision in connection with the protection of children and vulnerable adults. It was introduced to provide a vetting and barring mechanism to ensure anyone working with children or young adults is properly checked. Anyone looking to work with these groups should expect to be checked by the Criminal Records Bureau. It is also important to follow a code of conduct. Teachers and assessors always have to protect themselves and the best way to do this is to follow the rules of a code of conduct or practice. Being a teacher will automatically make me an example to my students and peers, therefore I must not discriminate and should always be on time and dressed appropriately. As a teacher it's important to ensure you are registered with the Institute For Learning and adhere to their desired behaviours which ensure that you treat the profession as well as learners with respect at all times and maintain your expertise and knowledge in your subject matter. Equality is making sure every student is treated the same and their needs are met in different ways in which are most suited to them. All learners are entitled to an education according to their own specific needs regardless of any differences. It's important to promote equality through using different teaching methods. Discrimination, bulling and other issues must be addressed. Good behaviour recognised and managed. Access to additional resources has to be available for learners with disabilities or difficulties. Diversity is valuing individual differences regardless of age, sex, religion, race and nationality, celebrating theses differences and using those difference to broaden the learning experience. To promote equality and diversity you need to respond positively to the diverse needs of the learner and should consider how relevant the following is in the teaching role, ·How you communicate, make sure what you say isn't taken out of context and is understood. The use of correct vocabulary, termination and body language will help. ·The resources you use, consider if they could be viewed as stereotypical and make sure they are suitable for the learner. ·The teaching methods, make sure that all learners can participate and the methods used are varied to suit and support all learning styles. ·The environment you teach in, is it accessible to those who might have mobility disabilities. It's important to ensure you can provide inclusive learning environment for all students. You should challenge any discriminating, stereotyping or prejudice behaviour as it occurs. Incorporate activities that are based around equality and diversity to promote understanding. Identifying learners needs helps to facilitate purposeful and useful learning. It also helps to discover the level of the learners skills to enable us to select relevant learning materials and to plan appropriate learning activities. Ascertaining the students needs can be done prior to course commencement through initial assessment. Once we know the needs of a learner we can address them. In order to measure we need to first find out what the learner already knows. Without doing so we as teachers cannot easily identify each learners progress. We should keep detailed records of each learner as it allows us to see how the learner is progressing. It also helps to plan future specific activities for a learner to help support them in their learning. Everyone is entitled to learn and a teacher has to evaluate which is the most effective method for that learner. Identifying students needs allows teachers to teach in such a way to cater for the learning styles of all the students in a group. Learning styles are the way in which a person perceives, conceptualise, organises and recalls information, i.e. learns. The development range of a learner can be described by a variety of acronyms, one of which is SPICE Social: might affect how a learner interacts with others Physical: might affect how a learner can access learning Intellectual: might affect how a learner gains new knowledge and skills. Differences in academic level. Cultural: might affect learners values beliefs and views Emotional: might affect learners motivation or ability to concentrate. There are several theories about learning styles, one of which is is the VAK (visual, auditory and kinaesthetic) model, based in Bandler and Grinder's ideas. Visual: learning through information that is presented in the form of diagrams, pictures, slides and demonstrations Auditory: learning through information the us spoken in the form of discussion, talks and audio tapes Kinaesthetic: learning by doing, through hands on activity and practical exercise. In all cases teachers have a responsibility to make sure they monitor their practice to ensure all learners needs are met. "Every teacher and every learner has a theory about learning. You are no exception and you will have a set of beliefs, ideas, and assumptions about the nature of learning, and teaching. You will believe that certain practices bring about learning, and certain others don’t. You will use this theory both to plan your lessons, and to decide what to do while you teach. Schön called this your ‘theory-in-use’. Never mind what you might write in an essay or tell your tutor, it is your ‘theory-in-use’ which guides what you do, and informs you as you plan and teach your lessons". - Geoff petty & Argyris, C. and Schön, D. (1974) Theory in Practice. San Francisco: Jossey-Bass. No two students enter a classroom with identical abilities, experiences, and needs. Learning style, language proficiency, background knowledge, readiness to learn, and other factors can vary widely within a single class group. Regardless of their individual differences, however, students are expected to master the same concepts, principles, and skills. Helping all students succeed in their learning is an enormous challenge that requires innovative thinking. Differentiated instruction is an instructional theory that allows teachers to face this challenge by taking diverse student factors into account when planning and delivering instruction. Based on this theory, teachers can structure learning environments that address the variety of learning styles, interests, and abilities found within a classroom. Understand ways to maintain a safe and supportive learning environment 2.1 Explain ways to maintain a safe and supportive learning environment 2.2 Explain why it is important to promote appropriate behaviour and respect for others. It's important to take into account the workplace Health and Safety policies when maintaining a safe and supportive work environment. Firstly you should take the layout of the classroom into consideration. Rearrange the desks to make sure that its accessible and also to promote students ability to communicate effectively. The temperature of the classroom also needs to be considered, is it too hot or too cold' This could affect the learners concentration. You should also liaise with relevant personnel to ensure that any electrical recourses have been been maintained and suitable tests (pat tests) have been carried out. To create