Educational Roles, Responsibilities, and Legislation: A Case Study

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Roles, responsibilities and relationship in education and training
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Table of contents
Introduction......................................................................................................................................4
Task 1...............................................................................................................................................5
1.1 Analyse the roles and responsibilities in education and training...............................................5
1.2 Summarise key aspects of legislation, regulatory requirements and codes of practice relating
to roles and responsibilities.............................................................................................................5
1.3 Analyse the roles and boundaries between teaching and other professional roles....................6
4.1 Why it is important to promote appropriate behaviour and respect for others..........................6
4.2 Ways to promote equality and value diversity..........................................................................7
Task 2...............................................................................................................................................7
1.4 Describe points of referral to meet the needs of learners..........................................................7
2.1 Why is important to identify and meet the individual needs of learners...................................9
2.2 Analyse the roles and use of initial and diagnostic assessment to agree individual learning
goals...............................................................................................................................................10
2.3 Methods of initial and diagnostic assessment to agree individual learning goals with learners
.......................................................................................................................................................11
2.4 record learners’ individual learning goals...............................................................................12
Task 6.............................................................................................................................................13
6.1 Explain the purpose and types of assessment used in education and training.........................13
6.2 Analyse the effectiveness of assessment methods in relation to meeting the individual needs
of learners......................................................................................................................................14
Task 7.............................................................................................................................................16
5.2 Analysing the benefits and limitations of communication methods and media used in own
area of specialism..........................................................................................................................16
Task 8.............................................................................................................................................20
5.1 Analysing the effectiveness of teaching and learning approaches used in own area of
specialism in relation to meeting the individual needs of the learners..........................................20
8.1 Reviewing the effectiveness of own practice in planning, delivering and assessing inclusive
teaching and learning taking account of the views of learners and others....................................21
8.2 Identifying the areas for improvement in own practice in planning, delivering and assessing
inclusive teaching and learning.....................................................................................................22
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Conclusion.....................................................................................................................................23
Reference.......................................................................................................................................24
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Introduction
Teachers are known to be the best companions of the students. They are the philosophers, guide,
friend in the life of the student. But to be a primary teacher is certainly not easy. This is the most
responsible job amongst all others as this is related to the construction of the future of the
students. In the below study, I being the Lea Vally primary school teacher, will focus on the
different tools and techniques and various methods in order to help the student meet his or her
career goal. It also tells the different roles responsibilities, legislation, and codes that a teacher or
an educator needs to follow.
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Task 1
1.1 Analyse the roles and responsibilities in education and training
The roles and responsibilities are as follows :
 Learning mediator : the educator should be the best mediator as the person understands
the needs of the learners and creates an environment. The person communicates
efficiently with the learners.
 Interprets and designs the learning programmes and materials : In this role the educator is
responsible for creating a work which is in the context of the learners (Care, et al, 2016).
 Leads, administrates and manager: The primary school educator is the role model of the
learners. Thus, the educator should manage, administrates the classroom.
 Scholar, researcher and lifelong learner : Learning is a never ending process. Therefore a
primary school teacher or educator whole educating understands and gathers the
knowledge.
 Community, citizenship and pastoral role : the primary school teacher or the primary
school educator build up an ethical practice within the learners. The respect for others is
built in this phase.
 Assessor : The educator assess the feature of the teachings and knows how to integrate it
into a process.
1.2 Summarise key aspects of legislation, regulatory requirements and codes of practice
relating to roles and responsibilities
A legislation is the code of conducts that needs to be followed according to the law of the Act for
Parliament or the Welsh assembly government (Blue et al, 2016). The legislations to be
considered are Health and Safety Act (1974), data Protection Act(1998), Equality Act 2010
Children’s Act 1989 and 2004.
Health and Safety Act is the primary legislation which ensures the health and safety in the
workplace.
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The data protection act is another piece of legislation, which says the protection of personal and
processed data and stored within the United Kingdom (Ghaderi et al, 2015).
Equality act is another act reflects the issues like the age, disability, gender, religion, sexual
orientation etc.
When training the youth volunteers the following Acts comes into account – Crime and Disorder
act, Youth justice and criminal evidence act, criminal Justice and immigration Act, Legal aid,
Sentencing an Punishment Offender Act.
