Roles And Responsibilities In Education And Training

Roles And Responsibilities In Education And Training Understanding roles, responsibilities and relationships in education and training Oxford Dictionaries defines a role as â€Å"the function assumed or part played by a person †¦.in a particular situation†. It defines responsibility as â€Å"a thing which one is required to do as part of a job, role, or legal obligation†. The role of a teacher is varied and you are required to â€Å"wear many hats: friend, counsellor, judge, mentor, hundreds of roles and different roles for different classes†¦ â€Å"(Holtrop, 1997). The teacher needs to create a safe learning environment, facilitates open communication, and encourages students to discuss the material, whilst assessing the various learning styles in order to utilize the most appropriate teaching methods. It is important that all students have equal access to the learning. The roles and responsibility of the teacher can best be understood in terms of the teaching cycle. This is based on the learning cycled developed by David. A. Kolb (1984). Identifying needs and planning: The teacher (as an evaluator) needs to assess the students in order to establish their learning styles. A widely used learning style model in education is known as VARK (Fleming 2006). It is important to understand previous learning experiences and such factors as special educational needs. Having completed the assessment and established their needs. The teacher needs to develop a lesson plan, reaching all the students and that will deliver the learning outcomes. Designing the learning: The teacher’s role is to develop a lesson plan to ensure the syllabus/course material are completed on time, taking into account the course length and sessions available. The teacher needs to design the sessions using different teaching methods that take into account the students learning style s. He will also need to consider the resources required and the assessment methods to be used. Implement (facilitate): The teacher (as facilitator) needs to deliver the plan of learning in such a manner to ensure students are engaged and focused in each session. Students will need to understand the aims of the session and the outcomes expected. The teacher needs to deliver the planned session material, using the various resources, activities (e.g. worksheets, QA) and teaching methods identified during the design stage. He needs to be aware that he may need to adapt the session if students experience difficulties. Assessing: The teacher (as the assessor) is responsible for the continuous assessment of the students in order to ensure students are involved and understand the session. It is important to use a variety of methods. Two of the most recognised are formative assessment which contributes to learning through providing feedback, and summative which demonstrates the extent of the learner’s success in meeting the required criteria. It must provide the teacher and student with a clear picture of the students understanding and progress being made. The assessments need to be reliable and consist enabling the teacher to provide any help required to make changes and improve the students’ progress. Evaluating: check learning and initiate change. The teacher must make sure all the administrative and organizational requirements have been completed, included the requirements by external bodies (i.e. awarding bodies). The teacher needs to evaluate the results of the students in the context of the course design, learning methods and resources used. This reflection needs to use to make the next session more successful. A teacher in the life-long learning sector needs to interact with other professionals depending on the situation. These may include managers, other support staff (e.g. librarians, technicians, facilities staff) administrators, managers, employers and governors. These conflicting demands may cause strain for the teacher. A teacher may be required to call on the expertise and advice of others in order to resolve issues faced by students e.g. abuse, illness, financial hardship, bullying, stress, study skills issues and depression. It is important to learn when a particular circumstance falls within their role or when it is more effectively dealt with by another trained professional. Often there is no clear line and it will depend on the issue the teacher is faced with, also causing strain. There are a variety of functions and professionals available to the teacher within the organization. A teacher is unlikely to come into contact with external professionals (e.g. Citizens Advice, Socia l Care), without prior internal consultation. A teacher must understand his own professional boundaries by acting professional, behaving appropriately towards students, being observant, managing inappropriate behaviour, creating a safe learning environment and only meeting students at the place of learning. He will undertake other many roles. Boundaries can be understood as the need to recognise role limitations and understand when further help is required, beyond what can be given. This is a point of referral and will depend on the nature of the student, the nature of the issue and the nature of the role the teacher is in. The teacher may identify behavioural issues and refer early to the tutor to resolve this. He may suspect undiagnosed cases of dyslexia or dyscalculia in more mature students and after discussions with the student, refer him to the learning support for assistance. A teacher may suspect a safe guarding issue (e.g. bullying at home or some form of abuse) due a student’s behaviour. This may be a vulnerable adult in a care situation. He should discuss this with the safe guarding officer and refer the student. The safe guarding officer can share information with other organisation to ensure appropriate action can be taken. Legislation applies to the lifelong learning sector and teachers must ensure that relevant legislation is met. It is important to keep up to date as it can change. A framework