Due to the nature of the individual’s vulnerability there are a number of legal issues which need to be taken into consideration when providing tuition for the staff group. As an organisation we have adopted PROACT-SCIPr-UK® within our behaviour support policy. PROACT-SCIPr-UK® is underpinned by the BILD Code of Practice. So throughout the whole teacher/training cycle I am bound to fall in line with practice outlined in the BILD Code of Practice as well as other legislative measures, I.e. ; The Children’s Act 1989, Bill of Rights.
These issues are normally dealt with on governor meetings, held at the school. They pass on any changes within the education policy and offer any training to key members of staff. The local government is responsible for staff DBS checks, to ensure the safety for the children. The national government is responsible for developing news ways to improve the quality of services within education. They are also responsible for the education policy, and their role as national government to emend and changes and development within this policy.
Roles and responsibilities tutors should have in the life long sector A tutor in the lifelong learning sector has a multitude of roles and responsibilities and within this short essay the author will attempt to identify and evaluate each role. According to Duckworth et al (2010), understanding the roles and responsibilities is essential for anyone working in the Lifelong sector. Duckworth et al (2010) asset that, while teaching in an organisation a tutor will meet and work with different staff with different roles and responsibilities. It is useful that they develop the ability to work within a multidisciplinary team through effective use of a combination skills, theory, and techniques. The roles and responsibilities of a tutor in the Lifelong Sector include promoting positive behaviour, diversity and inclusion throughout the teaching and learning process (Gravells, 2012).
I will also look at behavioural patterns within classrooms, from this I will see how behaviour can be kept under control to make the classroom effective. I will collect information from many sources, this will help me to gain an understating from teachers own experiences. It will also give me information to explain how behaviour and other aspects in the classroom are dealt with effectively. In the primary classroom there are many areas which need to be taken into account. The planning for each piece of work needs to be carefully linked in conjunction with the national curriculum and it also needs to fit in with the desired learner.
It will also the discuss the problems and challenges that may arise when teaching the foundation subjects at key stage one level and how to overcome these barriers. Effective teaching of the curriculum involves meeting the needs of all learners and differing learning styles. John Wilson (2000) argues in his text ‘Key Issues in Education and Teaching’ that personal subject knowledge must be broad and in-depth in order for us to “cater for these different interests in different ways” (Wilson, 2000). He states that teachers are faced with the challenge of ensuring that they can visualise subjects from every angle of thought, in order to make them meaningful for all - “we have to make ‘subjects’ fit different interests” (Wilson, 2000). Practitioners cannot achieve this goal if their own subject knowledge is poor.
I am also expected to participate in overall contribution of the school, where appropriate, and as directed by my manager. It is a fact that academics in HE nowadays are expected to be ‘dual professionals’: professionals in their subject disciplines and ‘professional educators’ Peel (2005). In the next section, I will critically look at my current experiences relating to two areas of my work - a) teaching and supporting student learning, and b) continuous professional development. These are two of the ‘areas of activity’ identified within the UK Professional Standards Framework (UKPSF) (2011). 2.
Understanding own Role, Responsibilities & Boundaries of the Role in Relation to Teaching. Its important to note and accept that the styles of teaching and learning are many and diverse. Consequently it is imperative that in my role as a trainer that I realise that what constitutes good teaching and good learning can vary at any given time. Different groups learn in different ways and at different rates dependant on many factors. For example what makes for stimulated learning for an adolescent may not satisfy the needs of an adult learner whose frame of reference has been developed by lifetime experiences.
No matter how well designed the material, or instrument of delivery is, teachers must consider many relevant factors during implementation, and presentation of material; material and delivery must accommodate a persons learning style. Moreover, teachers must educate their students on learning styles and preferences, this will provide the student knowledge, which will enhance their learning and educational experience. Research continues to document, and show that students will enjoy learning, and will learn more when the material and teachers accommodate their learning styles and preferences. Much research has been conducted and published on how people receive and process information. Research has endeavored to ascertain and define how people learn in different environments, such as the classroom, and the work setting.
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)
Both authors agree that the supervisor in curriculum development main function is to make the curriculum visible. Glanz (2007) concurs with Starratt that the curriculum development supervisor must make the curriculum visible so that the main priority is to integrate theory and practice. Throughout the years, Glanz (2007) states that curriculum development and educational supervision appear to have been on separate paths and were previously viewed as contrasting functions. Starratt (2008) agrees that there presently appears to be a division between the role and function, which is evident not only in the roles within schools but also in the thinking, and theorizing about