Roles, responsibilities and relationships in lifelong learning
1. Outline key aspects of legislation, regulatory requirements and codes of practise relevant to the role and responsibilities of the teacher.
As the teacher of a group or individuals you must present yourself accordingly and behave appropriately, you have certain roles and responsibilities set upon you that must be correctly adhered to by law, Firstly there is the Health and Safety at work act 1974, this is also known as HSWA or HSW, this act is the most important piece of legislation referring to occupational health and safety in Great Britain, so issues such as making sure the venue is adequate in terms of size or making sure there is safe access fall in to this. The teacher must also be able to highlight assembly points and inform their students about exit points. Secondly there is the Data protection act 1998, this law governs and seeks to protect your personal information, as a teacher it is within your role to adhere to this. Thirdly the Equality act 2010, which was restructured in September 2012 deals with issues relating to gender, race, sexual orientation and religion issues. As a teacher this legislation must be adhered to. Lastly is COSHH 2002, this piece of legislation is the law that requires all employers to Control Of Substances that are Hazardous to Health.
The Department for Education and Skills (DfES) in 2007 released its regulatory requirements for all tutors, trainers and teachers, these were introduced after a 4 year study after an OFSTED report in 2003, the report concluded it needed to improve and achieve the following (http://www.bis.gov.uk/assets/biscore/corporate/migratedD/publications/E/equippingourteachersforthefuture-115-161 )
• Introduce a new offer for trainee teachers, leading to a new QTLS award – Qualified Teacher Learning and Skills; • Investing in providers and partnerships that demonstrate high standards of support for trainee teachers in the workplace; • Setting new standards for teachers across the learning and skills sector; • Setting in place more effective quality assurance mechanisms; • Introducing simple and effective planning and monitoring arrangements through Lifelong Learning UK (LLUK), the Sector
Skills Council in development;
• Developing the skills of teacher trainers, within a professional framework set by LLUK; • Amending the current Regulations for teachers’ qualifications in further education; • Piloting aspects of the reform - in particular approaches to mentoring to help teachers develop teaching skills in their own specialist or subject area; • Introducing new funding in April 2007,
• Introducing the reforms as a whole package from September 2007
As a teacher you must adhere to a code of practise, this code of practise was introduced and enforced in April 2008 and is called “The Institute for Learning’s code of Professional Practice”. This code outlines what is expected of you as a teacher (http://www.ifl.ac.uk/membership/professional-standards/code-of-professional-practice) • Integrity
Behaviour 1: Professional integrity
The members shall;
1. Meet their professional responsibilities consistent with the Institute’s professional values 2. Use reasonable professional judgement when discharging differing responsibilities and obligations to learners, colleagues, institution and the wider profession 3. Uphold the reputation of the profession by never unjustly or knowingly damaging the professional reputation of another or furthering their own position unfairly at the expense of another 4. Comply with all reasonable assessment and quality procedures and obligations 5. Uphold the standing and reputation of the Institute and not knowingly undermine or misrepresent its views nor their Institute membership,...
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