Roles and Responsibilities Report
As a teacher there are wide range of roles and responsibilities that we must fulfil in order to ensure we are successful. There are many different audiences which we have to adhere to, not just students, but parents/carers, social workers, case managers, schools, examination boards and our managers. Wilson (2009, Pg 6) describes a vast list of roles and responsibilities of a teacher. In this list she highlights a variety of areas from duties surrounding planning schemes of work and lessons, assessing, verifying and reviewing students learning, marking work and entering students for qualifications and examinations, having a duty of care, creating a safe environment for all and many more.
I feel that within these roles and responsibilities I have some strengths and some areas for improvement. Throughout this report I will discuss many of the roles and responsibilities which I feel are important in my role as a teacher, and evaluate them in terms of my strengths and my personal areas for improvement. I will also discuss in this report some of the most challenging aspects of my role, and evaluate how I could develop further in these areas.
Wilson (2009, Pg 4) states that as teachers “We are charged with ensuring our learners gain their qualifications in a manner which is favourable to their own learning needs and those of the awarding bodies”. Through this she highlights our main aim as teachers to ensure that all students achieve their qualifications. However, she also describes how it is imperative that all students learning needs are met. These learning needs could include a variety of different aspects varying from Learning Difficulties and Disabilities, Emotional Behavioural Difficulties, Social Issues, family circumstances and many more. Through having a good understanding of our students learning needs we can ultimately provide an inclusive and conducive learning environment (Wilson, 2009 & Tadeo, 2010). 7
One of the ways in which it is possible to ensure all this information, and more, is gained and accessible to all staff is through the Initial Assessment process. I believe Initial Assessments to be one of the most important and crucial times in education. I feel that the importance of understanding the individual and engaging them from the outset is vital. Petty (2009, Pg 532) highlights this in explaining that Initial Assessments are important as “teachers need to know a good deal about their students if they are to place them on the right programme, and also to teach them well”. Initial Assessments are often used to determine the level which the learner should be placed upon, and can provide vital information about individual’s learning needs and ensure the learner is supported throughout their learning experience (Excellence Gateway, n.d. & Tadeo, 2010). Wilson (2009, Pg 134) describes the huge range of information we need to gain from Initial Assessments: “…personality, character and behaviour… attainment and potential and skills gaps, aspirations, support needed and level of ability”. This highlights the huge variety of methods needed to employ to ensure we know all of this information about our learners.
During the early stages of Initial Assessments my responsibility as a teacher mainly lies in ensuring I am familiar with the information provided about each student prior to them attending college, for example from the interview process and through information gained from outside agencies, such as Statements of Educational Needs. Working with students with Emotional Behavioural Difficulties makes this an even more imperative task, and means that we really must ensure that as much information about each student is gained as possible to ensure they can provided with a positive, supportive and successful college experience. Within Initial Assessments it is vital to gain information pertaining to the individuals background, for example previous educational...
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