Review your own assignments and obligations as a Educator, in terms of the Coaching/Training Cycle, identifying boundaries that should be set.
INTRODUCTION
In every career, there are jobs and responsibilities and restrictions that are occur order to split the brand that reveals the farthest limit. Roles and Responsibilities are important because they would facilitate order in virtually any given organisation and invite personal and organisational goals to be fulfilled, as people that have Functions will be accountable with their functions. Activities and activities designated to or required or expected of an person or group are referred to as "Roles" as the obligations to transport forward an given task to an effective conclusion are referred to as "Obligations. " All learning companies are subject to legislation. It really is of relevance that in this assignment I link these tasks and duties to current legislative requirements such as Impairment Discrimination Work, (DDA), Special Education Needs (SEN), and Equal Opportunities. Under the Professional Code of Practice, I've obligations as a educator to attempt 30 time of Continued Professional Development per calendar year and I must also revise my subject knowledge. I must therefore, have clearness on my jobs and responsibilities so as to avoid omission of duty.
In this task I will look at the Roles and Duties of a Instructor in relation to the Teaching/Training Cycle. This will likely lead to focussing on professional activities within the training cycle. I'll also recognise the professional restrictions that govern a teacher's behavior in order to comply with the Professional code of carry out. Hence, it is, of significance i discuss where the teacher's different roles stop. After analysing this matter, I will think of a conclusion.
Holtrop (1997) shows that "Obviously instructors wear many hats: good friend, counsellor, judge, coach, hundreds of tasks and different roles for different classes, students and extracurricular obligations. " In relation to the Training circuit, I have a job of Assessor. A majority of learners will have different specific learning needs and for me to accommodate their needs, I have to have evaluation skills that will promote equality, variety and inclusion. I will link this to Domain A of the LLUK Benchmarks which says one of the professional routines as "Apply guidelines to judge and develop own practice to advertise equality and inclusive learning and participating with variety. " I can accomplish that by undertaking thorough original assessments that will help me to recognize different learner needs such as poor writing skills, poor reading skills, disabilities etc. This
would maintain line with Site C "Methods to identify individual learning needs and potential barriers to learning in own specialist area. " This will make it easier for both the learner and me to access learning and deliver learning respectively, because predicated on the analysis needs that I will identify, I have to have knowledge understanding of how I will apply the different assessment methods like formative and summative assessments to meet these needs. This may increase the degree of motivation to both learner and teacher.
I will link this to Domain E which is approximately analysis for learning "Ideas and principles of analysis and the application of different forms of assessment, including first, formative and summative assessment in teaching and learning. "
In my role as a tutor I am to execute initial assessments which will help me to recognize learner's needs, knowledge and skills and also help to identify referral items against levels within the Country wide Standards. ONCE I identify needs that require to be referred, I'll have to provide the learner information, advice and advice to where they are simply being referred. This can be linked to Area F which is about access and development- "sources of information, advice, information and support to which learners might be referenced. " This also promotes the
Wayt (2008) points out that "Assessing differing learning styles within an organization and considering learner's drive and previous activities helps identify various teaching methods that may be useful throughout the program. Sessions incorporating visible, auditory and kinaesthetic learning styles ensures students have similar protection under the law to learning and offer the possibility to re-evaluate what is already known while exploring aims and aims from some other perspective. "
The initial analysis will provide me with some important details to inform the plan, which will be revised on an on-going basis to screen the learner's progress and identify any following support needs. Both learner and educator will be aware of the particular learner recognizes and can do and what he/she must learn. It is also very important to me and the learner to learn the way the learner loves to learn; as this can help me to identify obstacles to learning such as troubles in reading, writing, numeric, terminology skills and any disabilities and can make reasonable changes in order to use the appropriate assessment methods that will meet the individual learner's needs and promote equality and diversity. At this time, should any learner require support which is beyond my competence, I'll send and ensure i give the learner the right information on the referral, to be able to meet the professional requirements in Website F of the LLUK "Resources of information, advice, information and support to which learners might be known.
This is in line with the Equal Opportunities Take action (2004) which declares that learners will need to have equal usage of learning no matter their learning obstacles, disabilities, sex, faith, and race. Under the Disability Discrimination Act 1995(as amended by the Special Educational Needs and Disability Act 2001) disabled learners must not be treated less favourably and instructors must make fair alterations to ensure that disabled learners aren't at a substantial disadvantage compared to their peers.
