• misconduct
• sustainability
• timekeeping.
There will also be codes of practice which will apply if you belong to a professional association, for example, the Society for Education and Training (SET) in England. Please see the Introduction chapter for further information regarding other professional associations for teachers which might have a code of practice.
Society for Education and Training (SET) Code of Practice
The SET consists of a community of members, which includes: trainers, teachers, assessors, tutors, support staff, mentors, coaches and managers. If you are in England, you might like to join. The membership reaches across the rich diversity of settings in education and training. This includes colleges, independent training providers, adult and community learning, employer providers, the voluntary sector, the justice sector, and the armed services.
The SET Code of Practice sets out the professional behaviour and conduct expected of their members, including mandatory requirements which must be complied with to become and remain a member. It is an important statement of what it means to be part of SET, and the levels of professionalism that are required or encouraged of all of their members. Committing to the Code of Practice is a key part of becoming and remaining a member of the SET.
If you are a teacher who works in the schools sector, and you belong to SET, you are also bound by the Department for Education Teachers’ Standards.
Policies and procedures
There will be several policies and procedures in your organisation with which you should become familiar. Some might relate to your role and others will be there to support the learners. Think of a policy as a statement of intent, and a procedure as how the policy will be put into practice. Some of the previously listed codes of practice might be classed as a policy depending upon where you work and how they are interpreted.
Examples of policies include:
• access and fair assessment
• appeals and complaints
• confidentiality of information
• copyright and data protection
• equality and diversity
• health, safety and welfare (including Safeguarding and Prevent Duty)
• internal quality assurance
• plagiarism and cheating
• malpractice.
Policies and procedures should help guide your job role and should reflect the vision and mission of your organisation for the benefit of the learners. They don’t need to be long or complicated. They should provide a set of principles to help with decision-making and be reviewed regularly. Procedures should state who will do what and when, and what documentation should be used.
Extension activity
Identify the legislation, regulatory requirements and codes of practice which are relevant to your role, where you work and the subject you will teach. Summarise the key aspects of these and state how they might impact upon your role.
Self-assessment checklist
Do I know about the following?
If not, re-read this chapter, or research the texts and websites listed at the end.
□ The roles I will carry out as a teacher or a trainer
□ The responsibilities I have as part of my role
□ The boundaries of my role and how I can overcome them or work within them
□ What it means to be a professional
□ How to work with other professionals
□ How to remain professional when in contact with learners and others
□ How to lead by example and model good behaviour
□ What the physical, social and learning aspects are and how they interact with each other
□ How to promote appropriate behaviour and respect
□ How to deal with behaviour issues
□ How to create a safe, supportive and effective learning environment
□ The legislation, regulatory requirements, policies, procedures and codes of practice relevant to my role and my subject specialism
Summary
This chapter has explored the various roles and responsibilities you have as a teacher or a trainer. It can be an overwhelming job at times; however, it can be very rewarding. There should always be other people in your organisation who can help and support you.
You should now be able to perform your role in a professional way and promote positive behaviour and respect amongst your learners. You should also know about relevant legislation, regulations and codes of practice which you will need to follow.
You might like to carry out further research by accessing the books and websites listed at the end of this chapter, particularly if you are working towards a higher level teaching qualification.
This chapter has covered the following topics:
• Roles and responsibilities
• Wider professional practice
• Professional boundaries
• Promoting appropriate behaviour and respect
• Creating and maintaining a safe, supportive and effective teaching and learning environment
• Legal, regulatory requirements and codes of practice
References and further information
Beadle, P, (2013) Why Are You Shouting At Us?: The Dos and Don’ts of Behaviour Management, London: Bloomsbury Education.
Berry, J. (2010) Teachers’ Legal Rights and Responsibilities: A Guide for Trainee Teachers and Those New to the Profession (2nd edition). Hertfordshire: University of Hertfordshire Press.
Cowley, S. (2014) Getting the Buggers to Behave. London: Bloomsbury.
Dix, P. (2010) The Essential Guide to Taking Care of Behaviour: Practical Skills for Teachers. London: Pearson.
Fawvert, F. (2007) Teaching in Post-compulsory Education. London: Continuum.
Duckworth, V. (2014) How to be a Brilliant FE Teacher. Abingdon: Routledge.
Gravells, J. and Wallace, S. (2013) The A-Z Guide to Working in Further Education. Northwich: Critical Publishing Ltd.
HMI (2004) Every Child Matters: Change for children. London: DfES.
Lever, C. (2011) Understanding Challenging Behaviour in Inclusive Classrooms. Abingdon: Routledge.
Pleasance, S. (2016) Wider Professional Practice in Education and Training. London: SAGE.
Plevin, R. (2016) Take Control of the Noisy Class. Carmarthen: Crown House Publishing.
Powell, S. and Tummons, J. (2011) Inclusive Practice in the Lifelong Learning Sector. Exeter: Learning Matters.
Rogers, B. (2006) Cracking the Hard Class. London: Paul Chapman Publishing.
Rogers, B. (2015) Classroom Behaviour (4th edition) London: SAGE.
Tummons, J. (2010) Becoming a Professional Tutor (2nd edition). Exeter: Learning Matters.
Vizard, D. (2012) How to Manage Behaviour in Further Education. London: SAGE.
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