Active IQ Level 3 Award in Education and Training (sample manual)

Manual
Level 3 Award in
Education and
Training
Version AIQ005692

Understanding roles,
responsibilities and
relationships in education
and training
Aim
A teacher has the opportunity to help someone reach their full potential and make a difference to someone’s
life and career. Teachers have a responsibility to provide knowledge and develop skills – both professional and
personal. We all pass on or receive knowledge every day and come across various teachers throughout our lives:
parents, friends, colleagues, peers, trainers, lecturers. The infl uence you have as a teacher can last a lifetime. This
unit will help you understand the roles and responsibilities a teacher has in an education and training environment,
along with the professional relationships in place.
Learning outcomes
At the end of this unit you will:
• Understand the teaching role and responsibilities in education and training
• Understand ways to maintain a safe and supportive learning environment
• Understand the relationships between teachers and other professionals in education and training
Copyright © 2019 Active IQ Ltd. Not for resale
1

Roles and responsibilities
Section 1
Roles and responsibilities
A role is the position that the person is assigned and
the part they play in the learning process, such as
teacher, manager or assessor.
Responsibilities are the specific tasks or duties that
they are then expected to complete in that role.
The roles and responsibilities of a teacher are varied
and can be complex and demanding depending on the
situation. Being a teacher can be tiring but incredibly
rewarding.
Key aspects of a
teacher’s role
Responsibilities
• Motivate and inspire learners.
• Identify and meet individual learner needs.
• Communicate clearly with learners and other professionals.
• Promote appropriate behaviour and respect.
• Be aware of support networks and guidance available.
• Be organised.
• Be reflective and self-aware.
• Provide a safe and supportive learning environment.
• Promote equality and value diversity.
• Adhere to key legislation, regulations and codes of practice.
• Display professional behaviour.
• Develop own professional skills and knowledge.
• Contribute to a team and work with other professionals.
• Design resources and materials.
• Contribute to qualifications and course requirements and evaluate the
effectiveness of learning.
• Design appropriate learning outcomes and targets for learners.
• Plan and deliver engaging, appropriate and diverse learning activities.
• Keep accurate records.
• Provide learners with effective feedback and support.
• Assess the impact of learning.
Understanding roles, responsibilities and relationships in education and training
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Section 1
Roles and responsibilities
The teaching and learning cycle
In order to better appreciate the roles and responsibilities of a teacher, we can consider them within the context of
the teaching and learning cycle:
Quality
assurance and
evaluation
Identifying
need
Assessing
learning
Planning
learning
Enabling
learning
The teaching and learning cycle (Gravells, 2015)
For effective and inclusive teaching to take place, all stages of the cycle must be addressed, and most teachers
will begin from “Identifying need”. However, some roles will require different involvement at particular stages; for
example, as a teacher you may be assessing learning throughout ‘enabling learning’ but may have an independent
external assessor attending the course or classroom to complete the formal assessment of learning.
Identifying need – finding out the organisation’s, learner’s and teacher’s potential needs, carrying out
initial assessment and agreeing learning plans.
Key aspects of the role
Responsibilities
• Ascertaining learner’s current knowledge • Dressing appropriately.
and skills.
• Checking learners are on the correct programme.
• Identifying learner, teacher and
• Following organisation procedures.
organisational need.
• Giving information, advice and guidance.
• Identifying any potential barriers to learning.
• Keeping records of enrolment.
• Identifying learning styles.
• Maintaining confidentiality.
• Knowing the boundaries of the role.
• Referring learners where needed.
• Supporting recruitment activities.
• Registering learners and checking eligibility.
Why this is important
• It identifies what motivates and engages learners.
• It helps to ‘pitch’ the learning delivery at the appropriate level.
• It helps the teacher plan how to support individual needs.
• It ensures learning starts on the best possible positive track.
Adapted from Gravells (2015)
6
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Relationships in education and training
Section 3
Section 3: Relationships in
education and training
Teaching involves working with a range of professionals. These roles can include line managers, centre staff,
student support services, assessors, administrators, and internal and external quality assurers, each network of
professionals will be dependent on the teacher’s environment.
These roles will all play a part in the teaching and learning cycle discussed in Section 1. Depending on the size and
scope of your organisation a teacher may fulfil all duties in the cycle, while others may have a team of professionals to
support the process. It is important to understand each other’s roles and responsibilities and work collaboratively to
avoid strain, conflict or duplication of tasks, and to ensure a positive, integrated learning experience for the learner.
Stages of the teaching
and learning cycle
Identifying need
