Transcript What makes a good teacher
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
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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
Evaluate learning programme Assess learning Deliver Identify students’ needs Plan & design learning programme
(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
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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
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And even more!
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The ‘domains’ of the teacher
Pedagogy
Generic teaching
Who am I ?
The ‘self’ who teaches assumptions, values and ideas
Subject skills, knowledge experience
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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 • • • • • • Tony Dodd 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
Does your list include?
• • • • • • • 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.
etc.
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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 5 th Gravells 4 th Edition pgs. 10 to 14 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/bri tish/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
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
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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 http://sharepoint.deeside.ac.uk/Personal%20Tutorials/Pages/RolesInforma tionforPersonalTutors.aspx
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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). Harvard Ref – – 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 Tony Dodd
Deeside College Policies and Procedures – to July 2013
• http://qms/menu.asp
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Coleg Cambria policies
• http://www.cambria.ac.uk/about/policy downloads/ Tony Dodd
Referral points
• • • • • •
Internal
Line manager/s Student Services Study Skills (learning support) Chaplaincy # Counsellor # Careers Wales # • • • • • • •
External
Flintshire Community Drug & Alcohol Services Nacro Flintshire Learning Inclusion Service Awarding organisations Citizens Advice Bureau Charities Agencies/Helplines Tony Dodd
Boundaries and referral
• • Gravells 5 th to 53 Gravells 4 th 45/46 Edition pgs. 14 - 16 and 51 Edition pgs. 11/12 and 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
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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 4 th Gravells 5 th Edition pages 47/48 Edition pages 53-55
Legislation and codes of practice
• • Gravells 5 th Gravells 4 th Edition pgs. 19 to 22 Edition pgs. 15 to 18 • Moodle Tony Dodd
ESTYN Common Inspection Regulatory Framework -
•
Three key questions:
1) How good are outcomes?
2) How good is provision?
3) How good is leadership?
We self-assess against these questions and we are inspected on these questions .
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ESTYN Common Inspection Framework
• • Further details: Deeside QMS Curriculum self assessment http://qms/menu.asp
ESTYN http://www.estyn.gov.uk/english/educat ion-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