Report on Education and Teaching: Roles, Responsibilities, and Laws

This report provides a comprehensive overview of education and teaching, focusing on the roles and responsibilities of teachers and supporting staff within educational institutions. It details various aspects of a teacher's duties, including maintaining records, designing study programs, creating interactive learning environments, ensuring student safety, and conducting assessments. The report also highlights the roles of supporting staff like learning assistants and teaching assistants, emphasizing their contributions to classroom management and student support. Furthermore, it examines specific legislation impacting teachers, such as the Health and Safety at Work Act, Data Protection Act 1998, Copyright Guidelines, Equality Act 2010, and Children’s Act 2004, underscoring the importance of legal compliance. The report also touches upon the relationships between teachers and other professionals, clarifying professional boundaries and referral points to meet individual learner needs, both internally and externally. The report concludes with a discussion on the relationships between teachers and other professionals and the boundaries between the teaching role and other professional roles.

EDUCATION AND TEACHING
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INTRODUCTION
The below report is based on the education and teaching and it discusses the roles and
responsibilities of the teachers as well as the supporting staff in an educational institution. The
report also discusses the legislations related to teaching required for teachers to know.
UNIT: 1
1. Review of the teaching/training role, explaining its responsibilities and limits; how teachers
work within professional boundaries and how to work with other professionals who support
learners
There are many roles and responsibilities that a teacher plays in an institution. The roles
and responsibilities also determine the boundaries of a teacher that are to be followed at work
(Herlihy, and Corey, 2014). The roles and responsibilities facilitate the satisfaction of
professional as well as personal objectives of a teacher.
Roles, Records and Responsibilities of a Teacher
Following are the roles and responsibilities of a teacher:
 Maintenance of assignment registers so as to keep records of student assignments as of
who has made the submission and who has not (Wilson, 2009)
 Role of the teacher is to offer the quality education to the learner in such a manner that
the learning needs can be accomplished in favourable manner.
 Designing programs of study in effective manner.
 Access impacts of learning and make changes to improve
 Plan and prepare the class environment
 Develop ways to offers interactive learning.
 Provision of safe environment to the children so as to avoid any accidents or health
hazards.
 Keep data about the retention and achievement of learner.
 Teachers are required to have knowledge of the complete course in their curriculum as
well as the required qualification so as to ensure efficient learning of curriculum by the
students (Thorsteinsson and Niculescu, 2013).
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 Training and supervision of student teachers to train more teaching staff for the
institution.
 Planning and implementation of various teaching programmes or courses for better
development of the students.
 Conducting tests on skills of students and maintaining the records of the results
 Invigilating in examination rooms so as to make sure no students cheat.
 Checking examination copies and maintaining the records of the marks obtained by every
student (Gonzales, and Lambert, 2014).
 The maintained records should be kept safe in order to answer the authorities, auditors
and inspectors etc. when required.
 Implementation of student management strategies so as to maintain efficiency in
teaching.
 Supervise the performance of students and maintain records of derivations of supervision
activities.
 Identify the areas where students can improve and motivate them to work on them.
 Contributing in the co-curricular activities of the children for overall development of
students.
 Supporting student welfare programmes for betterment of the students and to ensure the
students study in a healthy environment.
Support/Referral/Records:
The support staffs in an educational institution include (Support staff handbook, 2017):
 Learning Support Assistant
 Teaching Assistant
 Learning mentor
 Classroom Assistant
 Non–teaching Assistant
 Higher Learning teaching assistant (Bhise et.al, 2013)
 Special Needs assistant
The supporting staffs support the teachers in the following ways:
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 Report to the teachers regarding the performance, achievements and progress of the
students.
 Maintaining healthy classroom environment
 Collection and provision of information to/from the parents as suggested.
 Record keeping of the students
 Offering frequent feedbacks to the teachers regarding the progress of the students.
 Establishment of healthy relations with parents/guardians so as to ensure smooth flow of
information among teaching staff and the parents/guardians. (Hénard and Roseveare,
2012)
 Manage the attendance records of the students
 Promoting healthy behaviour of pupils and resolving conflicts
 Helping the teachers in management f the behaviour of the pupils
 Help the teachers in making students achieve the academic goals
 Help in planning and implementation of activities of learning
 Administrative/clerical support for instance: filing, photocopying and typing etc.
 Supporting the learning of students with the help of appropriate strategies as well as
resources (Ryan, 2012)
 Working on the planning of lessons as well as their evaluation so as to ensure proper and
scheduled teaching
 Supervision of reflection of students regarding the learning activities and maintenance of
the records of progress of students in learning activities
 Maintain discipline and decorum in the classrooms to ensure proper learning of students.
 Supervision, assessment and recording of pupil performance in examinations to ensure
maintaining and improving good performance of students (Clarke, et al. 2014).