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Following the initial assessment, I will do a diagnostic assessment to be able to identify specific individual needs and support required which will lead to the creation of a detailed personal profile, providing the basis for an Individual Learning Plan.
As an Assessor, I've limits to the role. By doing a thorough assessment, I might identify needs that are beyond my competence and may need to send the learner correctly. For example, plainly see that a Learner has financial needs, I might need to refer the said learner to the appropriate department. This alone is helping meet up with the learner's need and sticking with the professional restrictions. It might be very unprofessional for a professor to give money to a learner to invest in his/her education or get money from a learner. This is to conform to the LLUK standard in Domain A which states that "Comply with statutory requirements and apply rules of practice and also Domain F which says "Boundaries of own role in helping learners. " And one of the professional code of practice unveiled by the Institute for Learning (IFL) suggests that a educator must protect the eye of the learners and the wider consumer and any person in the Institute for Learning who breaches the code will be at the mercy of disciplinary exploration as detailed by the disciplinary treatment.
Let me check out another role of an teacher.
As a instructor, I am a Planner, for the reason that I plan appropriate, effective, coherent and inclusive learning programmes that promote equality and build relationships diversity. This means I should arrange for the utilization of different teaching methods and activities that happen to be based on the curriculum requirements and meet the needs of the learners. These may be group conversations, questioning etc. This is good LLUK Standard Domains B and D - BK2. 1 "Principles of learning and ways to provide learning activities to meet curriculum requirements and the needs of most learners. " DK 1. 1 "How to plan appropriate, effective, coherent and inclusive learning programmes that promote equality and build relationships diversity. "
Planning is an essential role for me because it will direct or guide me in the delivery time. My planning will depend on the identified specific needs, which will prompt me to use the appropriate teaching methods. It is because I am necessary to ensure that the recognized needs of my learners are properly looked after in my own planning process.
Without planning, I might not be able to meet the learner's needs and might not exactly deliver based on the curriculum. This may cause de-motivation and dissatisfaction to both learner and I, as learners will feel they may have not been catered for and I will feel I have not played out my role as a planner.
In view of the on going assessments, I am accountable for setting up the assessments so that they meet up with the needs of specific learners and promote equality, diversity and inclusion. In cases like this, it's important for me to use different diagnosis methods such as formative and summative assessments. These could be immediate observation, dental questioning, professional conversation, see testimony of case studies. When this is performed, I am going to have found the LLUK Standard Domain E "Theories and key points of diagnosis and the application of different types of assessment, including preliminary, formative and summative in coaching and learning. " It really is part of my responsibility to ensure that learners get excited about planning assessments. Learners shouldn't be subjected to a "surprise assessment. " I should always entail them at the planning stage and also provide them with opportunities to make their own ideas and options without placing them in situations where they feel overwhelmed. This will give them a sense of ownership. That is consistent with LLUK Standard Site E "Make sure that learners understand, are participating and share in responsibility for assessment of these learning. " The planning session can meet the specific learner needs, by considering different resources that will promote fair and effective analysis. For example, a teacher who is going to assessor a learner at a place of work must have planned beforehand with the learner, who may have suggested that it was easier to do the analysis in the morning because that is when a great deal of activities take place. If this happens, it is most likely that the learner will feel at ease and have a feeling of fulfilment because he/she has been mixed up in planning process and his/her need achieved. This is associated with Domain E "Apply appropriate methods of assessment pretty and effectively. "
A educator is also an Information Professional (Lecturer). In mention of the Teaching/Learning pattern, this role requires me to deliver/put into action teaching as organized and designed, inclusively to market equality and diversity.
Gay (2000) claims that, "It is vital for teachers to appreciate the impact culture is wearing learning. Furthermore, they must make their teaching suitable to the communal social contexts and frames of reference of ethnically diverse students. " I have to therefore, take the differentiation methodology, to be able to offer a range of approaches and resources to meet up with the needs of an individual or several learners. It is my responsibility to develop and produce coaching and learning materials appropriate for a variety of contexts, purposes and target audiences. Different learners have different degrees of understanding and knowledge, and if I am to appeal to their needs, I am going to have to use different coaching tools, such as Dvd disks, handouts and functional presentations(which must be referenced to the curriculum) When applied these teaching tools will promote equality, variety and inclusion and will have the prospect of terms, literacy, numeracy and information and communication technology for learners and can make it easier for individuals who understand aesthetic, auditory and kinaesthetic learning. For instance, a learner who understands well when they see may need to watch the video recording to get understanding. This can be linked to Area B of the LLUK Criteria - "Ways to ensure that resources used are inclusive, promote equality and support. " This can even be associated with Bloom (1997)'s taxonomy where he separates out learning into three Domains -
Cognitive domains concerns our thinking and storage and our convenience of understanding. The psychomotor domain deals with our abilities, the abilities that we have, that which you can in physical form do. Affective area pertains to our understanding, i. e. our approach, our attitude from what we do.
