What_Are_the_Roles_and_Responsibilities_of_a_Teacher,_with_Relation_to_Professional_Requirements_and_Standards_

What are the roles and responsibilities of a teacher, with relation to professional requirements and standards' Introduction What makes a good teacher' This is a highly researched subject with no rigid definition; however there are many generic attributes that are common throughout the education system which include, inter alia, being multi faceted and having an ability to evolve with time and circumstances (Walklin 1990). Other factors have been proposed by theorists, covering many aspects of the roles and responsibilities of a teacher, and a number of these are examined in the following essay. Divided into sub-sections, the first makes reference to the teacher/training cycle and describes the role, responsibilities and boundaries of a teacher. Section two examines the need for record keeping; for student and teacher development and enhancement, and also the more legislative records. Section three examines the varying assessment methods available; including initial, and also formative and summative assessments. Roles, responsibilities and boundaries in terms of the teaching/training cycle; There are many roles and responsibilities facing a teacher, some are relevant to specific subjects and others are of a more generic requirement. Perrott states that, “Some educators claim that good teaching cannot be defined because the criteria differ for every instructional situation and every teacher” (Perrott 1982:1). However the list of characteristics that make up a good teacher are consistent among educators, although the order of their significance is more contentious. For example, researchers such as, Ryan (1960), Flanders (1970), and Rosenshine and Furst (1973), have conducted various observational studies on indicators of effective teaching. Perrott used the following table to highlight the key factors that emerged from these particular studies: Ryan’s Factors 1. Teacher is warm and understanding versus cold and aloof. 2. Teacher is organised and businesslike versus unplanned and slipshod. 3. Teacher is stimulating and imaginative versus dull and routine. Flanders indicators of indirect teaching style 1. Teacher asks questions. 2. Teacher accepts pupils’ feelings. 3. Teacher acknowledges pupils’ ideas. 4. Teacher praises and encourages pupils Rosenshine and Furst’s correlates 1. Teacher is enthusiastic. 2. Teacher is businesslike and task oriented. 3. Teacher is clear when presenting instructional content. 4. Teacher uses a variety of instructional materials and procedures. 5. Teacher provides opportunities for pupils to learn the instructional content. (Perrott 1982: 3). Perrott adds that later studies measuring effective teaching have identified behaviours between effective and ineffective teachers, with many of the findings being consistent with the researcher’s findings above (Ibid: 4). To ensure effective teaching it is important to know what the roles, responsibilities and boundaries of a teacher are. Gravells (2008) suggests following the cyclical training cycle that involves; Identifying needs and planning, Designing, Facilitating, Assessing, and Evaluating. Identifying needs and planning relates to the needs of the learners and the organisation, and the planning required to successfully implement these needs. Learners may have differing levels of motivation that can be intrinsic or extrinsic, and varying influential factors affecting their ability to learn. Psychologist Maslow suggested a hierarchical order of human needs that represent levels of motivation, and claimed “if the needs are met, mentally healthy behaviour results…” (Petty 2004:53). As long as the two lower needs of physiological and safety are met, the tutor can connect Maslow’s suggestion of needs by utilizing their teaching and professional skills to ensure that: • Students feel valued and included; group relationships are established to facilitate a sense of belonging. • Students achieve and gain confidence; self-esteem is boosted through praise and positive remarks promoting mutual respect. • Individuality is encouraged through creativity as students become increasingly more active in their learning, resulting in self-actualisation. In addition, lessons must be well thought out and motivational to ensure all needs are met. Guidelines offered by the organisation and the syllabus will direct the structuring of session plans and schemes of work that can be tailored to suit group or individual learning. This displays professionalism on the tutor’s part and offers opportunity for reflection and course improvements. Designing refers to inter alia; the environment; ensuring that the classroom is set up in a manner suitable for effective delivery, that all required resources are available and working, this includes additional teaching resources such as handouts. Facilitating overlaps many of the other areas as it concerns the correct manner of teaching and learning. For students to ‘own’ their learning they need to be encouraged as active rather than passive learners. Tutors are encouraged to be empathetic to their learners and non-judgemental, “They should be supportive towards their students, whom they should hold in high regard as