1. Preparing to teach in the Lifelong Learning Sector
Unit 001
Roles, responsibilities and relationships in lifelong learning
Tony Dodd

2. Aim of the session
To support learners to successfully complete Unit 001 Assessment Criteria:
1.1, 1.2, 1.3, 1.4
2.1, 2.2, 2.3
3.1
Tony Dodd

3. Learning Objectives
By the end of the session the learner will be able to:
1.1 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities
1.2 Explain own responsibilities for promoting equality and valuing diversity
1.3 Explain own role and responsibilities in lifelong learning
1.4 Explain own role and responsibilities in identifying and meeting the needs of learners
Tony Dodd

4. Learning Objectives
2.1 Explain the boundaries between the teaching role and other professional roles
2.2 Describe points of referral to meet the needs of learners
2.3 Summarise own responsibilities in relation to other professionals
3.1 Explain own responsibilities in maintaining a safe and supportive learning environment
3.2 Explain ways to promote appropriate behaviour and respect for others
City & Guilds Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (PTLLS) (6302) pages 14 and 15
Tony Dodd

5. The Teaching Cycle Identify students’ needs Evaluate learning
programme
The Teaching
Cycle
Plan &
design learning
programme
Assess
learning
Deliver
(Gravells, 2013, 10)

6. Small group activity and feedback
What makes a good teacher/trainer?
10 minutes small group activity
Feedback to whole group
Tony Dodd

7. What Secondary school learners think
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8. inspirational good communicator friendly enthusiastic firm, but fair
responsive
sense of humour
respectful
inspirational
approachable
consistency
personal involvement
Tony Dodd

9. knowledge – of subject and learner
Additional points from the Institute for Learning (IfL) survey – what makes a brilliant teacher?
knowledge – of subject and learner
behaviour – time-keeping and professional boundary setting
appearance – well-presented and appropriate for a person of authority
set learning goals with their learners
encourage and act upon learner feed-back
use ICT effectively
Tony Dodd

10. And even more!
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11. The ‘domains’ of the teacher
Pedagogy
Generic teaching
Subject
skills, knowledge
experience
Who am I ?
The ‘self’ who teaches
assumptions, values and ideas
Tony Dodd

12. Small group activity and feedback
What are the key roles and responsibilities of a teacher/trainer?
What are the boundaries?
Feedback to whole group
Tony Dodd

13. Does your list include? Interviewing Diagnostic assessments
Agreeing and reviewing Individual Learning Plans
Planning/liaising re individual support needs
‘Icebreakers’
Clarifying, agreeing and implementing codes of conduct
Discipline
Researching, planning and preparing lessons
Developing resources/online resources and assessments
Teaching a range of courses/qualifications and levels
Teaching and supporting all students irrespective of their ability
Supporting differentiation
Monitoring and assessing student learning and progress
Providing timely and constructive feedback to support improvement
Tony Dodd

14. Does your list include? Developing new courses
Maintaining accurate records incl student profiles and student progress and attainment
Personal tutorials and guidance
Liaising with parents/carers and employers/sponsors
Arranging/monitoring work experience
Assessment in the workplace
Attending open evenings, taster days
Liaise with Awarding and Professional Bodies
Contributing to course team activities/liaise with colleagues
Review and evaluate courses
Developing new courses
Participate in college self-assessment
Maintain knowledge of and implement college policies
Undertake CPD
Undertake a range of administrative tasks
etc.
Tony Dodd

15. Contracts of employment roles and responsibilities
If you are already employed as a teacher/trainer/assessor examine your contract and/or job specification
See
Gravells 5th Edition pgs. 10 to 14
Gravells 4th Edition pgs. 6 to 11
Tony Dodd

16. Codes of practice
a set of standards agreed on by a group of people who do a particular job
A code of practice is a set of written rules which explains how people working in a particular profession should behave
Tony Dodd

17. See Deeside College QMS or Moodle
A number of Deeside College policies and procedures clarified where responsibility lies outside the teacher’s role or where teachers should only act with caution
Child protection and protection of vulnerable adults legislation
– see Deeside College Guidelines and Safeguarding Policy/Wellbeing flow plan
Guidelines for the administration of medication by staff to students
Guidelines for dealing with substance abuse (students)
Guidelines for addressing drug dealing or supplying
See Deeside College QMS or Moodle
Tony Dodd

