Assessment One: The Roles & Responsibilities of the Teacher
The Department for Education Teachers Standards revised in June 2013 states that a teacher must:
1.Set high expectations which inspire, motivate and challenge pupils
2.Promote good progress and outcomes by pupils
3.Demonstrate good subject and curriculum knowledge
4.Plan and teach well-structured lessons
5.Adapt teaching to respond to the strengths and needs of all pupils
6.Make accurate and productive use of assessment
7.Fulfil wider professional responsibilities
In arriving at an organised view of the roles and responsibilities of the teacher it is important to utilise the National Standards, as well as Professional Codes of Practice. However, using the framework set out, for a teacher to promote good progress or to motivate and challenge pupils, a teacher must first ascertain a pupils starting point. This can be done using an initial assessment of the learner, assessing against the National Standards and further completing diagnostic test to determine which learning style may best suit a learner. Assessment to understand individuals’ learning styles originated some forty years ago, and most notably includes David Kolb’s Experimental Learning Theory which was later taken further in Honey and Mumford’s Learning Styles Questionnaire.
Both these theories are subject to critique, for example the need for more consideration of cultural factors, however, they provide a framework for highlighting styles an individual may best learn from in different situations as well as how to improve upon styles of learning and an understanding that no one approach will suit for all situations for a learner, they may benefit from a variety of styles to best improve performance. Initial assessment may also include learners’ self-assessment, tutor observations, group discussions, portfolios or conversations, to mention but a few. From these assessments planning for sessions can take place and going forward a measurement of a learner’s progress can be made. These plans will include how differentiation will take place to ensure the needs of all learners can be met. Planning will also take into consideration the wider professional responsibilities of teachers including equality and diversity.
A teacher must have an understanding and appreciation of diversity, including reference to race, culture, religion, gender, age, disability and sexuality. All teaching materials and methods must also promote equality of opportunity and diversity. Assessments of learners progress must be made at timely intervals, as well as during each session utilising both formative and summative assessment to ensure learners progress is recorded. The cycle of using this assessment to further plan future sessions and target setting will then take place and must include regular learner feedback. The wider responsibilities of the Teacher include safeguarding of learners and complying with strict guidelines to keep learners safe. A teacher must be aware of s A successful teacher must also encourage participation, have well organised channels of communication with learners and endeavour to encourage motivation, as well as utilising people and resources effectively.