Level 3 PTTLS ASSESSMENT 1 1.1Explain what your actual or perceived roles, responsibilities and boundaries are as a teacher in terms of the teaching cycle. I perceive that my roles as a teacher are to deliver effective training and supporting the learner either directly or indirectly and to maintain an inclusive, equitable and motivating learning environment. I understand that as a teacher I will be identifying the need s of learners, planning and designing resources facilitating teaching and learning resources, assessing learners, evaluating learners performance and my own CPD. I am responsible for the health and safety, moral and physical welfare of my students/learners. I am also responsible for catering for students with learning disabilities.
to address special needs within the school. They work closely and supervised by fully qualified administrators or teachers. Support staff must be multi skilled and well trained to fulfil the requirements of their role. Teaching assistants are the most common members of the support team. Their role is to facilitate independent learning, access to the curriculum and promote inclusion.
As a teacher, my primary responsibility is to ensure that learners are enrolled onto the correct course, in terms of meeting their needs, abilities and aspirations. Further to this, I need to ensure that my learner is on the appropriate course in terms of meeting their award and organisational requirements. In order to do this I will probably have responsibility for the following: promoting a safe and supportive learning environment; promoting equality and diversity; adhering to key legislation, regulatory requirements and codes of practice; modelling professional behaviour at all times to inspire my
They also need to deal with conflicts in a professiona manner dealing with both their employer and their clients, The Human Service Responsibility to Self They commit their selves to a journey of lifelong learning and to keep improving on their own personal growth to better commit to their job and their clients. Section II- Standards for Human Service Educators Human service educators need to keep themselves updated on the different teaching styles and not be judgemental towards students. They need to let the student express themselves as they want and are offered to discuss what is being learned or taught to them for a better understanding. Human service educators need to be fully commited to their responsibilities as educators as well. They are to uphold professional relationships with their students and to treat all their students equally and fairly.
My students will develop a community that respects each other in the classroom as well as out of the classroom. Once these goals have been met I feel that the rest of the year will be smooth sailing! (Gallagher, 1999-2012). In the field of education, good classroom management is essential ( Froyer & Iverson, 1999) . Encouraging and establishing student self-control through a process of promoting positive student achievement and behavior is what every classroom needs.
The main standards of my job role are to provide a high level of professional care to all residents giving them the upmost dignity and respect and also giving families and friend’s emotional support. Standards involving personal care and communication in my role are very important because it sets an example to other staff and new staff and can help them to understand how their role as a career should be executed. 3. There are a number of ways to ensure that personal attitudes or beliefs do not obstruct the quality of my work; it is important to leave any problems in your personal life at the door, so you are starting your shift with a clear, fresh mind set. It is important to remain completely professional at all times because you are performing a duty of care.
This would encourage teachers to seek available support and resources to improve teaching practice and base their teaching on best theoretical and practical knowledge.In addition to this, by being a member of the IFL, Gravells (Preparing to teach in the lifelong learning sector, 2009) advises that the IFL dictate a code of professional practice that was implemented in 2008 that all teachers should adhere to. It highlights the main behaviours that are expected by IFL members and categorises them as follows : Integrity Respect Care Practice Disclosure Responsibility If teachers adhere to professional codes of practice like this, then these intrinsic values will be instilled in the way in which
This will ensure that every student has the highest possible chance of success. • Plan and design The roles here is to be an organiser and researcher. It's a teacher’s responsibility to plan and design a course in such a way as to ensure that it meets the specific needs of the learners. Some courses are constrained by the subject of the material and can only be delivered in a certain manner. Following a syllabus becomes essential as it enables the teacher to map the learning outcomes, and the aims
As a member of management it is even more vital that i am aware and up to date with all the legislation and guidelines as part of my role is to guide, support and influence other staff to do well in their own role. My own professional development does not only impact on myself but other staff, the setting and people who use the service. Continuing professional development is a life long process of learning which enables staff to fulfill their present or future roles more effectively as maintaining a high standard of professional competence. Every early childhood professional has a personal responsibility to develop and maintain their knowledge and
STAFF POLICY Ethical Framework: Maintaining Professional Boundaries – Guidelines for all Staff Working with Learners Lead responsibility: Version: Effective from: Approved by: Date of approval: Review date: Director of Learner Support 2 June 2009 SMG June 2009 June 2011 Contents Page Number Introduction Scope Aims Principles Support, Advice and Guidance – Learners Confidentiality and Disclosure Conclusion Monitoring and Review 3 3 3 3 7 8 9 9 2 1. Introduction The College recognises that members of staff have a duty to maintain transparent, appropriate and professional relationships with learners at all times. These guidelines are designed to inform and protect both learners and staff by ensuring good practice and