1. Understand own role and responsibilities in the lifelong learning. (1.1) Having been requested to produce a brief on my roles in teaching and professional values whist teaching in this role. I have to deal with variety of personnel from different ability groups and cultures. I often have to deal with ever changing legislation such as the Joint Service Publications (JSP’s) regarding subjects taught at the training wing, as well as the JSP’s we have to work in line with the Royal logistic Corps Training and Development Team (TDT) which gives up to date changes regarding our codes of practice.
This means finding relevant training courses and other means of development, such as mentoring and coaching from sources within my organisation. How do you identify and prioritise personal learning needs? National competency standards and qualifications can be used to assess my own knowledge and skills and determine professional development needs and priorities. Competency standards outline the skills and abilities required for my current position. These competencies can be generic or industry specific.
Therefore as a professional in the Lifelong Learning Sector I have a responsibility to research and maintain knowledge of all relevant legislation. Failure to do this will have an impact on myself, the learner and expose my
Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS) Level 4 Theory Assessment: No 1 Review what your role, responsibilities and boundaries as a teacher would be in terms of the teaching/training cycle. I will begin with a brief overview of the nature of the tuition/instruction that I currently provide and how this is underpinned by government guidelines (BILD). From the guidelines, clear and defined responsibilities and boundaries are established as well as a definition of my role teaching within this sphere of expertise. However, I will look at each element of the teacher/training cycle in respect to my role as a teacher and how, always falling within guidelines, I am able to bring contemporary aspects of teaching to the fore within my training sessions. I work as a PROACT-SCIPr-UK® instructor in an Autistic school with a residential setting.
Asset Skills | Assignment T1 | Roles, responsibilities and relationships in lifelong learning | Anne Sallis 7/1/2013 | PTLLS L4 Assignment Sheet Assignment Number | T1 | Name of Learner | Anne Sallis | Date Submitted | 01/08/13 | Name of Mentor | Elsie Williams | UNIT (M/503/1229) – Roles, responsibilities and relationships in lifelong learning LO 1- (1.1, 1.2, 1.3, 1.4), LO 2 (2.1, 2.2, 2.3), LO 3 – (3.1, 3.2) Assignment Review your roles, responsibilities and relationships in the lifelong learning sector. (Please reference any additional reading material using the Harvard Referencing system) This should include: * Review of the teaching/ training role, explaining its responsibilities and limits, how teachers work within professional boundaries and how to work with other professional who support learners. * A review of records that must be maintained and the reason for them. * A summary of specific legislation that must be complied with * A discussion of equality and diversity issues relevant to teaching/ training situation. * A description of the importance of promoting and maintaining a safe and secure learning environment 1:1 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities Health and Safety at Work Act 1974 To ensure the health and safety of learners, trainer and any guests to the session it is key to that the trainer adheres to this primary piece of legislation.
Edexcel Level 7 Extended Diploma in Strategic Management and Leadership Unit 2: Professional Development of Strategic managers Date: 29th June 2014 Student Name: Santi Thomas Table of Contents Cover Page1 Table of Contents2 Abstract3 Introduction4 Learning Outcome 15 1.1 Personal Skills5 1.1.1 Types of personal skills5 1.1.2 Methods to evaluate personal skills7 1.2 Techniques to Assess Professional Skills8 Learning Outcome 29 2.1 Skills audit to evaluate skills needed9 2.2 Appropriate techniques to identify preferred learning style10 Learning Outcome 311 3.1 Personal development plan11 Reference13 Abstract: Strategic managers play a major role in the achievement of strategic goals of an organisation.
The first phase is to review the curriculum and conduct a review of materials. The second phase is to write the curriculum with changes, if necessary, and select materials. The next three phases involve implementing extensive professional development and analyzing data. The curriculum is evaluated based on data and best practices in the final phase. The purpose of the curriculum is to ensure that all students achieve a level of academic excellence (Oxford Area, 2008).
Eraut (1994) agrees with this stating three areas or contexts of knowledge which can be subdivided into subject matter, classroom-related and management. Classroom-related identifies what students can do with the teacher as facilitator; management what the organisation expects of the teacher. Subject matter knowledge is regarded as: a) objective knowledge Furlong, (Ed. Atkinson & Claxton 2000), based in science giving validity; b) it is supported by various theoretical models allowing it to be applied in specific cases. Objective knowledge is external and needs a long lead in time to acquire, in other words lengthy training periods.
Boundaries are ethical and course and student related. The appropriateness of the teacher/learner relationship, the ability to assess and apply discipline and the ability to mark fairly and without favour are ethical boundaries that are crossed at the tutor’s peril. From a course perspective, only the designed course should be delivered and scope creep should be avoided at all times. There will be times when the needs of the student are outside the boundaries of the tutor and the course. It is essential that these needs are recognised and managed.
A teacher in the lifelong sector role involves (Pttls Course Manual 2012) states being a Presenter, Communicator, Instructor. Mentor. Teacher, Tutor Lecturer and Counsellor The responsibility’s of a teacher in the lifelong sector are to Maintaining documents, Induction of learners, Attending meetings, Documenting meetings, Preparing training materials, Referring learners to other agencies, Attending Continuing Professional Development (CPD) meetings, Attending relevant events, Maintaining professional standards, Dealing with emails and responding to communications, Dealing 9with telephone enquiries, Teaching and to Ensuring that material has been understood. Teachers have legislation’s to abide by which are listed below, • Data Protection Act (1998 amended 2003) • Disability Discrimination Act (DDA) (1995 amended 2004) • Copyright Designs and patents Act (1988) • Education and Skills Act (2008) • Employment Equality (religion and belief) Regulations (2003) • Employment Equality (sexual orientation) Regulations (2003) • Equality Act (2006) • Equality Act (2010) • Freedom of Information Act (2000)