Tick the box of those responsibilities that relate to your role: Teach/train learners – Large groups Teach/train learners – small groups Mark assignments and give feedback Work with learners on a 1:1 basis Register the learner with the awarding body Assess the learner’s work product Observe the learner in situ Mark the work against national standards Make regular appointments to support the learner to achievement Give positive feedback Submit assessed work for formative/summative internal assurance and standardisation Carry out internal quality assurance Attend training meetings and gain feedback Be a positive role model for your learners Tick Task 2 U1 AC 1.1 - Now we have identified some of your roles and responsibilities, explain the teaching role and responsibilities in education and training. (Please attach any additional sheets and supporting evidence.) There are certain responsibilities a teacher has when in the educational environment, this is from the needs of learners to the expectations of an awarding body. A teacher will take into account the needs of an individual alongside the group’s needs. This can be done by pre assessment screening, information can easy obtain from these and help
Positive Reinforcement Case Study Shantel Rider ECE201: Intro to Early Childhood Behavior Management Instructor: Maya Raimondi September 30, 2013 Positive Reinforcement Case Study In case with Doug the 2nd grader in Mr. McGrady’s class the strategy I would use to address Doug’s behavior problems is criterion specific rewards. “Criterion-specific rewards can be used as part of a proactive intervention for managing classroom behavior. Students may earn criterion-specific rewards such as activities, privileges, and tangible incentives after the occurrence of an identified target behavior(s) at a set level of performance.”( Curran 2003) A reinforcement system supports students in making connections between a behavior and its consequences (Alberto & Troutman, 2003). Effective, criterion-specific rewards are delivered immediately; contingent; desirable and appealing to students; planned; and realistically attainable (Martella, Nelson, & Marchand-Martella, 2003). Rewards should be simple to implement, easy to record, inexpensive, and nondisruptive (Levin & Nolan, 2000; Smith & Rivera, 1993).
(CEC 4.4) • Design instruction to meet student needs. (CEC 4.5) • Select, adapt, create, and use curricular materials. (CEC 7.4) Relevancy of Task to Teacher Candidate Students must be able to implement research-based lesson plans which reflect accommodations and modifications for learners with disabilities. Assessment: Student Prompts/Teacher Directions 1) Individual: Teaching for Exceptionalities (Benchmark Assessment) a) General Practicum information: Students’ practicum experiences should follow the practicum experience requirements, including the diversity and hour requirements for this course on the Practicum Placement Form found in the Student Success Center, Colleges, College of Education, and Teacher Preparation Programs Practicum/Field Experience Manual i) Students should fill out the Practicum Placement Form and Observation Record. Complete
MT0822A Managing Organisational Performance Abstract The report I have compiled reports the importance of managing stake holders in The John Lewis Partnership Organisation, the primary stakeholders of JLP and the interests of each in the reduction of 25 call centres to two. This report will also cover the value of motivational models within the JLP and how employee needs are being met by in that organisation on Maslows hierarchy of needs model. Finally the report will cover the reasons for the change in the JLP and how this change can be managed in an organisation. Introduction The purpose of this report is to show the importance of managing stakeholders and their importance in an organisation, the value of motivational needs within an organisation and the reasons of organisational change. The report will also identify John Lewis's primary stakeholders, their level of interest and importance in the plans to replace 25 call centres with two.
Type in Word or 07 Developing and submitting a Unit 5 Portfolio Written as pdf. Submit in Assignment tool. 583796 Develop and submit a Portfolio of your best work done in the assignments and discussions to demonstrate the knowledge, skills, growth and development that has taken place in you through this learning process. 100 100% 25/04/2015 22/05/2015 Please read through your learning units before submitting your assignments. There are some activities that are not for marks (Activity 2.2/3.4) (preparation activities).
