Role, Responsibilities and Boundaries Within Teaching

The boundaries between the teaching role and other professional roles, including points of referral to meet the needs of learners.

Roles and responsibilities are important because they would allow for order in any given organisation and also for personal and organisational objectives to be met. Actions and activities assigned to or required or expected of a person or

1. Describe what your role, responsibilities and boundaries would be as a teacher in terms of the teaching/training cycle.

Assessment plays a significant role in the learning experience of students. It determines their progression through their programmes and enables them to demonstrate that they have achieved the intended learning outcomes. It is assessment that provides the main basis for public recognition of achievement, through the awarding of qualifications and/or credit.

How my role will involve working with other professionals and what the boundaries are between the teaching role and other professional roles

Supporting the curriculum is also one of my roles. Under the guidance of a classroom teacher I will understand the theories of learning. I will be aware of the development process in learning and any difficulties, the factors that affect pupils and how each national strategy works, including national numeracy and national literacy.

3.2 & 3.3 The teaching role is bound by their code of practice and legislation. The teacher would be able to advice/recommend the learner of a more knowledgeable professional enabling the individual to receive the appropriate opportunity to enhance their knowledge in a certain field. They would understand the time frame in which to complete a course given to by the awarding body. The teacher may be bound to the classroom and be in breach of Health and Safety by moving a session elsewhere.

4) Assessment: the assessor must ensure that learner achievement and progression is checked throughout the learning process (formative assessment) and at the end of the course or programme (summative assessment). The assessment methods have to be fair, reliable and valid and linked to the planned assessment tasks. The assessor has the responsibility to ensure that learners are aware of the requirements and know how to meet the assessment criteria.

These boundaries could have a negative effect on us as teachers as well as other professionals within the organisation. We therefore need to deal with these boundaries by referring to the Institute for Learning's Code of Practice (2008) which outlines the behaviours expected of teachers.

The class teachers’ main role is to monitor and assess pupils’ achievement. They need to be aware of the progression made by all the children in their class and be able to report back to both the parents and other staff. As a Teaching assistant my main role is to support the class teacher whilst this ongoing assessment of pupils takes place. The teacher can measure the progress of each pupil by carrying out lessons and setting the children clear objectives. At the start of each lesson so that the children are clear about the objectives the class teacher writes

1.1 One of the class teachers main roles is to monitor and assess pupil achievement. They need to know how their class are progressing and be able to report on this. The teacher plans the lessons and schemes of work to enable the children to reach their learning objectives. It is important that the teacher, children and support staff know the objectives so they can understand the learning that is taking place.

The teacher has to be responsible for designing the scheme of work, lesson plans, obtaining up to date qualification handbooks, agree individual learning plans, carrying out risk assessments, write realistic aims.

Recognising that the learner’s needs are important so gathering as much understanding of the learner is important. Gathering information of student’s knowledge/understanding through an initial assessment. Learners can have literacy, numeracy and ICT skills tests prior to being accepted on the course or during the course so that understanding of any learning needs can be determined.

* This is to determine if the delivery and assessment meets the requirements of the standards or assessment criteria , the whole assessment process needs to be accutat, consistate, safe and meets all organisation requirements.

All evaluation instruments should take into account the practical problems of administering and marking of the responses i.e. the instruments should be convenient to administer and clear to the pupils. The pupils' responses should be easy to mark. Educational evaluation should be well planned in advance and should be carried out continuously, periodically and at least each term.