Welcome, in this pack you will find the guidance needed to navigate the role, responsibilities and relationships between you and the students/ learners as well as between you and other professionals that you will encounter throughout your career. Also you will find relevant key aspects of legislation, regulatory requirements and codes of practice that will help you as a teacher.
The Key aspects of legislation associated with teachers are;
* Health and Safety at Work Act (1974)
* Making sure the environments the students are working in are safe and secure, with minimum risk to their health.
* Data Protection Act (1998)
* That all date collected from the students are kept secure and not used for personal gain.
* Equality Act (2010)
* To be proactive in all aspects of equality and diversity, so in turn making sure your teaching style and resources promote and include all students.
* Protection of Children Act (1999)
* Anyone teaching children or vulnerable adults needs to be checked by the Criminal Records Bureau (CRB) to ensure you are safe to work with children or vulnerable adults.
* The Children’s Act (2004)
* Keep in mind the 5 aspects and take them into account when in contact with your students, theses are:
* Be safe
* Enjoy and achieve
* Stay safe
* Make a positive contribution
* Achieve economic well-being
* The Further Education Teachers’ Qualifications Regulations (2007)
* To have or achieve within 5 years of taking a teaching position a QTLS / ATLS status
* To be CRB checked
* Up until 2014 are obligated to be registered with the Institute for Learning (IfL) this is the main governing body for new teachers
* Human Rights Act (1998)
* To adhere to the Act to ensure all basic rights are meet * Codes of practice, varies between different roles and professions, within Construction:
* Behaving in a manner that does not cause offence and complies with the colleges codes of practice. The regulatory requirements are:
* Assessments, and meeting the criteria of the awarding body
* Keeping your lesson plans up to date and ensuring it has Equality and Diversity within it
* Keeping your scheme of works up to date as well as ensuring it has equality and diversity throughout it.
* Students work environment meets all their needs and requirements
As a teacher, you need to maintain a professional distance, but to also break down as many of the student’s boundaries to learning as possible. There is a difference between the boundaries you have compared to other professionals. This is mainly due to the contact time you have with students on a daily basis, and so there is more likely chance the students will become familiar with you, where as with other professionals, who only see them maybe once a week/month do not have the chance for that type of relationship to build. This is where you need to enforce your professional boundaries,
* By not giving out your personal details
* By not being overly friendly
* By not showing favouritism.
Points of referral
To meet the needs of learners there are points of referral and people in
which you might need to refer them to, which are:
* Application forms
* Student services within the college
* Subject tutors
* Diagnostic and initial assessments
* Functional skills manager
* Career advisor
* Observations of learners within the first few weeks
* Social workers
From these you can asses if student needs additional help with their learning, if they have been put onto the right level of course. As well as through assessments and observations, what kind of learner the students are:
Promotion of appropriate behaviour
Intern these may help you in promoting appropriate behaviour and respect within and outside of your lessons. A lot of this is psychology, E.G. Your appearance
– The way you phrase words
– Your body language,
Are all factors, which the brain picks up subconsciously. Other ways to promote appropriate behaviour would be:
* Praise students, when doing well, and doing what has been asked.
* Have appropriate behaviour posters, in the class.
* Setting ground rules by students and tutor alike.
* Having a working disciplinary procedure.