18. If you don’t know what you should do – always ask your line manager
Colleges and training providers will have policies and procedures/roles and responsibilities covering all eventualities in the teaching/training cycle
‘Should you be aware of a serious personal problem a student is experiencing you should, with agreement from the student, inform the appropriate person in college.’
From ‘The role of the Personal Tutor (full and part-time students)’
Tony Dodd

19. Someone else in the organisation
Consider any boundaries to your role – what should be avoided/which issues should be referred to others?
Your role
Someone else in the organisation
Someone outside the organisation
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20. Professional boundaries of teaching
‘You will have professional boundaries within which to work and it’s important not to overstep these by becoming too personal with your students. Boundaries are about knowing where your role as a teacher stops’ (Gravells, 2012, 14).
In your references section at the end of each assignment:
Gravells, A (2012) Preparing to Teach in the Lifelong Learning Sector, Fifth Edition, Exeter, Learning Matters
Harvard
Ref
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21. Deeside College Policies and Procedures – to July 2013
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22. Coleg Cambria policies
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23. Referral points Internal External Line manager/s Student Services
Study Skills (learning support)
Chaplaincy #
Counsellor #
Careers Wales #
Flintshire Community Drug & Alcohol Services
Nacro
Flintshire Learning Inclusion Service
Awarding organisations
Citizens Advice Bureau
Charities
Agencies/Helplines -
Tony Dodd

24. Boundaries and referral
Gravells 5th Edition pgs and 51 to 53
Gravells 4th Edition pgs. 11/12 and 45/46
Tony Dodd

25. Legislation - general Equality Act 2010
Health and Safety at Work Act 1974
Safeguarding Vulnerable Groups Act 2006
Data Protection Act 2003
Freedom of Information Act 2000
Tony Dodd

26. Legislation - specific
Control of Substances Hazardous to Health (COSHH) Regulations 2002
Food Hygiene Regulations 2006
Manual Handling Operations Regulations 1992
Legislation relevant to your particular role
Tony Dodd

27.
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28. The Equality Act 2010
You need to ensure that your teaching, assessment and resources strategies promote and include all students in respect of the 9 categories.
age, disability, gender, gender identity, race, religion or belief, sexual orientation, marriage and civil partnership and maternity and pregnancy’.

29. Equality and diversity aspects involved
Recruitment
Student access to learning
Delivery and assessment
Learning materials/resources
Support provided
Attitudes and behaviour (teacher and students)
Etc. – ‘the whole student experience’

30. When teaching you should always ensure you:
Are non-judgemental
Challenge any discrimination, stereotyping, bullying, harassment
Challenge your own values/beliefs so that you aren’t imposing on or offending any students
Don’t indulge the minority at the expense of the majority
Gravells 4th Edition pages 47/48
Gravells 5th Edition pages 53-55

31. Legislation and codes of practice
Gravells 5th Edition pgs. 19 to 22
Gravells 4th Edition pgs. 15 to 18
Moodle
Tony Dodd

32. ESTYN Common Inspection Regulatory Framework -
Three key questions:
How good are outcomes?
How good is provision?
How good is leadership?
We self-assess against these questions and we are inspected on these questions.
Tony Dodd

33. ESTYN Common Inspection Framework
Further details:
Deeside QMS Curriculum self-assessment
ESTYN
Tony Dodd

34. Learning Objectives
By the end of the session the learner will be able to:
1.1 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities
1.2 Explain own responsibilities for promoting equality and valuing diversity
1.3 Explain own role and responsibilities in lifelong learning
1.4 Explain own role and responsibilities in identifying and meeting the needs of learners
Tony Dodd

35. Learning Objectives
2.1 Explain the boundaries between the teaching role and other professional roles
2.2 Describe points of referral to meet the needs of learners
2.3 Summarise own responsibilities in relation to other professionals
3.1 Explain own responsibilities in maintaining a safe and supportive learning environment
3.2 Explain ways to promote appropriate behaviour and respect for others
City & Guilds Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (PTLLS) (6302) pages 14 and 15
Tony Dodd