a supportive learning environment you should agree ground rules at the start of the course, being consistent in the way that you enforce those ground rules.It's important to take the necessary steps and preventative actions against abuse, harassment, bulling, discrimination and neglect. You should motivate and encourage your students to be actively involved and ask for regular feedback. Keeping a register is essential for safety, should an emergency or evacuation occur, your record of attendance will prove useful. Be aware of the workplace accident, emergency and fire procedures and keep a list of helpful contacts incase of emergency. In April, 2008, a Code of Professional Practice was introduced covering the activities of teachers in the Lifelong Learning Sector. The Institute for Learning (IfL) is responsible for enforcing the code, Full details can be found at www.ifl.ac.uk/services/docs/1269/CodeofProfessionalPractice.pdf. Adhere to every aspect of the teaching cycle ( see 1.1) and follow the code of practice set out by LLUK specifically Domain A (professional values and practice) will ensure a safe and supportive learning environment. It's important to promote appropriate behaviour and respect for each other to ensure students can learn successfully in an inclusive setting. Positive behaviour and respect is an integral part of the classroom environment, it prevents students from engaging in problem behaviours which can disrupt and disturb others and their own ability to learn. Appropriate behaviour aids the students in successful learning and develops students self esteem. As a teacher you automatically become a role model, if you encourage awareness of equality and diversity and promote appropriate behaviour and respect, your students will also emit this positive attitude. Setting ground rules at the start of the course will help to maintain boundaries and outline the expected behaviour and level of respect expected of both the teacher and learner. Ground rules can consist of switching mobile phones off, setting times for breaks, no eating in class and wearing appropriate uniform during practice sessions. Understand the relationships between teachers and other professionals in education and training 3.1 Explain how the teaching role involves working with other professionals 3.2 Explain the boundaries between the teaching role and other professional roles 3.3 Describe points of referral to meet the individual needs of learners. The teaching role increasingly involves working with other professionals collaborating to focus on the Every Child Matters agenda. The 5 main aims for Safeguarding are: Being healthy, Staying safe, Enjoying and achieving, Making a positive contribution and Economic well being. The support available from other professionals to reach the Every Child Matters outcomes come from both internal and external sources. Student Services provides much of the support students might need during the course of their studies. Student Services should be the first port of call when looking to maximise potential and make the most of the student experience, if there are problems with finances or in finding accommodation, professional counselling for personal, social or family problems, planning for future career, are wanting more connection with others, require support with a physical or mental health disability, or are simply worried about any aspect of student life. Other support available from professionals can include Learner support for physical needs and special needs such as dyslexia and other learning disabilities and teaching support assistants. Crèche facilities are also available at most FE centres. External support can also be available from Citizens Advice Bureau, Childline, Police, Social services and the local authority. Boundaries are all about knowing your own limits within the professional role. The potential boundaries that could arise include: · Personal issues and professional concerns. Knowing the boundaries between yourself as a teacher and your students, for example: if a student is absent, a phone call to their home to find out why is acceptable but many calls can be seen as inappropriate. You should remain professional at all times and not become personally involved, another example could be to avoid joining social networking sites that could link you with your students. · Professional and specialist knowledge and skill. Knowing when your own professionals responsibility end and when you should refer to someone with the right knowledge and qualifications, such as learner support assistants or councillors. · Curriculum/deadline and targets. Deadlines are one of the biggest boundaries that can arise, demands form managers or pressure to complete certain requirements that you might not conciser a priority could be detriment to your teaching role. Often teachers carry out a lot of their role in their own time, such as marking work and lesson planning to ensure etching sessions run smoothly and all requirements are fulfilled. · Funding/ resources. The boundaries here could be presented by lack of resources, funding constraints, broken or faulty equipment · Cultural/political. To overcome the boundaries that can arise through cultural differences you may need to seek support from somebody to translate for foreign students whom English may not be their first spoken language. Other boundaries could be influenced by experience and personal attribute of the teacher, the age and maturity of the learner, learner ability, unmotivated or reluctant students, expectations of the teaching sector, the support available from other professionals, and the implications of policies, procedures, legislation, and duty of care. If the issue presented to you is beyond your knowledge, experience, accountability or responsibility you should refer to someone else. The central purpose of the teacher’s role is to meet the needs of learners. For example, to what extent you should assume responsibility for supporting a learner who is experiencing personal or emotional issues, and when should you refer a learner to another, more appropriate professional. How you strike a balance between establishing a rapport with learners, and not allowing over-familiarity to compromise the management of learning or behaviour. You should also reflect on what boundaries need to be in place to ensure that your relationships with learners remains ‘professional’, ‘safe’ and within the law. When considering the boundary between your role and that of other learning professionals, you need to have a reasonable overview of who else within, or outside of, your institution has a legitimate role in supporting the learner’s journey through their programme. These might include: More experienced or specialised teachers (for example, literacy specialists); Learner welfare/support services; Assessors or verifiers; Information and guidance services; Disability support services and Administrative support staff. References Ann gravells Ifl LLUK Glencoe Health & safety legislation Atl assiosiation of teachers PPE hse.gov Sagepub.com Emcett.com