Preparing to teach in the Lifelong Learning Sector Unit 001 Roles, responsibilities and relationships in lifelong learning Tony Dodd

Aim of the session To support learners to successfully complete Unit 001 Assessment Criteria: 1.1, 1.2, 1.3, 1.4 2.1, 2.2, 2.3 3.1 Tony Dodd

Learning Objectives By the end of the session the learner will be able to: 1.1 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities 1.2 Explain own responsibilities for promoting equality and valuing diversity 1.3 Explain own role and responsibilities in lifelong learning 1.4 Explain own role and responsibilities in identifying and meeting the needs of learners Tony Dodd

Learning Objectives 2.1 Explain the boundaries between the teaching role and other professional roles 2.2 Describe points of referral to meet the needs of learners 2.3 Summarise own responsibilities in relation to other professionals 3.1 Explain own responsibilities in maintaining a safe and supportive learning environment 3.2 Explain ways to promote appropriate behaviour and respect for others City & Guilds Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (PTLLS) (6302) pages 14 and 15 Tony Dodd

The Teaching Cycle Identify students’ needs Evaluate learning programme The Teaching Cycle Plan & design learning programme Assess learning Deliver (Gravells, 2013, 10)

Small group activity and feedback What makes a good teacher/trainer? 10 minutes small group activity Feedback to whole group Tony Dodd

What Secondary school learners think Tony Dodd

inspirational good communicator friendly enthusiastic firm, but fair responsive sense of humour respectful inspirational approachable consistency personal involvement Tony Dodd

knowledge – of subject and learner Additional points from the Institute for Learning (IfL) survey – what makes a brilliant teacher? knowledge – of subject and learner behaviour – time-keeping and professional boundary setting appearance – well-presented and appropriate for a person of authority set learning goals with their learners encourage and act upon learner feed-back use ICT effectively Tony Dodd

And even more! Tony Dodd

The ‘domains’ of the teacher Pedagogy Generic teaching Subject skills, knowledge experience Who am I ? The ‘self’ who teaches assumptions, values and ideas Tony Dodd

Small group activity and feedback What are the key roles and responsibilities of a teacher/trainer? What are the boundaries? Feedback to whole group Tony Dodd

Does your list include? Interviewing Diagnostic assessments Agreeing and reviewing Individual Learning Plans Planning/liaising re individual support needs ‘Icebreakers’ Clarifying, agreeing and implementing codes of conduct Discipline Researching, planning and preparing lessons Developing resources/online resources and assessments Teaching a range of courses/qualifications and levels Teaching and supporting all students irrespective of their ability Supporting differentiation Monitoring and assessing student learning and progress Providing timely and constructive feedback to support improvement Tony Dodd

Does your list include? Developing new courses Maintaining accurate records incl student profiles and student progress and attainment Personal tutorials and guidance Liaising with parents/carers and employers/sponsors Arranging/monitoring work experience Assessment in the workplace Attending open evenings, taster days Liaise with Awarding and Professional Bodies Contributing to course team activities/liaise with colleagues Review and evaluate courses Developing new courses Participate in college self-assessment Maintain knowledge of and implement college policies Undertake CPD Undertake a range of administrative tasks etc. Tony Dodd

Contracts of employment roles and responsibilities If you are already employed as a teacher/trainer/assessor examine your contract and/or job specification See Gravells 5th Edition pgs. 10 to 14 Gravells 4th Edition pgs. 6 to 11 Tony Dodd

Codes of practice a set of standards agreed on by a group of people who do a particular job http://dictionary.cambridge.org/dictionary/british/code-of-practice A code of practice is a set of written rules which explains how people working in a particular profession should behave http://www.collinsdictionary.com/dictionary/english/code-of-practice Tony Dodd

See Deeside College QMS or Moodle A number of Deeside College policies and procedures clarified where responsibility lies outside the teacher’s role or where teachers should only act with caution Child protection and protection of vulnerable adults legislation – see Deeside College Guidelines and Safeguarding Policy/Wellbeing flow plan Guidelines for the administration of medication by staff to students Guidelines for dealing with substance abuse (students) Guidelines for addressing drug dealing or supplying See Deeside College QMS or Moodle Tony Dodd

