PTLLS
LEVEL 4

PTLLS -Tutor Roles
and Responsibilities
Task 1 – Unit 5 Part 2: Author: Sally Harris:
What are the main rol...
The Main Roles and Responsibilities of a Teacher / Tutor in the Lifelong Learning Sector:
Role of a Teacher / Tutor in the...
learner to ensure the schemes of work support the different styles of the learner e.g.
visual, written, verbal skills alon...
environmental problems). Acknowledgeany variances by implementing different tools to
Impart knowledge (for example) visual...
other learners. Any other rare or uncommon needs can be met by discussing and
evaluating the best approach for a learner w...
any new areas for concern. #5. Summative – this can take place at the end of each
learning episode and not just a final su...
learner relationship. The important boundaries are in place to protect and safeguard
young people to ensure (aside from ot...
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Tutor roles and responsibilities within the lifelong learning sector

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Tutor / Trainer Roles and Responsibilities.

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Tutor roles and responsibilities within the lifelong learning sector

  1. 1. PTLLS LEVEL 4 PTLLS -Tutor Roles and Responsibilities Task 1 – Unit 5 Part 2: Author: Sally Harris: What are the main roles and responsibilities of a teacher / tutor in the Lifelong Learning Sector: Promoting equality and valuing diversity and the impact on the roles and responsibilities: The professional boundaries which should be maintained:
  2. 2. The Main Roles and Responsibilities of a Teacher / Tutor in the Lifelong Learning Sector: Role of a Teacher / Tutor in the Lifelong Learning Sector: As a Commercial / Corporate ConsultantTrainer delivering training within large commercial organisations, my role and responsibilities should mirror those of aTeacher in any other sector and include additional personal responsibilities such as having relevant Public Liability and Personal Indemnity insurance policies for the protection of my learners, business partners and myself. As an external trainer invited into a business, I display the required internal company behaviours and promote the company ethos so that what is regarded as appropriate behaviour in that organisation is also demonstrated by me to ensure consistency and respect. My personal ethos is to celebrate the diversity that makes us all different but equal in every aspect. This approach has developed my personal growth and awareness of others and means that no one is exlcuded emotionally, physically, culturally or environmentally, so feel safe, acknowleged and genuinely supported on their learning journey with me. A practical way of demonstrating this is by carrying out a learning styles evaluation and a class discussion then sourcing learning materials that different learners can personally idenfity with and make sure it is accessible and in varying formats. Assessing Learner Needs As a teacher I have afundamental responsibility to deliver a course that is appropriate for all learners. I would achieve this by an initial assessment to identify the individual needs of all learners whilst ensuring the aims, objectives and desired outcomes are consistent and clear for the benefit both learners and associated professionals. The initial responsibility of a Teacher / Tutor is to assess both the level and learning style of the Sally Harris: Task 1 Unit 5 Part 2
  3. 3. learner to ensure the schemes of work support the different styles of the learner e.g. visual, written, verbal skills along with numeracy and literacy levels. (Hitching, p. 2008)“Lifelong learning is to promote inclusion whilst raising the standards of adult education after the current school-leaving age of 16...It is also important to understand what is expected of a teacher in this environment and what their role is, as well as what their responsibilities are to their students”. Planning and Preparation The activities and associated resourcesshould take into account former learning and preferred styles to accommodate, be appropriate and varied to appeal to the full range of learners with different learning styles. The resources should be well prepared and sufficient for the number of learners and used to support the learning activities. Teachers should differentiate their activities and strategies to ensure all learners can access learning on an equal basis. The types of resources could include questionnaires, quiz’s, learner diaries, own peers; taking into account learners backgrounds, age strengths and development areas. Offer learners a ‘choice’ of learning materials but also encourage standard materials to further develop the breadth of tools – use e.g. two different types of resources i.e. post it notes / or a group discussion for agreeing negotiable ground rules. This is another method for promoting equality and diversity in a practical and measurable way and is transparent to the learner that everyone is included and considered. Delivering Learning and Managing the Learning Process - Promoting Equality and Diversity within Roles and Responsibilities of a Teacher: Inclusion and accessibility is vital and where there may be e.g. language barriers / dyslexia / physical or disability / general study skills concerns (which may affect written, verbal or Sally Harris: Task 1 Unit 5 Part 2