people, however slight their accomplishments” (Petty 2004: 133). Assessing is covered in more detail later; however the purpose of assessing is essentially to ascertain that learning has been successful and to what extent, it can also counteract difficulties and identify areas for development, for both student and teacher. The assessment methods must match the outcomes and objectives of the course, and meet all of the required criteria to enable the course aims and objectives to be met. Evaluating allows the tutor to reflect on the course delivered and also to reflect and evaluate themselves. This information comes from the students, external classroom observers, and peers, and allows the opportunity for modification and improvement of the course and individual teaching development. A further aspect to consider for effective teaching is the application of boundaries. These need to be incorporated into the teaching/training cycle and discussed in the initial session when group contracts are established. During this negotiation, obvious boundaries such as the appropriateness of the teacher/learner relationship and disciplinary lines for misconduct can be addressed. For example, it is advisable for tutors to organise a separate email address for contact with students as this avoids intrusion upon personal life. Maintaining confidentiality within the group is paramount, and establishment policies must be adhered to. A tutor must be able to recognise when additional support is required to further the learning experience of students, however understanding when a student requires help beyond tutor remit is a boundary which should be effectively utilised; ensuring “that an equal and positive learning experience is available for all” (Gravells 2008:11). Again organisation procedures must be followed. For further reading, the ‘Safeguarding Adults Policy’ is a multi-agency policy that identifies distinct roles in the protection of vulnerable adults and clearly states the action to be undertaken should an individual give cause for concern. Record keeping; An additional responsibility of a teacher is efficient record keeping. It is important to record, inter alia; what is intended to be taught, how students are progressing, personal information relating to students, legislative requirements, and records relating to your progress as a tutor such as a personal development record. Record keeping is an on-going procedure and can be divided into three cyclical categories; Planning, Delivery, and Evaluation. Planning; this category covers all that is required to enable effective delivery of the course and includes such items as; initial student assessments, scheme of work, session plans, handouts, and classroom activities, also legislative records such as risk assessments and other Health and Safety documentation. Planning in advance and maintaining these records reflect professionalism, they are evidence of adherence to legislative requirements, including equality and diversity, and they are also used as evidence in Ofsted inspections and facilitate the delivery of the course in the event of the tutor being absent. Delivery; this relates to the records to be kept and maintained as a result of actual delivery of a course, for example ILP’S or PLR’S, copies of assessments and marking, feedback, registers, tracking sheets, handouts and activities, and details of any meetings with students. This facilitates the monitoring of progress and achievement, and ensures that student’s needs are maintained. These records are also provided as evidence for internal and external assessors. Evaluation; the evaluation of records such as learner’s results, outcomes, and feedback reports, facilitate the renegotiation of the delivered course, and enlightens the tutor with regard to any amendments for future course planning and delivery. Tutors can also use evaluation for self analysis and to ensure that learners are on the right programmes and are achieving according to expectations. Establishments can make use of evaluations to assist in monitoring the quality of the provision, and to provide data for research and statistical purposes. It is important to devise methods whereby data can be collected and stored effectively. These methods need to be the most practical and effective way of collecting and storing the kind of information required, without causing large logistical problems. The Data Protection Act 1998 requires that all personal information, whether recorded on paper or held in a computer file, must be kept securely. Records should only be kept for as long as they are needed and must be disposed of securely. Assessment methods; When implemented correctly, assessment can measure the full extent of learning, however Petty cautions that “It has been criticised as being inaccurate and unreliable” and “…notoriously poor at predicting future performance” (Petty 2004: 449). That said, assessment forms a valuable contribution toward the learning process, enabling the tutor to establish whether the learner has gained the intended aims, and facilitating the student in owning their learning. Before commencing a course the learner should undergo an initial /diagnostic assessment to ensure their chosen course is the most appropriate and applied at a suitable