Roles and Responsibilities of a Teacher

This article discusses the roles and responsibilities of a teacher in promoting equality, diversity, and safeguarding students. It also explains the Professional Standards for Teachers and the laws governing the profession. The article emphasizes the importance of creating a positive learning atmosphere for students and promoting inclusivity.

Roles and Responsibilities of a Teacher
A teacher is a person who enables others to gain knowledge and life skills, by
transferring their knowledge to them. As teachers hold the future generation’s education in
their hands, their responsibilities are huge. (Gravells 2011, pp 6-15). Teachers play a great
role in promoting equality in diversity amongst his/her students, and safeguarding them
(Equality and Diversity UK 2011, pp 29-31). This includes them complying with the equality
legislations of the state, thus discouraging and strictly refraining from any code of conduct
that is prohibited by the law. This includes discrimination by age, gender, sexual orientation,
disability, religious and societal beliefs, harassments, and victimization. The teacher is also
required to promote equality and diversity into everyday practice, by building an equality
profile and devising an inclusive monitoring form, and safeguarding the children. Periodic
self-assessments are needed to be made to ensure that the written policies are translated
into actual affirmative actions so that the real benefits are achieved (Gravells 2010, pp 9-23).
In order to standardize the roles and responsibilities of teachers, the Professional
Standards for Teachers was developed (Society for Education and Training 2014, pp 1&2). It
contains comprehensive guidelines for teaching, and the basic standards which every
educator must follow. The specific responsibilities mentioned with regard to education and
teachings focus on three characteristics that are connected to each other – Professional
values and attributes; Professional knowledge and understanding, and Professional skills.
First, the teacher must be able to make an accurate self-analysis about his/her
teaching methodology, and modify one’s strategies accordingly. He/She also must ensure a
safe and an inspiring environment, thus enabling better progress in the students. Second,
the teacher must work towards possessing a sound knowledge and expertise, and must be
able to structure and the class productively. He/She must also have a thorough
understanding of the strengths and weaknesses of all students. Third, the teacher must be
able to manage the student behaviour adequately, encouraging positive behaviour, along
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with safeguarding the interests of the students. He/She must also focus on continual skill
development and application in the class, thereby promoting holistic education.
Along with the above mentioned professional responsibilities, the teacher is always
bound to the laws and the legislations that govern the profession. He/She is expected to
follow high standards of personal conduct, where the professional moral and ethical qualities
are not compromised, and the teaching experience is a holistic one (Department of
Education 2011, pp 14-15).
It is not easy being a teacher; it requires a lot of mental preparation to enter a
classroom filled people who are to be the future of the world. In the growing phase of life, the
pupils tend to pick up a lot of negative traits just by observing the atmosphere around them.
It is very important as a teacher to provide the students a positive learning atmosphere
where they can understand and learn new things. From my personal experience, I feel that
the both the Professional Standards for Teachers and the Professional Standards for
Teachers Part 2 make the job of the teachers easier, by structuring their roles and
responsibilities. The Standards do not focus on a single subject alone, but rather focuses on
the holistic aspect of education, emphasizing on inclusivity (Education and Training Foundation
2014, p 18). This is a great step forward, as promoting equality and affirmation amongst all
students will enhance the quality of education, thus sowing the seed for a better future.
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List of References
Department of Education 2011, pp 14-15, 'Teachers Standards - Guidance for school
leaders school staff and governing bodies', Departmnet of Education, Review of Teachers’
Standards, UK, UK.
Education and Training Foundation 2014, p 18, 'Initial Guidance for the users of Professional
Standards for Teachers and Trainers in Education and Training – England', Education and
Training Foundation, Education and Training Foundation, UK.
Equality and Diversity UK 2011, pp 29-31, 'Embedding equality and diversity into everyday
practice', Report, Equality and Diversity UK, Equality and Diversity UK, Post 16 Education
Toolkit, UK.
Gravells, A 2010, pp 9-23, 'Understanding Own Role, Responsibilities, and Boundaries of
Role in relation to teaching', in Passing PTLLS Assessments, 1st edn, SAGE.
Gravells, A 2011, pp 6-15, 'Teaching and Learning', in Preparing to Teach in the Lifelong
Learning Sector, 5th edn, SAGE.
Society for Education and Training 2014, pp 1&2, 'Professional Standards for Teachers and
Trainers in Education and Training – England', Report, Society for Education and Training,
Society for Education and Training, Society for Education and Training, UK.
Wood, D 2014, pp 21,22, 'ETF Teachers' Standards Part 2', Education and Training
Foundation, Education and Training Foundation, Education and Training Foundation,
London.
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