Dual Professionalism - Roles and Responsibilities 1. Introduction The primary purpose of my current role and responsibilities is to support and maintain the University’s national and international reputation for excellence in teaching and research. Contribution to teaching includes course development and innovation, lecturing, participation in Knowledge and Teaching Partnerships (KTPs), and supervising undergraduate and post-graduate students. I am making contributions to excellence in research, in my specialist area through publications and other mechanisms. I am also expected to participate in overall contribution of the school, where appropriate, and as directed by my manager.
Hilary will be your main point of contact for academic matters. Module Leader: Helen Robinson h.robinson@kingston.ac.uk Module Administrator: Rob Challinor r.challinor@kingston.ac.uk. Rob will be your main point of contact for all administration queries. Learning Outcomes On successful completion of the module, you will be able to: * demonstrate a detailed understanding of the scope of each of the major components of the marketing communications mix;. * judge the appropriateness of each of these components, both alone and as part of an integrated solution; * critically evaluate the role and importance of a variety of research techniques and sources in the planning, implementation and evaluation of marketing communication campaigns; * structure a realistic and coherent marketing communications plan based on considered research and evidence.
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
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.
BIBLICAL FOUNDATION Government in Curriculum Development The government’s part in the school curriculum is represented by the Department of Education (Dep Ed) basically for the education curricular, the Commission on Higher Education (CHED) which represents the graduate education, and the Professional Regulations Commission (PRC). Conclusion School curriculum development is a continuous process. To ensure a successful outcome for school curriculum there has to be great resources available, public commitment, professional feedback, and implementation planning. All stakeholders of the school should be included in the curriculum development process and they all should have the opportunity to voice their view on what kind of student we should have. BIBLICAL FOUNDATION References Betts, G. (2004).
This position will be required to work collaboratively across the D.IVTAE under the direct supervision of the xyz. REFLECT AND PROMOTE UNIVERSITY VALUES: Embody the university’s values of engagement Commitment to developing strong relationship’s and partnerships Be fair, respect and engage all stakeholders Focus on goals and outcomes and advocate continuous improvement Promote openness and consistency in processes and decision making POSITION DETAILS Position Title: Project Officer Classification: A03 Position Number: Branch: Reports to: Division: Location: KEYFUNCTIONS The project officer is responsible for: • Assist and Support the project manager in planning, tracking and managing the project • Assist and Support the project manager in identifying key resources and meeting the project objectives • Assist and Support the project manager throughout the life of the project. ROLES AND RESPONSIBLITIES •Project management of specific projects as directed. •Establishing and fostering communication channels with internal stakeholders. •Management of change relating to the delivery of project outcomes.
2. The components of the management structure established by the College to assure and enhance academic quality are as follows: There are some committees which have specific functions 2.1 Programme (or Course Group) Management Committees which are the primary units of quality assurance in the organisational framework, and are responsible for the evaluation, review and enhancement of the quality and standards of modules owned by the programme(s); 2.2 Module Examiners who are responsible for ensuring the consistent and accurate assessment of students on modules owned by the course; 2.3
Now that you have set academic goals and identified your career interests, explain the relationship between academic goals, skills, and professional goals. My academic goals are to do well in all of my courses in order for me to pass my courses and
Theory Assignment - Roles, responsibilities and relationships in lifelong learning Question 1 – Show that you understand your own role and responsibilities in lifelong learning. There are many regulations that are in place to ensure a fair chance for learning and a safe environment to everyone. I believe that the main ones for me as a First Aid Trainer would include: Data Protection 2008. This was introduced to ensure that personal information held by an individual or company is kept in complete confidence. Equality Act 2010 This was introduced to incorporate a few of the Acts and Regulations, which formed the basis of anti-discrimination law in Great Britain.
Student records, attendance, achievement and disciplinary details will be some of the information kept. By assessing need I can gather the information required to enable me to plan and design a suitable learning experience that can be delivered satisfactorily. My responsibilities are many and varied; from ensuring that the course delivers on its aims and outcomes to satisfying the students’ learning needs both from a course material perspective and any further assistance they may need to complete the course. By making good use of the assessment and evaluation parts of the TTC I will be able to ensure that I am meeting their needs and that the course is delivering the content and standard that is expected. Boundaries are ethical and course and student related.