ASSIGNMENT - UNIT 7 Wider professional practice
1 Write a critical reflection on the extent to which learning can contribute to the personal development, economic growth and community regeneration of your learners.
2 Write an analysis of how relevant government policies and initiatives impact on own role and teaching and learning within the Lifelong Learning Sector.
3 Provide extracts from their ongoing reflective journal to analyse and evaluate:
Their understanding of the principles and processes of evaluation including its role in quality assurance.
Their own application of evaluation processes, working with others and their use of data and other feedback for evaluation.
4 Have embedded equality of opportunity and respect for diversity within your teaching and learning practice.
5 Examine the impact of their own professional values and judgements on teaching and learning.
This assignment will explore the ever expanding growth of government’s initiatives, programmes, and policies focusing attention on involving, engaging field of the post compulsory education sector, in particular the assignment shall focus on the key issues of government policies, core professional values and accountability within the Lifelong Learning Sector and how this impacts on the teachers, students and the community. Application and evaluation of quality assurance, quality improvement systems and improvement of one’s own professional practice shall be explored.
Government’s policies have always and will always impact on the Lifelong Learning Sector (LLS). In 2003, Office for Standards in Education Children’s Services and Skills (OfSTED) highlighted a weakness and the government set about implementing a package of reforms. It noted that much of it was inappropriate for the particular skills that FE teachers were transmitting. Following this, the Foster and Leitch reviews both emphasised the need to improve the reputation of further education colleges and, by extension, the need to raise the reputation of their teaching forces. One such reform ‘Equipping our Teachers for the Future’ was to change the quality of teacher training and introduce a new offer for trainee teachers, leading to a new QTLS award – Qualified Teacher Learning and Skills. The QTLS, a level 5 qualification, will be awarded by the Institute for Learning (IFL).
Diploma in Lifelong Learning Sector (DTLLS) was born. Until this point in the Further Education (FE) history no qualification needed to be attained. Although the majority of people teaching in further education colleges have been qualified, there has been an absence of qualifications among people teaching vocational skills.
The application of the above reform means that anyone delivering further education provision through a contract with the Learning and Skills Council (LSC) must ensure all trainers, tutors and teachers are registered with the IFL. The IFL has issued a ‘Code of Practice’, the code has seven parts: professional integrity; respecting the rights of learners and colleagues (prohibiting discrimination in areas such as race, disability, gender); taking reasonable care to ensure safety and welfare of learners; professional practice (individuals must prove they're conforming to IfL's requirement for continuous professional development); disclosure of criminal offences; "showing responsibility" during any investigation; and abiding by IfL membership conditions (http://www.ifl.ac.uk/professional-standards/code-of-professional-practice, 2009)
Within the code there is an obligation for QTLS to complete professional practice in the remit of Continuing Professional Development (CPD). The online record will provide evidence that the QTLS is coping positively with change by constantly updating their skill set, thus, the QTLS shall be more productive and efficient. The expectation is that all teachers registered with the IFL shall carry out at least 30 hours a year of CPD....
Bibliography: http://www.timesonline.co.uk (accessed 1/05/09)
http://www.ifl.ac.uk/professional-standards/code-of-professional-practice, (Accessed 30/05/2009)
http://www.lsc.gov.uk (accessed 1/06/09)
http://www.ofsted.gov.uk (accessed 3/06/09)
http://publications.dcsf.gov.uk (accessed 5/06/09)
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