The code of conduct is based on implementing legislation passed from the UK government and
guideline on how the person should be presenting in an organization.
Statutory Code of practice : this is a code of practice that is admissible as evidence in any sort of
legal action.
1.3 Analyse the roles and boundaries between teaching and other professional roles
A primary school teacher should set personal and professional boundaries in order to maintain
appropriate standards (Reece and Walker, 2016). To define professional duties, limitations and
rights of a professional worker the teacher should set a role boundary. A professional behaviour
in this profession is utmost necessary. The primary school educator should be impartial, fair and
ethical with all the learners. Again, the primary school teacher should be cautious in self
disclosure, discretion in personal information revealing is required. The teacher should have an
idea on the learning barriers for the learners. Again the teaches, if feels, that there is a
requirement for help from other authorities, he should seek help from others in order to help the
learners (Grant et al, 2015).
4.1 Why it is important to promote appropriate behaviour and respect for others
Everybody lives in a society. Thus there is a social environment surrounded. Appropriate
behaviour and good atmosphere initiate a great environment for others as well. The other people
thus, can express their feeling and express their opinions. Each person belongs to a different
caste, religion, race etc. Therefore, the cultures are variable. Again, there must be a similarity in
the behaviour of the students. It is great to be an open minded person and each individual should
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respect. This is only possible if the ground rules for the responsibilities are applied and the
animosity and indiscipline is avoided. Respect, fairness and decency is required in the classroom
environment. As this helps in the relaxed environment for the students which in turn helps in the
motivation of the students. Students are more focussed, always motivated, urging for
participation, ask questions and voice opinions of their own. This in turn will help the primary
school educator as well as the student to understand the learning objective and outcome.
4.2 Ways to promote equality and value diversity
Equality can be considered as the behaviour where each and every person are considered equal
and treated as the same. It actually means that everyone is different but has different rights.
According to the Equality Act of 2010 it is mandatory that every individual should not be
discriminated due to any disability. The different types of discrimination, harassment and
victimisation all comes under this act. According to age, gender, disability, religion, race,
marriage and civil partnership and gender reassignment, pregnancy and maternity an individual
cannot be victimised. I, as a primary school teacher, to help promote equality and
indiscrimination should be proactive and challenge the cases of discrimination that may arise in
the classroom. Again the primary responsibility is not to favour any individual group or
individual that can harm as a consequence. I have to understand the various needs of the
classroom students and the techniques that he applies have to be in context to the learning.
‘Diversity’ is nature as every individual in different. Thus, the student ought to be different. They
may have the ability to understand less and they may be good and quick learners as well. The
primary school teacher needs to recognise that, as they are unique in their own.
For example Uniform is a great way to promote equality. Uniform indirectly tells that ever
student is equal in his own.
Task 2
1.4 Describe points of referral to meet the needs of learners
The needs of learners can be divided into 5 divisions as a whole. They are :
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 Need identification
 Planning the whole process of learning
 Facilitating the whole process of learning
 Assessing what have or have not been learnt
 Evaluation of the topics that have been learnt
In the first stage the primary school teacher and the student and the institution identifies the
whole need of the study or the learning. This stage is utmost essential as this helps to understand
the effort to be put in and various other sectors to be focussed on. The various needs of the
students can be judged and thus the learning planning can be set (Cook and Lineberry, 2016). For
example : A student visually inefficient can use a Braille or a recording to understand the topic.
In the process next is the planning of the total learning. This can be ideally done if the needs are
identified. The visuals, the recording the ways of teaching through role plays and giving proper
examples of the topic can enhance the learning of the student.
Figure 1 : Kolb’s cycle of experiential learning
(Source : Thomas et al, 2016 )
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Kolb mentioned an ideal method for the learners known as the experimental cycle. Here he states
that the students can learn more if the educators concentrate on the above processes (Metzler,
2017).
The next step is facilitating the whole learning process. This means the teacher should be helpful
in understanding the needs of the students and helps them as a guide as and when required. The
teacher should possess the mentality of making the student achieve his or her goals.
Assessing the learning is another huge step in the whole process. As this process makes the
teacher understand the extent of the learning of the student. The teacher should be prone in
developing the understandings of the student (Thomas et al, 2016).
The next step would be evaluation of the learner. This step is an absolute essential as the primary
school educator is able to understand whether the motto of the teacher is fulfilled or not.