of acts has be implemented for the protection of children and vulnerable groups. The first, Protection of Children Act 1999 requiring adults who come into contact with children or vulnerable adults to be subject of an enhanced check by the Criminal Records Bureau. This was followed by the Children Act 2004 â€Å"Every Child Matters: Change for Children† (ECM). EMC promotes the well-being of children, young people (aged 0-19) and vulnerable adults focusing on five outcomes: Be healthy, Stay Safe, Enjoy and achieve; Make a positive contribution; and Achieve economic well-being. It introduced the requirement for information to be shared between organisations. The Safeguarding Vulnerable Groups legislation 2006 aims to prevent unsuitable people from working with children or vulnerable adults by vetting (Dis closure and Barring Service) all those who wish to do such work and barring those who pose a risk of harm based on the information held. Within FE institutions the role of the Safe guarding officer brings all these requirements together, ensuring sharing with other groups takes place. Health and Safety at Work 1974. This sets out the general duties employers have towards employees and members of public, and employees have to themselves and to each other. It defines the duties (so far as is reasonably practicable) the employer has to look at what the risks are in the work place and to take sensible measures to tackle them. The teacher must ensure learners are briefed appropriately to ensure a safe classroom (e.g. fire briefing), and to undertake risk assessment for any activities outside the classroom. Data Protection Act 1998 defines the law on the processing of personal data and governs the protection of personal data held by companies and organisations. It sets out eight data prot ection principles that are required to adhere to. There is an exception allowing the sharing of data for safe guarding. A teacher must follow the policy set down by the organisation using the systems and tools provided e.g. attendance tracking, progress tracking etc. Equality Act 2010 protects people from discrimination in the work place and wider society. It brings together several pieces of legislation covering discrimination. It defines a number of protected characteristics (age, disability, gender reassignment, marriage and civil partnership, race, religion or belief, sex and sexual orientation) for which groups or individuals cannot be discriminated against. The teacher must be aware of these and ensure that he is inclusive and does not exclude any student. A teacher needs to be aware of the role of a number of other bodies such as: Ofqual regulates qualifications, examinations and assessments in England. Its task is to maintain standards by recognising and monitoring organisat ions that deliver qualifications. Ofsted inspects and regulates services which care for children and young people, and those providing education and skills for learners of all ages. It set standards of teaching in schools and colleges, initial teacher education, work-based learning, and other such services through an inspection/regulatory framework in England. It is important that teacher’s know and understand Ofsted’s inspection framework. Awarding bodies develop and award qualifications to meet the needs of learners, employers and other stakeholders. They focus on developing qualifications, approving centres to deliver these. Teachers work closely with these bodies in the development of courses and delivery. Institute for Learning (IFL) is the independent body for individual teachers, trainers, tutors, assessors and other professional the further education and skills sector. It is important as it introduced a code of practise (2008), covering professional integrity, respect, reasonable care, and professional practise, thus providing a professional standard for FE teachers. Membership became voluntary (2012). Many of its responsibilities will be transferred to the Education and Training Foundation (2014). Task B reflective account Explain why it is important to promote appropriate behaviour and respect for others It is important to promote appropriate behaviour and respect for others to create a safe learning environment in which all students will have an equal opportunity to learn. This can be achieved through a defined set of ground rules for the group of learners. There are a variety of ways this can be achieved. I can set them as the teacher, or the learners can set them or we can do it together. It is best to have the rules agreed jointly and this can be done in a group discussion. Students are more likely to follow these grounds rules as they participated in their formation and will feel ownership. Ground rules should be written down and a copy given to all students and displayed in the classroom. I as the teacher still have a central role as Wallace (2007) states â€Å"The teacher can themselves provide a model of appropriate behaviour†. My behaviour needs to reinforce the â€Å"ground rules† by me being on time, treating all students as individuals, supporting students a s necessary, teaching in an inclusive way and encouraging students to behave in a positive way. This will establish a positive and respectful working relationship, enabling me to focus on managing and challenging inappropriate behaviour demonstrated by any of the students. The methods used by me need to address issues early, they need to be non-judgemental, not put a student down, or use inappropriate language. The key is to maintain respect. Explain ways to promote equality and value diversity It is vital to promote equality and diversity in the FE sector. As a teacher I have to be inclusive and accessible to all my students, respect and celebrate the diversity of them as individuals, and ensure that I exclude no one through my actions: Equality I must ensure that every student is treated in the same way and I meet their needs, and if need be in different ways. All students are entitled to be taught according to their needs irrespective of differences. I