Roles_&_Responsibilities

Part 1: Roles and Responsibilities For this assignment I am going to talk about Parenting Programmes. I have delivered this programme twice since completing my training in February 2009. The programme is delivered in many Surestart Children Centre’s and offers participants the opportunity to look at their own problems from a different view point. The programme provides a system of family intervention that promotes positive, caring relationships between parents/carers and their children and helps them develop effective management strategies for dealing with a variety of behavioural problems. Fawbers,D (2008), p182, suggests “As teachers in the Lifelong Learning Sector, it is important to look at the ways in which we can work towards an inclusive approach in our classrooms and identify the benefits this will bring to all learners. For inclusion to be successful, it needs to start at the beginning of the learning process, even before the learner has entered the establishment. Successful organizations are part of the wider social context that they represent and they will have built a relationship with that community which allows them to meet their present and future needs.” Role: Role, responsibilities and boundaries are key parts of a teacher’s role as an educator, which are used within the assessment framework of a teacher/training cycle. According to Marshall, B. (2006), p15, “Perhaps the most important is passing on what they know about a certain area or subject and ensuring that learners have enough practice and motivation to pass the course.” As a parenting facilitator I will identify the participants needs and abilities through lesson planning, evaluations, and homework activity sheets. Responsibilities: The teacher has a responsibility to prepare for lessons, make sure they are meaningful and have clear aims and objectives for each session. It is crucial to be a good communicator and to encourage debate within the classroom that leads to deeper understanding of the graphic design field. Kelley-Browne, (2007), p18, states “One of the core professional values expected of teachers in the school context is that of demonstrating awareness and consideration for the social, cultural, linguistic, religious and ethnic backgrounds of the pupils they teach.” Every student should be treated equally through equal opportunities and ensuring the health and safety of the group. The teacher training cycle consists of four stages. These stages are indentify needs, plan and design, deliver and facilitate, and the final stage is assess. Within the cycle a teacher has roles and responsibilities these are: 1. Identify Needs Identify the learning needs of learners Evaluate additional support needs of learners Use of appropriate resources in allowing learners to learn This can be achieved by a student evaluation sheet, which details different criteria such as age gender background and work experience. This also highlights any additional support the student may require, i.e. large print handouts. You could also do this in an initial interview or a written test. 2. Plan and Design From the evaluation of learners needs you can go on to plan and design the lessons, a teachers responsibility is to Research the subject Plan the lesson Prepare visual aids Plan the teaching style Tailor the session to the student needs Ensure the content of the course is met 3. Deliver and Facilitate When in this stage it is a teacher’s reasonability to deliver and facilitate learning to everyone without decimation of gender, race or any other basis. They must value all learners individually and equally. A teacher should create an effective and stimulating lesson for all learners they could do this by using different methods of delivery i.e. practical sessions, discussions group work they should have structure to there lesson with clear aims and targets. They should teach the subject ensuring all aims and targets are met. A teacher should have current subject knowledge to ensure the learners at taught well and correct. 4. Assess A teacher has a responsibility to continually assess throughout the course, they should give constructive feedback to the students, and indication where they are not achieving and give good advice on how to achieve methods of assessment could be Evaluate learners progress using formative assessment Marking Students work Providing verbal or written feedback Providing assessment via quizzes, tests and having recap sessions of previous lessons Boundaries: Boundaries ground our ethics; they are core to recognising our limitations and realising when changes maybe needed. There are obvious boundaries such as the appropriateness of the teacher learning relationship and disciplinary lines for miss conduct and strong ethical issues which is core to every teacher. E.g. if a student was misbehaving a teacher must not cross a boundary by physically touching them or restraining, you must deal with the situation appropriately in your teaching capacity. A teacher should understand when a student requires help beyond their teaching capacity and not cross the boundary by forcing help or not directing the student to the right support. E.g. if a learner had learning difficulty such as dyslexia you would need to refer them to support staff but maintain confidently if support was refused The teacher should not get emotionally involved and always keep contact on a professional level. Record Keeping: Families that attend Children Centre courses are usually registered with the centre. If they sign up for a parenting programme the facilitators will visit the family to establish their difficulties and areas of support needed for each individual child’s behaviour by completing an eyeberg questionnaire, another is then completed at the end of the programme so they can see if there has been a shift in their child’s behaviour. Each week participants will sign a registration sheet this is proof of their attendance and can prove vital if a parent/carer has a child who is on a child protection plan as this information can be produced at conferences. After each session evaluation sheets are completed to ensure all aims and targets have been met. Learners are given tasks to complete at home and at the end of the following weeks session they complete a homework sheet which enables us to identify that participants have learnt what is being taught, these sheets also assist us with future planning for individual participants. Part 2: Legislation requirements & codes of practice In my current job role I require an understanding of all current legislation, polices and procedures. The purpose of these policies is to ensure that staff and volunteers have a clear guidance about their responsibilities. It is important that I keep up to date with these legislations and part of my responsibility is to make sure that they are being adhered to and I know what procedure to follow if this is not the case. Health & Safety Act – During my working day I am always making sure that the environment I am working in is suitable for all users. Making any adjustments where necessary, for example during stay & play sessions we operate a ‘No hot drinks policy’ to ensure the safety of the children. There are three qualified first aiders within the centre who deal with all minor incident and fill in reports of treatment given. There are several first aid boxes placed around the centre. All accidents are recorded in the accident report book, which is kept in the filing room in the office. In the case of an accident to a child the child’s parent must sign the accident book. I carry out any risk assessments on the environment and play equipment both inside and outside and report any equipment that requires maintenance to the teacher or nominated representatives. I am aware of the organisations fire/emergency procedure. I have also completed a first aid course.