Explain the boundaries between the teaching role and other lifelong learning professional roles.
Explain the boundaries between the teaching role and other lifelong learning professional roles.
Summarise your own responsibilities in relation to other lifelong learning professionals
Within the 2003 workload agreement (Woodward and Peart, 2013) its explains the levels of work a teacher could reasonably expect but also defines the roles which would provide a framework of support to the teachers role. Though this applies to secondary education the principles can inform teacher roles in the lifelong learning sector. The principles include: a teacher must develop an awareness, understanding and professional respect of all the roles which support them in their effectiveness. In the Institute of Learning's Code of Professional Conduct is states that individuals "respect the rights of learners and colleagues in accordance with relevant legislation and organisation requirement" (www.nelcls.ac.uk, 2013).
Regulations and Guidance under S133 of the Education Act 2002 (www.education.gov.uk, 2013) provides clear boundaries between the role of teacher to the learner. The ‘interaction pupils have with a teacher" is important as a lack of it, as research has shown may impact upon the learners learning (Webster, Russell and Blatchford, 2013).
Within my role as an ICT tutor I will come in contact with many other professionals who will ultimately aim to best support learners through their development on the course. If it be by having direct or indirect contact with the learner, i.e the service manager guiding the tutor to deliver a course that meets the standards and objectives set out by the organisations mandate and policies.
As it takes many people to support the development of a learner, the role of collegiality and collaboration in local and regional areas from college support team, other teachers, my tutor coach, as well as support from agencies such as social services, awarding bodies, Ofsted inspectors is important. Acting professional at all times with
Summarise your own responsibilities in relation to other lifelong learning professionals
Within the 2003 workload agreement (Woodward and Peart, 2013) its explains the levels of work a teacher could reasonably expect but also defines the roles which would provide a framework of support to the teachers role. Though this applies to secondary education the principles can inform teacher roles in the lifelong learning sector. The principles include: a teacher must develop an awareness, understanding and professional respect of all the roles which support them in their effectiveness. In the Institute of Learning's Code of Professional Conduct is states that individuals "respect the rights of learners and colleagues in accordance with relevant legislation and organisation requirement" (www.nelcls.ac.uk, 2013).
Regulations and Guidance under S133 of the Education Act 2002 (www.education.gov.uk, 2013) provides clear boundaries between the role of teacher to the learner. The ‘interaction pupils have with a teacher" is important as a lack of it, as research has shown may impact upon the learners learning (Webster, Russell and Blatchford, 2013).
Within my role as an ICT tutor I will come in contact with many other professionals who will ultimately aim to best support learners through their development on the course. If it be by having direct or indirect contact with the learner, i.e the service manager guiding the tutor to deliver a course that meets the standards and objectives set out by the organisations mandate and policies.
As it takes many people to support the development of a learner, the role of collegiality and collaboration in local and regional areas from college support team, other teachers, my tutor coach, as well as support from agencies such as social services, awarding bodies, Ofsted inspectors is important. Acting professional at all times with