If you don’t know what you should do – always ask your line manager Colleges and training providers will have policies and procedures/roles and responsibilities covering all eventualities in the teaching/training cycle ‘Should you be aware of a serious personal problem a student is experiencing you should, with agreement from the student, inform the appropriate person in college.’ From ‘The role of the Personal Tutor (full and part-time students)’ http://sharepoint.deeside.ac.uk/Personal%20Tutorials/Pages/RolesInformationforPersonalTutors.aspx   Tony Dodd

Someone else in the organisation Consider any boundaries to your role – what should be avoided/which issues should be referred to others? Your role Someone else in the organisation Someone outside the organisation Tony Dodd

Professional boundaries of teaching ‘You will have professional boundaries within which to work and it’s important not to overstep these by becoming too personal with your students. Boundaries are about knowing where your role as a teacher stops’ (Gravells, 2012, 14). In your references section at the end of each assignment: Gravells, A (2012) Preparing to Teach in the Lifelong Learning Sector, Fifth Edition, Exeter, Learning Matters Harvard Ref Tony Dodd

Deeside College Policies and Procedures – to July 2013 http://qms/menu.asp Tony Dodd

Coleg Cambria policies http://www.cambria.ac.uk/about/policy-downloads/ Tony Dodd

Referral points Internal External Line manager/s Student Services Study Skills (learning support) Chaplaincy # Counsellor # Careers Wales # Flintshire Community Drug & Alcohol Services Nacro Flintshire Learning Inclusion Service Awarding organisations Citizens Advice Bureau Charities Agencies/Helplines - Tony Dodd

Boundaries and referral Gravells 5th Edition pgs. 14 - 16 and 51 to 53 Gravells 4th Edition pgs. 11/12 and 45/46 Tony Dodd

Legislation - general Equality Act 2010 Health and Safety at Work Act 1974 Safeguarding Vulnerable Groups Act 2006 Data Protection Act 2003 Freedom of Information Act 2000 Tony Dodd

Legislation - specific Control of Substances Hazardous to Health (COSHH) Regulations 2002 Food Hygiene Regulations 2006 Manual Handling Operations Regulations 1992 Legislation relevant to your particular role Tony Dodd

http://www.sja.org.uk/sja/training-courses/guidance/legal-obligation.aspx Tony Dodd

The Equality Act 2010 You need to ensure that your teaching, assessment and resources strategies promote and include all students in respect of the 9 categories. age, disability, gender, gender identity, race, religion or belief, sexual orientation, marriage and civil partnership and maternity and pregnancy’.

Equality and diversity aspects involved Recruitment Student access to learning Delivery and assessment Learning materials/resources Support provided Attitudes and behaviour (teacher and students) Etc. – ‘the whole student experience’

When teaching you should always ensure you: Are non-judgemental Challenge any discrimination, stereotyping, bullying, harassment Challenge your own values/beliefs so that you aren’t imposing on or offending any students Don’t indulge the minority at the expense of the majority Gravells 4th Edition pages 47/48 Gravells 5th Edition pages 53-55

Legislation and codes of practice Gravells 5th Edition pgs. 19 to 22 Gravells 4th Edition pgs. 15 to 18 Moodle Tony Dodd

ESTYN Common Inspection Regulatory Framework - Three key questions: How good are outcomes? How good is provision? How good is leadership? We self-assess against these questions and we are inspected on these questions. Tony Dodd

ESTYN Common Inspection Framework Further details: Deeside QMS Curriculum self-assessment http://qms/menu.asp ESTYN http://www.estyn.gov.uk/english/education-and-training-providers/overview/ Tony Dodd

Learning Objectives By the end of the session the learner will be able to: 1.1 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities 1.2 Explain own responsibilities for promoting equality and valuing diversity 1.3 Explain own role and responsibilities in lifelong learning 1.4 Explain own role and responsibilities in identifying and meeting the needs of learners Tony Dodd

Learning Objectives 2.1 Explain the boundaries between the teaching role and other professional roles 2.2 Describe points of referral to meet the needs of learners 2.3 Summarise own responsibilities in relation to other professionals 3.1 Explain own responsibilities in maintaining a safe and supportive learning environment 3.2 Explain ways to promote appropriate behaviour and respect for others City & Guilds Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (PTLLS) (6302) pages 14 and 15 Tony Dodd