1.1Explain_What_Your_Roles_and_Responsibilities_Would_Be_as_a_Teacher._What_Boundaries_Must_You_Be_Aware_of_

ASSIGNMENT 1 (1,000 WORDS) 1. Explain what your roles and responsibilities would be as a teacher. What boundaries must you be aware of' 2. Identify the key aspects of current legislative requirements and codes of practice relevant to your specialist area. 3. Identify other points of referral available to meet the potential needs of students. In my current role as an NVQ Assessor and Internal Verifier, and as a Health & Safety Instructor I see my roles and responsibilities as being:- ➢ Designing and continually updating courses, stemming from understanding what the customer wants and how they operate. ➢ Record keeping for attendance, punctuality and retention (numbers on the course), achievements, exam / quiz results. ➢ Exploring and developing new more interesting ways to deliver the course content. ➢ Preparing and planning classes, and ensuring a safe learning environment (under H&S and duty of care) ie: light, space, temperature, room layout, facilities. ➢ Assessing the learning and also evaluating the effectiveness of the learning, and also monitoring learners’ progress to help with any updating of courses and to show feedback (positive and negative) has taken place. ➢ Marking of work / assignments and quality assurance as this will also impact on the success / failure of the learning. ➢ Entering learners for examinations and tests. ➢ Course general administration. ➢ At all times acting as a role model and keeping within the professional codes and guidelines. However, maybe future instructing will take me to new areas and different types and age ranges of students. For this I can only think of one to add to the above:- ➢ Any pastoral care for the learners as required. Boundaries to be aware of include:- ➢ Ensuring that I never became too familiar with the students otherwise this could compromise any professionalism or even lead to accusations of favouritism or bias. ➢ The learners’ capabilities, training, experience, competencies so they are not unfairly compromised by having too great an expectation on them. ➢ Preparing and delivering courses / material that’s too stolid. Endeavouring to break it up into manageable chunks and diversify the learning strategies. ➢ Being tempted to get too involved and giving / offering well intentioned, but not sound advice on ie: welfare. Current legislation I have split into two sections:- a). Generic, these are all aspects of legislation that apply to all of us, covering any subject in any location / facility:- ➢ Health and Safety at Work Act (HASAWA) 1974 ➢ Management of Health and Safety at Work Act ➢ Equality Act ➢ Public Liability Insurance ➢ Professional Indemnity Insurance ➢ Data Protection Act ➢ CRB Checks b). Specific to the topic we are covering:- ➢ Control of Major Accidents and Hazards (COMAH). This is HSE and EA led legislation for fuel storage and distribution depots (amongst others). ➢ Food hygiene for food producers (maybe at the behest of their customers rather than as an internal requirement). Codes of Practice would include:- ➢ Accepted Codes of Practice (ACoPs) for NVQ Assessors as published by the Qualifications and Curriculum Authority (QCA) which clearly sets out the requirements for resources, equality of opportunity, expertise, centre registration / approval, data requirements, awards outside England, Wales and Northern Ireland, issue of certificates, enquiries and appeals procedures, customer service statements, monitoring and evaluation, use of languages in assessment, application of assessment methodology, assessment, internal verification, external verification, sampling, external verifier reports, dealing with malpractice, approved centre criteria and sanctions for non-compliance with the centre approval criteria ➢ Joint Awarding Body (JAB) guidance on NVQ Internal Verification – for verifying assessment, developing and supporting assessors, managing quality of NVQ delivery, sampling assessments, monitoring assessment practice and standardising assessment judgements. It also includes a variety of suggested forms that could be used. ➢ Quality Assurance – to ensure that the assessors are completing candidates portfolios to the required standard, both in presentation, content and to the national occupational standards (NOS). This is also further checked by the external verification process. ➢ Equal Opportunities and Diversity (race, age, religion, sex, disabilities) – to ensure that everyone gets treated fairly, and that the learners, in relation to their job role satisfy the standards (not the opposite where the standards are imposed on the learners). ➢ Internal Corporate Requirements (dress, language, behaviour, disciplinary, appeals, local on-site rules and regulations) pertinent for the organisation where the training is actually taking place. ➢ Training Body / Institute on behalf of whom the training is taking place (ie: IOSH, CIEH, ILM, NEBOSH) specific requirements covering the trainers rules & regulations. ➢ Continued Personal / Professional Development (CPD) to enable trainer to remain up to date with their specific profession and any other training CPD as required by ie: IfL ➢ Personal Professionalism – setting one’s own standards and not being tempted to fall below them; leading by example and not ‘do as I say not as I do’ as bad habits can all too easily rub off on learners. Should problems arise, or unexpected adverse conditions / results / performance occur, then points of referral I might require to meet the potential needs of students could include:- ➢ Employers ➢ Supervisors / Line managers ➢ Reference to the site operating procedures (SOPs) and / or safe systems of work (SSOWs) – to clarify any particular aspects of performing the job. ➢ Risk or other such assessments – all employees should be aware of these – it’s unfortunate how many are not! ➢ Corporate intranet – that sets all the policies, methodologies and expectations of the organisation (and is not accessible outside that organisation). Should my area of training increase then I could also consider:- ➢ Parents – for non attendances, or apparent problematic learners ➢ Official web-sites – but beware of the plethora of (mis) information that’s all too readily available on the world wide web – if unsure of the content then take no notice of it. ➢ Library – learning facility (ie: school / college) or local council. ➢ Key skills (Maths & English) – for learners on my course who seem to be finding difficulties keeping up / understanding these basic skills – maybe because English is not their first language. I should endeavour to find them a source to use to improve these skills. ➢ Councillors. We are not trained in personal welfare, and I for one would be reluctant to give advice on subjects I was unsure of – so I’d refer the learner to more expert help. ➢ Student welfare – on colleges etc. (1017)