 Taking responsibilities of keeping and upgrading student records and coordinating with
the teachers regarding the matter:
2. A summary of specific legislation that must be complied with / of which teachers must be
aware
Recent cases with high profile have introduced the need of legislation to protect the teacher and
children against the abnormal behaviour. Therefore to safeguard the organization for the
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wellbeing of members, it is required to follow legislative framework. There are certain
legislations that influence the working of a teacher and they are:
 Health and Safety at Work Act: This act was introduced by the UK government in 1974
and it is popularly known as HASAW or HSW and is the major element of health and
safety legislation of UK (Aleksynska, and Schmidt, 2014). It was meant to ensure healthy
and safe practices of work at workplaces. The act also constitutes maintenance of safe
environment; safe access to work environment; utilising risky resources safely and
provision of welfare etc. Data Protection Act 1998: This act was introduced in the year 1998 so as to maintain the
privacy of the staff members of any organisation. It suggests that the personal data of an
employee should not be processed without the consent of the employee and it should be
obtained lawfully. The data should be relevant and no transfer of data is allowed. Also
strict legal measures can be taken if the principles under the act are violated. Learners’
records can be kept secure in classroom which is a good practice to protect the data. Copyright Guidelines: All the teachers and students have to follow the copyright
guidelines which states that the work of an individuals can be protected from getting
copied, used or morphed without consent of the creator of the content. Works published
anywhere should be originally owned by a teacher in order to avoid any legal issues. The
use of other’s work as own is an offense and need to be treated with the act. It helps to
protect the learner for work and ensure the right delivery of benefits to actual owner of
work. Equality Act 2010: Equality Act was introduced in 2010 by UK government and it states
that all the employees are to be equally treated at work and no practice of discrimination
is allowed at the workplace. This legislation gives certain rights to working population of
the country such as being able to sue the employer in case of any kind of discrimination
experienced (Križ, and Skivenes, 2014). The activities of discrimination due to race, age
and gender etc. are completely banned at workplaces under this legislation. The act
prevents the learner from being discriminated for the benefits in the institute.
 Children’s Act 2004: The Children’s Act states that all the government functions related
to education child welfare come under the legislative power of the Director’s of children
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services. The purpose of this act is to provide limitations and support to the local
authorities in improved regulation of children interests (McEwan, 2014).
3. Understanding the relationships between the teachers and other professional in education and
training:
3.1 Explain the teaching role involves working with other professionals
In the teaching role, the teachers do not work with other professionals; however they do meet
other professional colleagues. A teaches has both personal and professional roles
Personal Role
A teacher has to do lot of research and prepare himself for taking classes. He can have advice
from others. Teacher needs to have good equation with his students. Fellow teachers can also
help in evaluation.
Professional Role
As part of professional role, teacher has to have good relation with the management and director.
He also needs to have a good equation with the fellow teachers.
3.2 Explain the boundaries between the teaching role and other professional roles.
A teacher can use his skills to teach his fellow colleagues. He can also give his feedback and
share his thoughts with the management. Teacher can also help others by facilitating other
professionals with his knowledge and skills.
3.3 Describe points of referral to meet the individual needs of learners.
Internal and external referrals
Internal referrals are defined as the individuals within the organisation while external are the
ones who are outside the organisation. For a teacher both external and internal referrals are
important. Internal referrals are important for a teacher to enhance the effectiveness of the
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learning program by getting support from administration and colleagues. External referrals help
a teacher in improving his skills like following government programs etc.
CONCLUSION
The above report has been discussed and it has been discussed the roles and
responsibilities of teachers and the supporting staff. Also the legislations related to teaching are
discussed. Study has also presented a discussion on the relationships between the teachers and
other professional in education and training. Study has identifies the professional boundaries
which teachers follow.
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REFERENCES
Books and Journals
Aleksynska, M. and Schmidt, A., 2014. A chronology of employment protection legislation in
some selected European countries. Geneva: ILO.
Bhise, R.B., Thorat, S.S. and Supekar, A.K., 2013. Importance of data mining in higher
education system. IOSR Journal Of Humanities And Social Science (IOSR-JHSS) ISSN,
pp.2279-0837.
Clarke, A., Triggs, V. and Nielsen, W., 2014. Cooperating teacher participation in teacher
education: A review of the literature. Review of Educational Research, 84(2), pp.163-
202.
Gonzales, S. and Lambert, L., 2014. Teacher leadership in professional development schools:
Emerging conceptions, identities, and practices. Journal of School Leadership, 11(1),
pp.6-24.
Hénard, F. and Roseveare, D., 2012. Fostering quality teaching in higher education:
Policies and Practices. An IMHE Guide for Higher Education Institutions, pp.7-11.
Herlihy, B. and Corey, G., 2014. Boundary issues in counseling: Multiple roles and
responsibilities. John Wiley & Sons.
Križ, K. and Skivenes, M., 2014. Street-level policy aims of child welfare workers in England,
Norway and the United States: An exploratory study. Children and Youth Services
Review, 40, pp.71-78.
McEwan, I., 2014. The children act. Random House.
Ryan, J., 2012. Cross-cultural teaching and learning for home and international students:
Internationalisation of pedagogy and curriculum in higher education. Routledge.
Wilson, 2009. Practical teaching: A guide to PTLLS & DTLLS. Cengage Learning.
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Thorsteinsson, G. and Niculescu, A., 2013. Examining Teachers’ Mindset and
Responsibilities in Using ICT. Studies in Informatics and Control, 22(3), pp.315-322.
Online Reference
Support staff handbook, 2017 [Online] [Accessed Through]
<https://assets.teachingpersonnel.com/pdf/TPs_ClassroomSupport_Handbook.pdf>
[Accessed on 30th March 2017]
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