Unit Title: Unit sector reference: Level: Credit value: Guided learning hours: Unit expiry date: Unit accreditation number: Understand how to handle information in social care settings PWCS 38 3 1 9 31/07/2015 D/602/3119 Unit purpose and aim This unit develops the knowledge and understanding needed to implement and promote good practice in recording, sharing, storing and accessing information in social care settings. This unit is aimed at those who are interested in, or new to working in social care settings. Learning Outcomes The learner will: 1 Understand requirements for handling information in social care settings Assessment Criteria The learner can: 1.1 Identify legislation and codes of practice that relate to handling information in social care settings 1.2 Explain how legal requirements and codes of practice inform practice in handling information Exemplification Legislation includes: Data Protection Act 1998 Freedom of Information Act 2000 Health & Social Care Act 2008 - Essential standards Codes of Practice includes: GSCC ICO Local or internal Codes of Practice How to maintain records includes: clear and accurate writing recording the information straight away or as soon as practicable including a time, date, signature and printed name using a black pen putting a line through any errors and initialling all boxes on pro-formas to be completed 1 2 Understand good practice in handling information in social care settings 2.1 Explain how to maintain records that are up to date, complete, accurate and legible 2.2 Describe practices that ensure security when storing and accessing information 2.3 Describe features of manual and electronic information storage systems that help ensure security © OCR 2010 Learning Outcomes The learner will: Assessment Criteria The learner can: Exemplification Practices that ensure
Unit Title: Unit sector reference: Level: Credit value: Guided learning hours: Unit expiry date: Unit accreditation number: Understand person-centred approaches in adult social care settings PWCS 26 2 4 34 31/07/2015 J/602/3180 Unit purpose and aim This unit introduces the concept of person-centred support as a fundamental principle of social care. This unit is aimed at those who are interested in, or new to, working in social care settings with adults. Learning Outcomes The learner will: 1 Understand personcentred approaches for care and support Assessment Criteria The learner can: 1.1 Define person-centred values 1.2 Explain why it is important to work in a way that embeds person-centred values Exemplification Person-centred values include: Individuality Rights Choice Privacy Independence Dignity Respect Partnership It is important to work in these ways eg: to meet the needs of the individual to provide the best possible quality care service to ensure a good quality of life of the individual to treat the individual as you would want to be treated © OCR 2010 1 Learning Outcomes The learner will: 2 Understand how to implement a personcentred approach in an adult social care setting Assessment Criteria The learner can: 2.1 Describe how to find out the history, preferences, wishes and needs of an individual 2.2 Describe how to take into account the history, preferences, wishes and needs of an individual when planning care and support 2.3 Explain how using an individual’s care plan contributes to working in a person-centred way Exemplification An Individual is someone requiring care or support Sources of information to find out the wishes and needs of an individual include asking: the individual family friends other carers other professionals i.e. GP, social worker, nurse referring to documents i.e. care plans,
Unit Title: Principles of personal development in adult social care settings Unit sector reference: PWCS 22 Level: 2 Credit value: 2 Guided learning hours: 17 Unit expiry date: 31/07/2015 Unit accreditation number: L/602/3035 Unit purpose and aim The unit introduces the concepts of personal development and reflective practice, which are fundamental to adult social care roles. This unit is aimed at those who are interested in, or new to, working in social care settings with adults. Learning Outcomes The learner will: Assessment Criteria The learner can: 1 1.1 Identify standards that influence the way adult social care job roles are carried out 1.2 Explain why reflecting on work activities is an important way to develop own knowledge and skills 1.3 Describe ways to ensure that personal attitudes or beliefs do not obstruct the quality of work Understand what is required for good practice in adult social care roles Exemplification Standards – may include Code of practice Regulations Essential standards National Occupational standards Reasons may include: to examine why and how you practice to identify areas for improvement to develop different ways of working to develop new areas of learning Ways may include: being aware of own personal attitudes and beliefs understanding and being open to others’ attitudes and beliefs respecting differences between own and others’ personal attitudes and beliefs © OCR 2010 1 Learning Outcomes The learner will: Assessment Criteria The learner can: Exemplification 2 2.1 Describe how a learning activity has improved own knowledge, skills and understanding 2.2 Describe how reflecting on a situation has improved own knowledge, skills and understanding 2.3 Describe how feedback from
Unit Title: Unit sector reference: Level: Credit value: Guided learning hours: Unit expiry date: Unit accreditation number: Introduction to duty of care in health, social care or children’s and young people’s settings SHC 24 2 1 9 28/02/2015 H/601/5474 Unit purpose and aim This unit is aimed at those who work in health or social care settings or with children and young people in a wide range of settings. It introduces the concept of duty of care and awareness of dilemmas or complaints that may arise where there is a duty of care. Learning Outcomes The learner will: 1 Understand the implications of duty of care Assessment Criteria The learner can: 1.1 Define the term “duty of care” 1.2 Describe how the duty of care affects own work role Exemplification Duty of Care includes the concepts: to keep individuals safe to keep individuals free from harm to give choice The work role could be that of a carer, support worker, health care assistant. 2 Understand support available for addressing dilemmas that may arise about duty of care 2.1 Describe dilemmas that may arise between the duty of care and an individual’s rights 2.2 Explain where to get additional support and advice about how to resolve such dilemmas Dilemmas include: The individual may want privacy in the bathroom but it is not safe for them to be left alone as their mobility is poor; The individual is diabetic and wants to eat cake and sweets; The individual wants to live independently but does not have the necessary abilities for this to happen; All individuals in the setting want to go to bed at 10pm. Rights include: choice independence 1 © OCR 2010 Learning Outcomes The learner will: Assessment Criteria The learner can: Exemplification privacy.
Assignment 1 40652/01 Understanding Organisations and the Role of HR (3HRC) This assignment is designed to assess the following learning outcomes: 1 2 3 Understand the purpose of an organisation and its operating environment Understand the structure, culture and functions of an organisation Understand how HR/L&D activities support an organisation. Tasks This unit is assessed by three short assessments. Please complete ALL three tasks and only then send to your ICS tutor for marking. Task 1 Choose an organisation of interest to you and answer the following (500 words): • • • • • Task 2 Identify the organisation and give a brief description of it Describe the products/services of that organisation Identify the customers and define their needs Describe the purpose, goals, targets and financial structure of the organisation Use the PESTLE approach to identify a minimum of 4 external factors, including legal and regulatory frameworks, and explain their impact on that organisation. Answer the following for the organisation you have chosen (500 words): • • • Describe the structure and at least 4 functions of the organisation Explain how the different functions work together to optimise performance Explain the culture of the organisation and at least two ways in which it affects its operation.