I am also accountable for making the training environment a safe location to comply with medical and Safety at the job Function (1974. ) This demands risk assessments, which help to identify any hazards that would hinder learning. Corresponding to Maslow's pyramid, everyone must feel covered against any life threatening cause. This is also relative to the LLUK Standard Site B- which states that "Methods to maintain a learning environment in which learners feel safe and reinforced. " It is therefore very important to me to maintain safety in the learning environment and make learners be aware of their obligations in maintaining basic safety, as health insurance and basic safety is everyone's responsibility.
As a teacher, I've the role of a Coach/ Counsellor in providing the course.
I will have the ability to apply appropriate teaching and learning strategies which take consideration of specific learner needs. When delivering the course, I have to show knowledge of the tasks and boundaries of my own role in providing support for specific learners for example, signposting and /or referring on specialist services. Learners should get information on where they will get more info, advice, direction or learning provision.
I also have to ensure that learners understand the context of the course, including the NVQ criteria, its software and contribution to the attention sector, the current economic climate and the city. Hence, it is, very important to me to wait standardisation meetings in order to keep abreast with current criteria in my own specialist area, as required by the LLUK Expectations Domain C "Own specialist area including current innovations" and Site C "Ways that own specialist relates to the wider interpersonal, monetary and environmental framework. "
Gravells (2007) asserts that, "learners learn from each other as well as the teacher. "
To promote variety in my own delivery, I must ensure that there is involvement of most students in relevant activities, rather than excluding them for just about any direct or indirect reasons (inclusively), as mentioned in the Tomlinson statement. Teachers must facilitate learning environments that will promote culture and cultural diversity. Therefore, learners from different cultural groups can voice their social expression in order to increase content and learning techniques.
The evaluation of learner's competence can be an important role of an teacher. I will assess what the learner has learned and will be responsible for learning what ways of coaching and learning would be most appropriate for the learner and stimulate the learner to keep and to do better.
This can be achieved by using formative and summative assessments.
In regards to my part of educating - NVQs in Health insurance and Friendly Care, formative evaluation is aimed to aiding the learner become capable and meet specific performance criteria. This should be a continuing process, where regular tutorial sessions take place, teacher following office observation and completing of written responsibilities. I am in charge of giving learners constructive responses on the performance, which will motivate them, especially those that are doubtful of their own skills. This is linked to Domain E "The role of responses and questioning in examination for learning. " I am also responsible for recording results of formative analysis and keeping these details up to date and stored securely for confidentiality to conform to the LLUK Standard Domain name A "Keep appropriate records which donate to organisational methods. " This will likely subsequently give learners a definite guidance in regards to what areas of performance they shall still need to work on.
In view of the Data Protection Take action (1998), I have to keep all data within confidentiality agreements to comply with organisational procedures and procedures and also to comply with the LLUK Standard Site A "The necessity for confidentiality, value and rely upon communicating with others about learners. "
Summative evaluation will take place at the end of the training, giving responses on learning achievements, maybe a certification, test or a completed Person Learning Plan. In relation to NVQs, summative diagnosis will represent a formal summing up of the learner's accomplishment on completion of a particular piece of work; this may be at a completion of each unit. I will be in charge of making your final judgement overall of a unit after making a series of formative assessments. This also must be saved as facts to represent the learner's competence during the summative diagnosis.
A tutor has a role of your evaluator as well. It is my responsibility to make an examination of, or even to judge what I have delivered. Evaluation will help me to look back again at how I delivered the learning and discover what could be achieved differently.
I should evaluate my own practice frequently, such as my ideas on the course and how it could be made better next time.
Learners must get the opportunity to evaluate the course - whether they achieved something, were the coaching materials enough? Have the course meet individual learner needs? This will help to improve delivery in subsequent sessions.