will have assessed each students learning style, and I have to adapt my teaching style to help students overcome any learning difficulties they might have. I need to take those differences in account when I delivery the course material, and have the appropriate resources available for students with disabilities or learning difficulties. I need to ensure classroom is physical suitable for all the students. I must challenge any inappropriate behaviour e.g. inappropriate discriminating language, bullying. Diversity This appli es to everyone regardless of age, sex, religion, race, or nationality. As a teacher I have to recognise that students learn in different ways, and to take this as well as their social/cultural backgrounds and the experience they bring with them into account. Lesson plans must include realistic learning challenges students can achieve, whilst allowing for diversity through differentiated activities. I must be prepared for these activities. These activities can draw on the diversity within the group e.g. different religious festivals, living in different cultures/countries, and different life experiences. Explain why it is important to identify and meet individual learner needs Petty (1998:69) states: ‘All students must feel that they are positively and equally valued and accepted, and that their efforts to learn are recognised, and judged without bias. It is not enough that they are tolerated. They must feel that they, and the groups to which they belong (e.g. gender, social-class or attainment groups) are fully and equally accepted and valued by you, and the establishment in which you work’. It is important for me as the teacher to identify and meet individual learner needs in order to ensure students’ can learn and achieve their goals irrespective of any barriers that might exist such as race, gender, social group, disability, age, sexual orientation or religion. Every learner must have equal access to the learning opportunity so he can maximise his potential. I do this by identifying needs of the students through continuously assessing their progress and their performance during the course and individual session. This taken with my p reviously established understand of their learning styles will allow me to prepare the session material in several ways to ensure all students needs are meet, that they are able to fully understand meet their learning outcomes. I must provide any students with special educational needs support within the regular session and not to isolate them. By understanding the students’ needs I can use a variety of different teaching styles (e.g. language, body language, visual aids, and multi-media material) to ensure none of the students are isolated and are able to fully participate in the session. It is also important to understand the students’ needs as this will enable me to gain an insight in what motivates them and why they want to learn. I can engage them more fully in the learning experience, leading to improved outcomes for them. In teaching Maslow’s â€Å"hierarchy of needs† (Maslow.A.1943) and the expectancy-value theory of motivation (Eccles.J.1983) pro vide a framework to understand motivation.

Learning Team Role Identificatiion Paper

Running head: LEARNING TEAM ROLE IDENTIFICATION PAPER Learning team role identification paper Tiffany Burrage, Tami Bereki, John Kuespert, Tim Poninski University of Phoenix Interdisciplinary Capstone course GEN/480 Inga Parker Jul 04, 2010 Learning team role identification paper One of the factors that make Justice Inc such a unique organization is the various skills each member has. Each member has a particular job title based off of his or her educations, experience, as well as his or her skills. Tim Poninski is the consultant of the organization.Tim’s job is to provide recommendations, facilitation, and training on the development, management, and technological aspects of organization quality improvement efforts at all levels. This is done for Justice Inc as well as out organizations that Justice Inc is consulting with. Tim has expertise and specialties in all aspects of the criminal justice field; therefore Tim is responsible for keeping organizations abreast of any and a ll changes in the criminal justice field. John Kuespert is the president of the company.John’s responsibilities are to establish the direction for the development and administration of the organizations quality improvement efforts. John consults with peers throughout the organization on a number of different issues. Maintains and develop an environment of continual improvement in all aspects of the organization. John makes sure that organizations that Justice Inc consults for is satisfied with the services rendered. John also oversees the organizations operations to make sure production efficiency, quality, service, and cost effective management of resources.John is responsible for day to day operation in the organization. Tiffany Burrage is the vice president of the organization. Tiffany’s responsibilities are to oversee all aspects of the organization. This includes but is not limited to improvement efforts, which deals with developing and administrating programs. Ti ffany’s also is responsible for assuring all employees receive training and coaching. Establishing strategic plans, policies and procedures at all levels for Justice Inc, as well as outside organizations. Tiffany makes sure that the improvements meet or exceed the needs of internal and external customers.Tami Bereki is the auditor of the organization. Tami responsibilities are to primarily evaluate financial information and put in order financial reports for internal and external organizations. Tami also maintains record of resources, liabilities; profit and loss, tax liabilities, as well as other financial activities with thin an organization. Analyze organizations operations, improvement, cost, revenues, financial commitments and obligations. Tami also is responsible for projecting future revenues and expenses and provides advice for organizations.