Planning learning
Enabling learning
Assessing learning
Quality assurance and
evaluation
Other professionals
involved
Learning support officer,
enrolment officer,
administrator, line manager
Mentor, senior teacher,
learning manager, line
manager
Assistant, trainee or
co-teacher, line manager,
venue staff
External assessor,
invigilator
Internal / external quality
assurer, centre reviewer,
learning manager
Possible roles
Enrol learners, complete initial assessments, deal
with learner enquiries, book facilities/classrooms,
print/order resources
Support with advice and guidance on lessons,
provide pre-prepared organisational lesson plans,
provide branded resources and materials, agree
learning plans and work placements
Assist/share the learning delivery, train to be
a teacher and learn themselves, enable work
placements or onsite access
Complete an independent assessment of learners,
invigilate exams
Review processes and ensure procedures have been
followed throughout learning, carry out independent
checks on assessment practice and decisions
Understanding roles, responsibilities and relationships in education and training
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What makes a
GOOD TEACHER?
Knowledge
Personality
Planning skills
Teaching skills
Communication skills
Adaptability
High expectations
Key aspects of a
teacher’s role
The teaching
learning
cycle
• Motivate and inspire learners.
• Identify and meet individual learner needs.
• Communicate clearly with learners and
other professionals.
• Promote appropriate behaviour and respect.
• Be aware of support networks and guidance
available.
• Be organised.
• Be reflective and self-aware.
and
Quality
assurance
and
evaluation
Assessing
learning
Identifying
need
Planning
learning
Enabling
learning
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LEARNERS INVOLVED IN
ONE-TO-ONE
EDUCATION AND TRAINING
• Traineeships / apprenticeship
work-based learning
• Workplace-funded programmes,
or inductions
• Low attendance
• Special educational needs
or disabilities
• Individual learners’ needs /
requests for private tuition
ADVANTAGES AND DISADVANTAGES OF ONE-TO-ONE LEARNING
Learner has undivided attention
More opportunity to engage in
meaningful communication
Better understanding of the
learner’s needs
Learner has more control over aims,
pace and materials
Learner can use teacher as a
resource
Develop productive, professional
relationship
More flexibility in timing and
structure
Teacher does not need to worry
about or plan for group dynamics
Learner feels uncomfortable and
under the spotlight
Can be more intense; physically
and mentally exhausting
Can be boring with no opportunity
to interact with others
Teacher and learner may not get on
Both feel pressured to achieve
results
Difficult to timetable and plan
ahead
Easy to digress and chat
Teacher may not have experience
of working this way
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Planning assessment
Section 3
Risks associated with assessment
Environment: The assessor should consider the nature of
the assessment environment such as appropriate heating,
ventilation, lighting and fire exits, as well as more hazardous
environments for practical environments such as gymnastics
halls or swimming pools.
Environment
Assessment
risks
Activities: The assessor should pay attention to the
complexity of the tasks such as the length of time taken,
whether learners are sitting or standing, concentration
levels required and duration in the environment. Low-risk
tasks like written exams will pose less risk than complex
practical tasks such as weightlifting demonstrations or
mixing chemicals.
Activities
People
Pressure
People: This risk presents the largest variable and the one
most difficult to control; what is low risk to one individual may be
high risk to another. Age, fitness, gender and skill levels all pose
a risk to physical or practical assessment, for example. More subtle
differences, such as familiarity with an assessment environment, or the
effect of assessment on stress, can also affect the assessment process. Other people involved or exposed to the
assessment process can pose a risk if known to the learner or assessor, or if roles and responsibilities are not
clearly defined and understood.
Pressure: Undue psychological pressure on the learner can risk affecting the quality of the assessment process,
such as assessing an individual who is not yet ready, setting unrealistic timescales, not adapting to reasonable
adjustments, special considerations or individual needs. Pressure can also affect the assessor, with high numbers
of learners to assess, pressure to meet attainment targets or funding, or pressure from the learner’s employers.
Effective
communication
Careful
planning
Situations that could pose a risk include:
Lower risk
• A lack of confidence in the assessor to make correct decisions.
• A lack of standardisation activities across the assessor workforce.
• A learner copying another’s work (plagiarism).
• An assessor not considering a learner’s needs.
• Using inappropriate assessment activities.
• Assessors using leading questions or doing the learners’ work for them.
• Awarding organisations prescribing unsuitable assessment methods.
• Employers not being supportive of assessment in the workplace.
• Unhelpful and negative feedback to the learner.
• Favouritism or bias towards selected learners.
• Learners not being registered with the awarding organisation prior to assessment.
• Unwelcome disruptions and interruptions when assessing.
Understanding principles and practice of assessment in education and training
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