In my role as NVQ Tutor/Assessor, I may need to follow the established composition in place, it means I need to be observed actually examining and giving reviews and i quickly will get feedback on how I perform and exactly how I possibly could improve. Some of the ways of getting opinions on my analysis and coaching skills could be, requesting an experienced colleague to see me, get reviews- formal and casual from learners on different types of assessments I take advantage of and how these can be improved upon. This can be done by writing reflections to explore and assess the different ways I determine, using information from co-workers and learners, as well as the actual activities and results related to the assessments I take advantage of with learners. Reflective practice will enhance good practice and further improve what I really do in my subject area. All this is based on the LLUK Standard Domains E "The role of feedback in effective evaluation and improvement of own assessment skills. "
Revising is about making changes predicated on the evaluation information and can enable continuous improvements to be produced. I am accountable for making any changes to the diagnosis or teaching methods which were not effective to the learners to be able to meet their needs. This is linked to Domains E "The role of opinions in effective analysis and improvement of own diagnosis skills. "
A teacher is a researcher.
I should take responsibility to activate in carrying on professional development to inform my practice, as this is one of the Rules of Professional Practice. Like a teacher, I have to do a lot of research by reading relevant catalogs, using the internet, journals, going to training and other relevant sources to upgrade my knowledge. I am responsible for attending Standardisation conferences to see my practice and to work based on the specified standards. I must take it upon myself to explore and keep my head targeted to get knowledge and understanding.
Collaborating with others would assist in improving my very own and team performance. This is with regards to the LLUK Criteria in Site A "Methods to reflect, examine and use research to develop own practice and share good practice with others. "
There are boundarieswithin professional disciplines. Instructors are not likely to borrow money from learners, neither are they allowed to provide money to learners. It would be unprofessional for a instructor found in such a situation. Teachers are also reminded never to go beyond their role by going to learner's home for examination or learner approaching to teacher's home for assessment. All assessments must happen at the centre and /or work place. As a teacher, I must always follow organisational techniques in dealing with issues such as issues and appeals and make referrals appropriately, especially where in fact the concern is not within my competence.
CONCLUSION
Roles and tasks are important because they will promote accountability among professors and can help meet personal, organisational goals and individual learner needs. It might be frustrating if teachers lacked clarity on the roles and responsibilities because they would be jammed with who is doing what and who right answers to whom? When these roles and obligations are applied, they gain both learner and tutor, by providing learning which is inclusive, and promotes equality and variety. Boundaries can help professors to work of their limits and adhere to the professional code of practice. .
Wayt(2008) "The responsibility of a professor is to regularly reassess development and change through the course and generate a seamless change to ensure smooth delivery. "
This just confirms the coaching/learning routine. I am in charge of ensuring that the routine is on going, by discovering to it that action strategies are put in place, constructive reviews is directed at the learner where necessary and the routine will not break. This can increase the degree of motivation, satisfaction and can help achieve the goals for both the learner and me.
The teacher will also be responsible for inducting the learners to the organisation and course so that learners know very well what is expected of them and what the company can deliver. This will also help the learners to truly have a clear understanding of the organisational rules and regulations and also of the course details.
This will probably bring about learners using a good foundation because of their course and be able to prepare adequately.
REFERENCES
Bloom (1997) Maslin-Prosthero -web page 185
Gay (2000) Offered by http:/www. intime. uni. edu/multiculture/curriculum/culture/roles. htm
Accessed on 6th December, 2009
Gravell A (2007) FE champ January, 2007- Post compulsory education and training. Available at www. pcet. net/articles63. html
(Date seen 6th December, 2009)
Holtrop (1997) Available at http:/www. huntington. edu/education/lessonplanningroles. html
Accessed on 6th December, 2009
Wayt S. (2008). Holistic Health insurance and well-being. Available at http/:www. balance-therapy. co. uk Accessed 6th December, 2009
LLUK STANDARD DOMAINS LINKS
Domain A - AP 3. 1
Domain C - CK3. 2
Domain E - EK 1. 1
Domain F -FK 1. 1
Domain A - AP 6. 1
Domain F -FK 2. 1
Domain B - BK 2. 1
Domain D - DK 1. 1
Domain E - EK1. 1
Domain E - EP3. 1
Domain E -EP2. 1
Domain B - BK5. 2
Domain B - BK1. 1
Domain C - CK1. 1
Domain C -CK1. 2
Domain E - EK4. 1
Domain E - EK5. 1
Domain E - EK4. 2
Domain A - AK4.