Hrm Assessment

â€Å"(HRM is) a strategic approach to managing employment relations which emphasizes that leveraging people’s capabilities is critical to achieving sustained competitive advantage, this being achieved through a distinctive set of integrated employment policies, programmes and practices. † (John Bratton / Jeffrey Gold; Human Resource Management Theory And Practice, 2003) Although the terms Human Resource Management and Personnel Management are commonly used interchangeably, research has shown there are substantial differences between the two.Personnel Management focuses more on the management of employees and dealing with administrative tasks such as employment laws, contractual obligations and the payroll of the company, encompassing the range of activities to do with managing the workforce rather than resources. Human Resource Management takes a strategic approach to the overall management of not only workers, but their workplace and environment, focusing on aspects s uch as the safety, wellness, benefits, motivation, development and organization of employees.It can be said that Personnel Management is workforce centered; being largely about mediating between management and employees, while Human Resource Management is resource centered; concentrating on the planning, monitoring and control aspects of resources. There are four major stages in the evolution of Personnel and Human Resource Management as we know it today; social justice human bureaucracy consent by negotiation organization and integration Social justice Social justice was the budding stage in Human Resource Management, dating back to the 19th Century, when the work of social reformers such as LordShaftesbury and Robert Owen led to the appointment of the first personnel managers. Lord Shaftesbury was the leader of the Factory Reform Movement in the House of Commons and a key contributor to the Factory Act of 1847, which minimized the working hours of woman and children in factories t o 10 hours per day and made it illegal for kids under the age of 9 to be employed in textile factories. Robert Owen was a social reformer of the Industrial Revolution, who assisted the working class of England by helping ease labour hours and conditions, and the use of child labour. He also assisted in the employment standards of England.By the late 19th and early 20th centuries, some large employers started appointing welfare officers to manage new initiatives designed to make life easier for their employees, leading to higher productivity, improved retention of the workforce, and more applicants for each job. Notable welfare initiatives promoted by employers today include employee assistance schemes, childcare facilities and health-screening programmes. Human bureaucracy The term â€Å"bureaucracy† means â€Å"rule by office†. Bureaucracy is an organizational form used by sociologists and organizational professionals.The Industrial Revolution contributed to the devel opment of bureaucracies, and modern bureaucracy emerged around 1850. In the 1930's, German sociologist, Max Weber, studied new forms of organization being developed to manage large numbers of people in complex activities, his studies and work led to the popularization of the term. He discussed topics such as uniform principles, structure and hierarchy, merit system and specialization of job-scope. Weber described many ideal types of public administration and government in his work and many aspects of modern public administration go back to him.His research showed that large scale organizations were similar in specific ways and shared many similar features, concluding that each was a bureaucracy. Webster described bureaucracy as being the ideal way of organizing government agencies, and key in the continuing rationalization of western society. Websters principles were used throughout public and private sectors. He noted seven major principles; specification of jobs with detailed righ ts, obligations, responsibilities and scope of authority, system of supervision and subordination, unity of command, xtensive use of written documents, training in job requirements and skills, application of consistent and complete rules, assign work and hire personnel based on experience Another concept found largely in Weber's theories is rationalization, a process into which a person enters and applies practical knowledge to achieve results. While Webster believed bureaucracies were well organized machines that could accomplish any goal, he also noted disadvantages, one being that power shifted to only those individuals at the top, and could result in monocracy.Weber also discussed authority and sought to learn what gave power to an individual to be able to claim authority over another, such as man over woman. The success that bureaucracy produced during the industrial revolution and up to the late twentieth century, makes it the most relevant type of organisation for such indust ries. Weber's thoughts on bureaucracy have