level. This informs the tutor of relevant experience and skills, can assist in raising awareness of any additional needs, and assist in course planning and future assessments. There are various methods of assessment and whether the chosen methods are formative (ongoing throughout the course) or summative (at the end e.g. an exam), they should be appropriate to the delivered course and tailored where possible to individual learner needs. One off assessments should not be used as a gauge, as individual performance can be affected by external factors, also students may perform better pending their preferred type of assessment e.g. essays rather than exams. Gravells states that “Assessment planning should be specific, measurable, achievable, realistic, and time bound (SMART)” (Gravells 2008: 78). An example of methods that could be used, pending syllabus requirements, are; Observation, Essays, Oral/Written Questions and Answers, Discussion, Tests, Assignments, Reports, Learning Journals, Peer/Self Assessments, Presentations, and Puzzles. Gravells also suggests when planning and applying assessments, to consider “who, what, when, where, why and how” (Ibid), ensuring that questions are clearly set out, only the relevant learning outcomes are assessed, and know what criteria to look for within given answers. An example of assessments I would use for my particular area of Sociology are; Initial assessments previously established by the institution for individuals, and also applied in a group setting during the first session to establish topic awareness. Formative assessments such as essays to check individual understanding of concepts and theories, and assess further key skills such as research and literacy. Written questions as homework to confirm knowledge and understanding of key points, and enable peer assessment. Open oral questions and answers to assess understanding and initiate discussion, enabling the inclusion of all students. Gapped handouts to test knowledge, these are also useful as extension activities and homework. I will also use puzzles and quizzes as these can offer a fun element to assessing knowledge and understanding and can be used as a gap fill. I will incorporate summative assessments, such as individual presentations, to facilitate learning and demonstrate understanding at the end of individual topics; this method also offers an opportunity for self and peer assessment. A summative assessment of individual portfolios and assessments will also be undertaken at the end of the course to establish whether students have passed or failed their course. Learners must be informed of the required assessment criteria and learning outcomes, and how they relate to the learning process. Tutors should only assess what needs assessing, offering praise and encouragement, and constructive advice on improvement. All assessment records must be kept and stored appropriately, including any initial/diagnostic assessments. Ongoing assessments will highlight areas of achievement and progress, and identify gaps in knowledge and additional support needs. They will also serve as back-up should a student lose their work, and fulfil internal and external assessor requirements. Feedback reports on all assessments will show: • Who was assessed; • What was assessed; • When assessment took place; • Where assessment took place; • Why assessment took place; • How assessment took place. (Gravells 2008: 88). If any further action is required this should also be added and recorded when completed. As previously mentioned, relevant legislation must be adhered to with regard to the storing and handling of records. Conclusion In conclusion, the roles and responsibilities of a teacher encompass an exhaustive list in a profession that is ever changing. Remaining professional is essential, although the definition of professional is open to interpretation. Gravells states that as a professional teacher “You need to add value to your delivery, be passionate about your subject and teach in an interesting way which will keep your learners motivated” (Gravells 2008: 98). Continuing professional development must be regularly maintained, and awareness to the changes instigated by, inter alia, employment organisations and authorities must be acknowledged and reflected accordingly. Teaching is acknowledged as a highly stressful job, according to Carl Rogers research has revealed that “when teaching your heartbeat rises by 12 beats per minute” (cited Petty 2004: 536). It is important as a teacher to be well organised and make efficient use of time, it is also essential to maintain an active life outside of the teaching role and avoid having unreasonable expectations of yourself. Word Count 2241 Bibliography Cornwall County Council (2008) Safe Guarding Adults Policy. Accessed 31/01/09 at: http://www.cornwall.gov.uk/index.cfm'articleid=14581 Gravells A., (2008) 3rd Ed Preparing to Teach in the Lifelong Learning Sector Learning Matters Ltd: Exeter Perrott E., (1982) Effective Teaching: A Practical Guide to Improving Your Teaching Pearson Education Ltd: Essex Petty G., (2004) 3rd Ed Teaching Today: A Practical Guide Nelson Thornes Ltd: United Kingdom Walklin L., (1990) Teaching and Learning in Further and Adult Education Nelson Thornes Ltd: United Kingdom