LLUSandards: A Case Study

At common law, courts have previously stated that the standard of care required is that of a reasonable parent, or in loco parentis. This standard presents difficulties when applied to a teacher. Firstly, teachers are often responsible for large classes and may not be able to act and provide care in the manner of a parent. Secondly, the requirement of teachers to undergo education and training indicates that a different standard applies. The standard of care owed by a teacher or school is now said to be much higher than that of a parent and aligns the common law with statutory provisions by requiring the particular practitioner to act according to the standard of the ordinary reasonable practitioner of his or her profession.

The National Occupational Standards (NOS) are performance standards that specify what skills and knowledge a HLTA should have in order to perform in their role. NOS provide a valuable resource to schools that use them to assist in the creation of job descriptions and roles and responsibilities, as well as underpinning training, progression and supporting development needs of staff. They were developed by representatives and different employers in a variety of sectors within education. HLTAS can target the use of the national occupational standards in a variety of ways from supporting and assisting with the development of frameworks used for the organisation, promoting and supporting equal opportunities to ensuring confidentiality but to name a few. Other National occupational standards are applicable to HLTAS from roles outside of education for example self-assessment for competence and opportunities for professional development and improvement of skills all of these help staff and HLTAS be able to perform their role to a correct standard and increase their competency within their role.

The boundaries between the teaching role and other professional roles including points of referral to meet the needs of learners

Within all this, it is essential that the teacher establishes and maintains professional boundaries. These can be varied and quite different, depending on the context, the environment and the group or individual being taught, for example, a teacher teaching young children would have a different set of boundaries than a football coach coaching an adult football team. However, the teacher should always consider relevant legislation. This includes health and safety legislation such as the Health and Safety at Work Act, 1974; the Equality Act, 2010 and most relevant to the above example, child protection

Using my personal presence, presonal example, charisma and tools such as ground rules, I need to create the right first impression to ensure that my learners are aware of their responsibilities within the learning environment. I try to create an environment of support, collaboration and mutual respect. I am responsible for ensuring inclusivity of the learners and celebrating their diversity. I have a duty of care in respect of my learners and should get advice and guidance from my fellow professionals in areas I am unsure of. The environment should be in accordance with Health and Safety requirements allowing free movement and access, no trip hazards, safe, tested electrical equipment. I need to create a psychologically safe environment without intimidation or disrespect. I would do this by challenging inappropriate behaviour and encouraging positive behaviour. I could also refer learners back to the ground rules. Depending on the learning needs / progress of individuals I might need to adapt and target some parts of the course content. I need to minimise jargon and adapt my language and style to the needs of the participants. I need to create opportunities for networking, self-development and experimentation. I must also be aware of any perceived or real barriers to learning and make appropriate interventions. To do this I would confer with teaching assistants or ‘privately’ discuss any issues directly with learners.

How my role will involve working with other professionals and what the boundaries are between the teaching role and other professional roles

Supporting the curriculum is also one of my roles. Under the guidance of a classroom teacher I will understand the theories of learning. I will be aware of the development process in learning and any difficulties, the factors that affect pupils and how each national strategy works, including national numeracy and national literacy.

3.1 The teaching profession will rely on the support or knowledge of other professions. The teacher may require a practical element to the session which would require a competent practitioner in that particular field. The teacher would recognise their own limitations and be able to signpost and make appropriate referrals to awarding bodies, exam boards, colleagues, counsellors or learning support specialists.

These boundaries could have a negative effect on us as teachers as well as other professionals within the organisation. We therefore need to deal with these boundaries by referring to the Institute for Learning's Code of Practice (2008) which outlines the behaviours expected of teachers.

It is important to establish appropriate behaviour and respect for others in order to fully realise the potential of all within and to ensure each student is safe from both physical and psychological harm. Appropriate behaviour must apply to both student and teacher. I, as a teacher, must follow a Code of Practice in order foster individual growth and learning. The principles of Good Practice are to treat people with care, respect and dignity. To recognise that I, as a teacher, am a trusted representative of my work place. I must ensure communication with students is open and clear and assess the risks to my students of the activities by carrying out a thorough risk assessment before each session.

This disposition states “Professionals are committed to and assume responsibility for the future of their disciplines”. Teacher candidates must accept the responsibilities of being a teacher even though they are not technically teachers yet. Teacher candidates are still being monitored, and their actions can impact their careers. More importantly, teacher candidates and teachers should take ownership of learning and growing his/her knowledge to most effectively teach. Teachers and teacher candidates should be able to self-regulate and grow individually.

There are five propositions that the National Board for Professional Teacher Standards has listed, which are Proposition 1: Teachers are Committed to Students and Their Learning, Proposition 2: Teachers Know the Subjects They Teach and How to Teach Those Subjects to Students, Proposition 3: Teachers are Responsible for Managing and Monitoring Student Learning, Proposition 4: Teachers Think Systematically about Their Practice and Learn from Experience, and Proposition 5: Teachers are Members of Learning Communities. The five propositions are similar to the code of ethics that are set up for teachers. The first proposition discusses the commitment that teachers are to have for their students learning. It’s main focus is that the student are treated equally and they are given the chance to learn. The National Board for Professional Teacher Standards (1987) stated “They believe all students can learn”. This statement is very crucial for teachers to understand, because if we give up on our students they will eventually give up on themselves. Proposition two discusses how teachers must know their content and how to deliver their content. Knowing your content is a must when you are a teacher, but if you don’t know how to deliver the information to your students you are back at square one. This proposition wants the teachers to be a master of the concepts being taught, and understand the information on a real-world basis. Also the teacher must be able to fill the gap of

As teachers, we need to create a comfortable classroom climate where there is a feeling of acceptance and celebrate differences among each student. Effective teachers will also demonstrate appropriate planning, preparing and execution of content. Standard 5 is focused on Middle Level Professional Roles. Along with understanding and applying knowledge of young adolescents, as discussed with Standard 1, it is equally important to be an advocate for the students. By using professional leadership strategies, being an advocate for all young adolescents helps maximize their growth and learning. In order to be fully effective, working closely with family member and also with the community strengthen the ability to achieve this success.

The aim of this assignment is to identify and understand the teaching role, responsibilities and relationships in education and training in relation to the teaching cycle, by summarising codes of practice and legislation that relates to the roles and responsibilities of a trainer with an airfreight industry. Also, understanding the importance of Equality and Diversity and how this is vital to learners and teachers in meeting the needs of learners. Furthermore, to understand the trainers’ responsibilities in building and maintaining a safe learning environment, promoting appropriate behaviour and building respect for others. The assignment also aims to understand professional relationships between the trainer and other specialists involved in learning, through analysing boundaries between the teaching role and other professional roles. Finally, identifying and describing points of referral to satisfy potential needs of learners.

My teaching role is to deliver professional courses that meet the governing body’s standards whilst adhering to their policy statements and codes of practice. Whilst delivering courses I use a variety of teaching methods to engage, motivate and support my learners in achieving their goals. Examples include roleplaying emergencies with simulated casualties, discussion, group work, podcasts as well as course PowerPoint’s and guided study through the learner workbook. I hope that clear communication; passion, professionalism and flexibility in my approach are evident to all the learners.