2.1 Why is important to identify and meet the individual needs of learners
For a primary schoolteacher it is very essential to identify and meet the individual’s need. In the
same classroom there may be students who are fast learners as well as slow learners (Schultz et
al, 2016). Some may be disabled in a typical way. Understanding the needs will help the teacher
in the following ways:
 Creating interests :understanding the needs can boost the encouragement in the learner. In
subjects like Maths and Humanities there are an ample of student who cannot gather the
information from the mass teaching but can gain more if supported and helped
individually. This can again develop interests for the student.
 Developing talents: the primary school teacher is a matured person and has enough
knowledge to understand the talent and skill present in the student. The need at this time
is nurture form the educator, as this will help the student gain different opportunities in
life (McKinney, 2017).
 Quality achievement: Limitation of learning is due to the behavioural, emotional,
sentimental and some other aspects of the students. If the teacher is able to understand
their weakness and strengths the teacher can deliver good quality of knowledge and the
motto will be fulfilled.
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 Classroom organization : Knowing the difficulties of the learners can help the teacher to
organise the class better. This is the phase where the teacher makes a decision whether
the student sits at front, near the blackboard. Student having a requirement of greater
attention sits near, those with visual disability near the board etc.
 Planning activities in the classroom : Once the needs are identified, the primary school
teachers can schedule the routine, extra classes, counselling, group discussions etc. This
would ultimately benefit the teacher as well as the student.
2.2 Analyse the roles and use of initial and diagnostic assessment to agree individual
learning goals
Initial assessment is required to know what are the strengths and weaknesses of the learner. The
more efficient in the detection of the same, the better can be the performance. The individual
learning goal is the amount of knowledge that the learner is achieving. This helps the learners to
gain better knowledge (Wallace, 2019). They are engaged in the participation, communication.
This ultimately helps the teacher in the long run.
Diagnostic assessment is detection of the needs of the student. The teacher is able to understand
the required for the student then he will be able to make the student understand better about the
topic. The evaluation of the data of the students can make the teachers gain the knowledge on
what factors the focus should be more to attain the better knowledge of the student (Peterson et
al, 2015).
Therefore, the role of initial and diagnostic assessment is absolute need for the primary school
teacher as well as the student.
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Figure 2: Assessment in a classroom
(source: Pereira et al, 2016 )
2.3 Methods of initial and diagnostic assessment to agree individual learning goals with
learners
Initial assessment methods fall in six categories. These methods are used to get a overview on
the student the skills and interests of the student. They are as follows :
 Appraisal of written information (eg: files of the students and the background of the
student, application forms, progress files etc)
 Interviews
 Formal tests
 Questionnaires
 Observation of group activities
 Practical of vocational activities
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All of the methods are not used in the same but combination of the methods are chosen sincerely.
To provide better supervision on the learners and give attention on the students help the students
achieve their individual goals. All the tests above which are performed in the classroom arena
needs to be bias free and reliable (Guàrdia et al, 2017). It should be supervised that the tests are
valid and reliable.
The documents give a brief idea of the achievements, qualifications, certificates(academic and
non academic), awards etc. These help the primary school educator to gauge the ability and the
interest of the student (King et al, 2015).
The discussions, self assessments and the various self assessment tools gives a brief idea about
the strengths and weaknesses of the students. The assessment tools detect the numerical and
language skills of the student.
The group or individual activities help the educators to judge talents in the specific fields and the
performance on the situations (Heemsoth and Kleickmann, 2018). Lastly, the observation of the
primary school educator while obtaining the tests can give an idea on how the learners think or
work in a given situation, their confidence and willingness for help etc.
2.4 record learners’ individual learning goals
Individual learning goals of the students make them understand the following :
 Achieve their highest potential
 Become independent learners and active participants
 Identify the place of lack in their learning
Recording the individual reports of the students help the primary school educators detect the
targets and the places of lack. A report on the growth graph of the individual can help the
educator judge the ability of the student as well as the capability of the student amongst all other
peer members in the class (Gould, 2016). The first step is to record and observe the growth or the
fall, and then the primary school educator gives it a discussion on the various factors to improve
for the student. The students are then given a clear idea on what matters to focus in the course of
their learning. When the teachers counsel the students they get a better understanding on the
decision to be made in their career goals.
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