Assessment and Learners

Topics: Assessment, Discrimination, Evaluation Pages: 6 (1413 words) Published: December 3, 2012
Roles and Responsibilities within teaching
PTLLS Assignment 2|

Word count 1334|


IntroductionPage 2
ResponsibilitiesPage 2

LegislationPage 3

Equality, Diversity and InclusionPage 5
Recommendations for Professional PracticePage 6

BibliographyPage 7

The aim of this report is to identify my roles and responsibilities as a teacher delivering the Level 2 Certificate in Youth Work Practice (City and Guilds). The course is attended by trainee youth workers aged 18 and over and consists of 20 taught sessions and a work-based placement. The qualification is assessment based, with all Learners producing a portfolio of evidence to support their learning. The portfolios are assessed, checked by an Internal Verifier and samples of the portfolios are checked by an External Verifier to agree the standards of assessment.

The role of teacher holds many responsibilities.
Lifelong Learning UK (LLUK) defines two teaching roles:
1. Associate Teacher, Learning and Skills (ATLS) which is a supportive role 2. Qualified Teacher, Learning and Skills (QTLS) which is a full teaching role To become a QTLS the Institute for Learning (IfL) states:

“As a new entrant to teaching in the Learning and Skills Sector, you will have to complete the PTLLS award. It must be completed within one year of initial employment.” (March, S, 2010: 4) It is my responsibility as a teacher to complete this qualification and continuously develop my skills as a professional. As a teacher some of my responsibilities include having knowledge and understanding of the subject, curriculum development and delivery and appropriate initial, formative an summative assessment methods. As a teacher within the Level 2 Certificate in Youth Work Practice I am responsible for the development and delivery of a suitable curriculum to enable Learners to complete the qualification by demonstrating and evidencing their learning. This also includes carrying out initial assessments for all Learners and identifying any needs of the individual or the group. During the development of the curriculum I plan and prepare sessions to meet the learning outcomes of the course, sourcing and developing appropriate resources then delivering sessions and supporting Learners where necessary. Suitable assessment methods and evaluation processes will also be structured into the curriculum to ensure continuous development of the course, the Learners and the teachers. Other responsibilities within my role include:

* Appropriate record keeping.
This may include Learners details, registration forms, Initial Assessments, registers, portfolio files, results and assessment records, placement details and session plans alongside schemes of work. These records are kept to ensure all Learners’ needs are met and progress is appropriately recorded on Individual Learning Plans which are necessary for certification. Work placement details and Criminal Record Bureau (CRB) checks also need to be kept to ensure safeguarding and health and safety policies and procedures are followed correctly. Records must be kept in accordance to legislation and also as a matter of best practice and for auditing purposes. * Suitable evaluation.

Evaluation of the Learners’ progress is essential to their learning to identify areas for improvement. It is important to evaluate the curriculum, sessions and my own development to ensure my practice is reflective, professional and continuously developing. * Respect.

Paramount to my role as a teacher is respect for the Learners and my colleagues, including professional boundaries. This includes maintaining a degree of formality and understanding of the limits of my relationship with the Learners, ensuring these are made clear, preventing the crossing of boundaries. This also includes an awareness of my own limitations within my role and...

Bibliography: Cohen, L, Manion, L and Morrison, K. (2004) A Guide to Teaching Practice, 5th Edition, Suffolk: Routledge
Great Britain. Equality Act 2010, London: HMSO
March, S. (2010) Preparing to Teach – the first steps: Chartered Institute of Environmental Health
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