Like any profession in life where you interact with people who look up to you for guidance, it is imperative to set certain standards and modus operandi. This standard be it legislative from government or organisational from private / corporate entity. Guides us on how to function and what is expected of us as teachers and what we are to expect from learners.
In this report I analyse my Roles and Responsibilities in education and training. Roles are defined as “Actions and activities assigned to or required or expected of a person or group”, whilst Responsibilities are the commitment to carry forward an assigned task to a successful conclusion.
In order words, my role as a teacher is to adhere to the standards set by the Department of education, in which I am expected to set a high expectation that inspires, motivates and challenges the learners. Conduct myself in a personal and professional manner to uphold public trust maintain high standards of ethics and behaviour within and outside the learning environment.
All institutions of learning have legislation that they are expected to operate by, this report requires me to demonstrate how roles and responsibility are linked to legislative guidelines like the Safeguarding Vulnerable Groups act 2010 (SVGA), Equal Opportunities act 2010 (EOC), Disability Discrimination act (DDA), Health and Safety Act 1974, Special Education Needs (SEN) , part of my responsibilities to satisfy my Professional Code of Practice, is to undergo Continuous Professional Development by familiarising myself with the aforementioned legislative guidelines, organisational and professional standards set by the institution of learning and professional bodies.
(Webster and Blatchford 2013) identifies that regarding professional conduct a teacher is expected to show high standards, uphold public trust, act within the statutory frameworks, and have a proper and professional regard for ethos, policies and practices within the establishment in which they teach.
As a teacher/trainer my role involves encouraging contact between students and faculty, to develop an exchange knowledge and cooperation among students, Encourage active learning. To give learners prompt feedback following assessments. Highlight the need to keep within set time and encourage high expectations on task. Most importantly appreciate and respect diverse talents and ways of learning. My responsibilities include a preassessment of learner’s capabilities and needs by way of interacting, communicating with or giving learners a task to determine their individual abilities, create my scheme of work, session and lesson plans, presenting resources that will not only educate but motivate the learners.
In (Walklin 1990) some of the roles of a teacher were recognised as, change agent and innovator; councillor and coach; helper and supporter; implementor; monitor and evaluator; motivator and team leader; needs identifier and advisor; organiser and planner; staff developer; teaching and learning media expert and finally tutor.
The relationships and boundaries between the teaching role and the professional roles
To maintain appropriate standards and fulfil their responsibilities Teachers must act in a professional manner when engaging with learners, the learning institution, colleagues and other professional capacity. By setting these personal and professional boundaries, limits are identified and highlighted which greatly helps restrict any type of involvement beyond their professional role.
Professional duties are clearly defined by setting out these boundaries, like any profession in this case teaching, there are rights and limitation in place from the onset which will state the duties, expectations and all that encompasses the professional role of a teacher within the learning institution and public in general.
A teacher’s duties include identifying the barriers a learner may encounter due to for example disability, social or personal issues that may hinder the learner from benefiting from or attaining the best delivery from the learning outcome. However in trying to achieve the best delivery a teacher may spend more time with a particular learner but this must be done in a professional manner, For example a teacher has the right to contact the learner’s parents or guardians to inform them of the need for extra lessons or in the case of an adult learner communicate the plan of action to help the learner catch up to the rest of the learners regarding the course, these extra lessons may be delivered as one to one lessons but the teacher must still limit and conduct the sessions in a formal, safe and professional manner.
The set limits and boundaries also help the teacher, ascertain when to escalate an issue to superiors within the learning institution or involve external bodies like child welfare, social services, police and health services, who are better qualified to deal with it, systems and guidelines are put in place for this reasons In order to make sure the learners receive the best support in their learning or personal development. An example is if a teacher suspects that there is a possibility a learner may be subjected to some form of abuse, it is imperative for the teacher to inform the appropriate authorities directly or through colleagues, superiors or designated officials within the institution. (Boud and Falchikov 2007)
The role and use of initial and diagnostic assessment in agreeing individual learning goals
The first step in teaching is to determine what level of the subject matter the learner is familiar with, this will form an assessment of the learners needs and the baseline level where the learning can be developed by the teacher. The aim of the assessment is to identify and agree in part the learner’s individual learning goals, it is a starting point from where a learner’s progress and learning can be measured therefore it is essential and imperative that this process takes at first contact with the learners.
There are various methods of initial assessments that can be applied in combination or on its own like a review of written information, from a learners’ applications, achievement records progress reports and references, individual interviews and questionnaires, physical vocational activities, one-on-one assessments, observed collaborative work and tests where self-assessment can be applied, these assessment methods can help ascertain what level individual learning is at and then goals set accordingly.
(Department for Educatiom and Employmemt 2001)Diagnostic assessment are related to specific skills –they provide a baseline to facilitate teachers with the relevant knowledge to gauge an individual’s strengths or weaknesses. This information can then be included in the student’s Individual Learning plan, so that they can be addressed as necessary.