Tutor / Trainer Roles and Responsibilities.

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. 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. 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. 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. 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. 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. 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