301 Understanding Roles and Responsibil

Topics: Education, Educational psychology, Assessment Pages: 7 (2792 words) Published: December 13, 2014

Teacher and training roles and responsibilities
To explain this effectively first we must define the difference between the two within our roles. I would define these as a role being a function that we carry out, adapting it to suit everyone involved and a responsibility is a requirement that must happen within our roles. Responsibilities will include following the organisation policies and procedures, following legislation and codes of practice, creating a scheme of work and session plans, keeping a record of progress, maintaining attendance records and details of visits/meetings, and maintaining CPD. Our role mainly consists of teaching from a selection of materials that are either created by our business, awarding body or those we create ourselves to support learning. The main role of a teacher is to increase, or make communication easier among all learners, and encourage learners to discuss the topic chosen, assess various learning styles within the group and identify various teaching methods. A teacher also has to make sure that all learners have equal rights and safe learning environment where they are able to build a trusting and honest relationship. The main responsibility of a teacher is to keep reassessing and monitoring the students continuously to learn their changing needs. The structure and delivery of the course has to be changed according to learner needs. This process is the teacher training cycle and has 5 steps that we follow daily within our role:

Identifying Needs
It is our role as tutor, mentor, trainer, teacher and such like to make sure we meet all the needs of the learner and to determine the best way for all involved in doing this. As teachers/trainers we agree the basic roles and responsibilities within our jobs upon commencing our employment however, we all need to be prepared for these to increase and also adaptable as we get to know each and every one of our learners and their individual needs.

We must understand and be willing to accept that we are responsible, in theory, for our learners lives and they depend on us to ensure they receive everything they need to complete their learning journey successfully.

To start this process it is vital within our role to identify the learners that will benefit from what we offer and our responsibility within this to ensure positive development can be achieved from our training, if this is not deemed possible for whatever reason we then have a responsibility to offer another route and advise other external sources of reference.

In order to identify eligible learners and assess their needs we have a responsibility to our learners to carry out a full and effective initial assessment process to highlight all current experience and learning, and the development areas that are needed around this. From following this process we can set the learner targets that are both relevant to their progression and achievable within their current circumstances. Setting tasks, targets and deadlines is part of our role however we have a responsibility to our learners to use the assessment findings to work with our learners to identify the barriers to learning they may have and agree ways to overcome these.

Plan and Design
Effective planning is vital within our role for both us and the learner. It is our responsibility to plan our lesson/session in such a way it reaches all our learners in the way that follows the organisations policies and procedures.

It is important to take the learners individual needs into consideration when planning and designing a lesson to ensure learning can take place. We must prepare a scheme of work, session plans and teaching and learning materials to ensure the relevant criteria is followed.

When designing the material the role of a teacher is to take into consideration the length of the course and the number of sessions available and plan and design the course in such a way that the criteria is...
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