  4. 4. environmental problems). Acknowledgeany variances by implementing different tools to Impart knowledge (for example) visual, can be a supportive way in which to teach some aspects of the learning. So in the case of training learners to use for example a software application, the schemes of work could be sets of screen shots that visually identify the aims and outcomes - also by taking into account physical restrictions and ensuring screens are optimised for e.g. learners with dyslexia; looking at new technology that may support a learner who is visually or aurally impaired; there are so many types of software available that can remove obstacles such as using live chat teaching sessions for those that are e.g. audibly impaired, to deliver a collaborative integrated learning experience between the teacher, learner and peer groups; another benefit of using this type of technology is that every transcript can be saved and stored for future use and referencing when completing assignments. A Teacher who researches this type of teaching / learning application is ensuring DDA compliance; though most importantly is providing a learning environment that is appropriate and supportive for the learner. As a Teacher this type of approach will assist me in meeting my coreobjectives. This methodology actively celebratesequality, diversity and inclusive for all.Another example of this could be a physical activity where religious reasons may dictate that an individual cannot take part physically but the activity could be adapted to e.g. matching cards to demonstrate the learning had taken place: a simple but effective strategy Promoting Equality and Diversity - Supporting my Learners Teachers have a responsibility to keep their learners safe both physically and emotionally. They need to assess the safety of classroom activities and also ensure that none of their learners are being harassed or discriminated against by themselves, the organisation or Sally Harris: Task 1 Unit 5 Part 2
  5. 5. other learners. Any other rare or uncommon needs can be met by discussing and evaluating the best approach for a learner who needs additional support. As a corporate / commercial trainer, I may use some alternative delivery mechanisms to those that are commonly utilised in classroom environments to support those individuals who may perform more efficiently in a technology led environment; such as webconferencing – Live Chat – (Online Tools), but ultimately, it is the initial assessment followed up with a flexible diagnostic assessment to ensure an ILP (individual learning plan) can be put in place based on the diagnosis and the current curriculum for individual learners that will guide my choice of delivery and learning materials to not only ensure they are contextually linked to motivate and offer meaning to my learners. It is vital that I must also be personally and professionally compliant in terms of Codes of Practice, Health and Safety and associated legislation, to support learners in ways that are safe, secure for all. Assessment of Learning It is the responsibility of the Teacher to make sure that learner progression and achievement is continually checked throughout the learning cycle. The standard types of assessment methods are #1. Initial Assessment: identifies a learners skill level, motivation for learning and any additional emotional, physical, cultural, social and religious differences can be noted at this stage to support the creation of appropriate learning materials. #2. Diagnostic assessment. A more detailed personal profile which will provide the basis for an individual learning plan (ILP). Also an opportunity to ensure embedded literacy and numeracy skills are adequate to ensure success for the learner. #3. ILP based on the diagnostic assessment and the current curriculum #4. Formative – takes place on a regualr basis to review progress against the learning plan and identifies Sally Harris: Task 1 Unit 5 Part 2
  6. 6. any new areas for concern. #5. Summative – this can take place at the end of each learning episode and not just a final summing up of achievement. Methods are usually verbal and written feedback. Results based data, a test or completed ILP. Evaluating Own Role and Responsibilities Personal Responsibility: Teachers have a personal responsibility to ensure that their knowledge and awareness of legislation is current and requisite qualifications are up to date; along with the necessary skills required to deliver the course content by adapting to new learning and development materials as well as being aware of any relevant sector news which may affect / impact any part of their role and responsibilities Evaluations methods could include:  Statistical Data  Feedback  Observations  Performance related tools (PM – Performance Management software)  Record keeping data  Retention rates  Success rates e.g. qualifications / level  Learner feedback on course content  Equality and Diversity learner feedback and data Professional Boundaries and Responsibilities Whilst working with learners, it is vital to be aware of and implement professional boundaries. The boundaries within the teaching profession are specific to the teacher / Sally Harris: Task 1 Unit 5 Part 2
  7. 7. learner relationship. The important boundaries are in place to protect and safeguard young people to ensure (aside from other practical criteria) that they are not exposed to any form of abuse either physically, emotionally or mentally. The Data Protection Act of 1998 states that any information regarding a young person should be treated in the strictest of confidence. This relationship between a teacher and a learner is specific to teaching and that must remain a priority when any decisions, discussions or connection is made relating to a child / young person / learner. Conclusion The overarching responsibility to my learners is to provide the best learning opportunity possible to enable them to achieve their personal educational development goals in an environment that is accessiblesafe, emotional and culturally aware, and that learner is precluded from learning in a safe and protected environment. Word Count ….. 1,580 Bibliography Hitching, J. 2. (n.d.). Maintaining your Licence to Practice. s.l,:Learning Matters. Sally Harris: Task 1 Unit 5 Part 2

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