influenced modern thinking and many still hold true. The main ideas of his seven principles are still relevant to many bureaucracies that exist, making Weber a truly innovative thinker, who continues to influence society and business today. Consent by negotiationNegotiation means bargaining between two or more parties, each with its own aims, needs and views, seeking to discover a common ground and reach an agreement to settle a matter of mutual concern or resolve a conflict. Consent by negotiation helped develop Human Resource Management between the years 1935 and 1950, when a large increase in union membership in the United States drew more emphasis on labour relations and collective bargaining within personnel management. The importance of aspects such as compensation and benefits also increase, as unions negotiate paid holidays, vacations, and insurance coverage.HRM practices in firms are still regularly influenced by Unions. Companies which are unionized have to follow contracts which have been negotiated between the company and its union. These contracts control many HRM practices, including promotion, grievances, discipline, and overtime. Firms which aren't unionized can also be influenced by the threat of unions. For example, some companies make their Human Resource Management practices more equitable, treating workers more fairly, to avoid the chance of union representation by employees.Organization and integration The integrated phase of human resource management dates to the early 1970's to 1980's. In this period, it was focused on changing environment, such as individual experts in organization, specific areas, recruitment and training. In the late 60's, there was a change in focus among personnel specialists, from dealing mainly with the rank-and-file worker on behalf of management, to dealing with management itself and the integration of managerial activities.The development of career ladders and opportu nities for personal growth within organizations characterised this phase. â€Å"As the 1960's and 1970's unfolded, a more personable group of managers emerged, and their interest in people and feelings influenced all facts of business, including the growth of market research, communications and public relations. This group of managers, emphasized the relationship between employers and employees, rather than scientific management. Programs to increase wages and fringe benefits continued to be developed.New studies linked greater productivity to management philosophies that encouraged worker ideas and initiatives† (Losey, 2010, online) Opportunities for personal growth is still a concern of personnel managers to this day, with time and resources being spent on the recruitment and development of people who obtain expertise which the future of the business. Workforce planning and manpower techniques have also been developed by Personnel managers, focusing on the conceivable need for employees with various skills in the future.

The British And The American Colonies - 3148 Words

History 2.1 What Lead to the Fractured Relationship Between the British and the American Colonies Prior to the Boston Massacre? Following Britain’s success in the Seven Years War and the signing of a Peace with France in 1763 Britain gained control of all territory east of the Mississippi in North America. From all of this there was a cost; the war left Britain with large military expenses debts and additional expenses of an enlarged empire. At an attempt to solve this problem, the politicians in Britain decided to exploit the colonial tax revenues in order to pay off the debts and increased expenses. Britain began to tighten control in the colonies in 1763 by stooping migration of settlers westward, this had resulted in expensive and bloody Indian wars, something that the British currently did not need. It also allowed the British to keep control of a smaller land mass and thus make it easier to keep an eye on all colonists. Colonial trade was tightened and colonial taxation was increased. Central power was increased and the power of colonial assemblies decreased. The British first brought in the Sugar Act. The Act taxed the finer things and more luxurious items such as wine, silk, and coffee. It was the first attempt from the British to exploit colonial tax revenue to aid the British need. Opposition from the colonies was immediate. The revenue Act was introduced the same year meaning the British could tax the colonies to ‘improve the revenue of the Kingdom’. TheShow MoreRelatedThe British North American Colonies857 Words   |  4 Pagessettlers landed on the North American shore in 1607, at a place they would name Jamestown. In the ensuing decades, more people traveled to this new land, and they expanded their territories, eventually forming the Thirteen Original Colonies. At first glance, the colonies were very much alike, as they had all kept their English culture and remained loyal to England. 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