Ptlls - Task 1

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As a teacher my roles responsibilities and boundaries, would be spread over a broad spectrum of areas and tasks and in preparing for, delivering, assessing and reviewing the courses I would deliver, applying the P.A.R. (Present, Apply, Review) principles not only in the direct delivery of my subject but as a broader ethos surrounding my whole teaching cycle.

On employment with a provider my initial responsibilities would be to review the Protocols, rules and regulations of the establishment which are the most fundamental boundaries, to review the contents of existing courses (or units for art and design courses) that were already being provided in my subject area of photography , examining the associated schemes of work and lesson plans to ensure that I had a good grasp of what I was expected to teach, ( it may be impossible to assimilate all of this information in one go , but I would go into each session having researched what I am expected to know and impart to the students). Drawing from my own experience I would offer to open a dialogue (using course data) with my colleagues and peers, be they fellow tutors or superiors, to see where the delivery could be strengthened, via its content (syllabus non-withstanding) timing structure , scale, location and facilities on offer. This would be with a view to improving course numbers and positive learning outcomes which is a core responsibility. A boundary here would be if I were employed in a role which did not allow this kind of input, a barrier would be the annoyance of staff who have already delivered photography courses or units (as I have little teaching experience) so consideration and good interpersonal skills would need to come to the fore. This information would feed into my role of preparing my own subject ‘schemes of work’, it would be my responsibility to analyse the requirements of the syllabus, making sure that I understood it myself by carrying out research to bring myself up to date I would then work out how to break it down into its constituent parts and how relate it to my learners in enjoyable and manageable chunks over the duration of the course. Boundaries here are set out by awarding bodies for the qualifications I would teach, such as the amount of contact time, the length of time allowed for a learner to complete the course, what written work is required i.e. assignments, essays or dissertations as well as how it is assessed. The amount of practical work and how it is assessed may also be set externally. When setting out schemes of work I would also need to consider as boundaries:- •

What kind of learners will be attending, what will be their motivations, what will their baseline achievement levels be, how broad will the spectrum of attainment be?

What equipment will be required and how will I make it available to everyone?

Where each session is to be delivered, its impact on what can be taught and how it can be taught?

When each session is delivered, what condition the learners will be in, how will it impact on their concentration and what kind of practical work will be viable?

How long is the term and are there any holidays, placements, visits and other trips?
Having set out my schemes of work, I would then review them with my colleagues if the setting out had not already been a collaborative effort. Depending on the circumstances there also might be the opportunity to feedback to whichever body (or senior member of staff) sets the syllabus, with new ideas or fresh perspectives on the course contents. At this point I could give a clear insight into the courses I would be delivering and how it would fit into the broader theme of being a learner, I would be able to use this in my role as a spokesman for my subject area or faculty during marketing events such as open evenings and school visits, again feeding back information about new areas of interest, ways of getting better uptake of courses by analysing dialogue or...
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