University of South Florida Teacher Training Wider Professional Practice Report UNIT- 503 Wider Professional Practice Task 1: Report (Approximately 800-12

University of South Florida Teacher Training Wider Professional Practice Report UNIT- 503 Wider Professional Practice Task 1: Report (Approximately 800-1200 Word) You are required to respond to the following questions with some real life examples;1.1 define the concept of professionalism and dual professionalism in education and training .1.2 explain ways in which own professional value influence own practice in an area of specialism Task 2: Report (Approximately 1000-1200 Word) You are required to respond to the following questions with some real life examples;2.1Explain ways in which social, political and economic factors influence education polic2.2 Analyse the impact of current educational policies on curriculum and practice in own area of specialism Task 3: Report (Approximately1200-1400 Word) You should provide precise response, keep in mind this report would be shared with awarding bodies. Explain the roles of stakeholders and external bodies in education and training Explain how being accountable to stakeholders and external bodies impacts onorganisations in education and training Explain why it is important to work in partnership with employers and other stakeholders in education and trainingAnalyse the impact of being accountable to stakeholders and external bodies on curriculum design, delivery and assessment in own area of specialism Task 4: Report (Approximately 1000-1200 Word) Assuming you are given an opportunity on induction day and you need to respond these questions with focus to new staff that are going to join; Explain key aspects of policies, codes of practice and guidelines of an organisationAnalyse the impact of organizational requirements and expectations on curriculum practice in own area of specialism Task 5: Report (Approximately 1000-1200 Word) Imagine you are selected as one of the best teachers in response of students’ feedback and now you need to write a report to senior management who is head office based; Analyse the quality improvement and quality assurance arrangements of own organisationExplain the function of self-assessment and self-evaluation and the quality cycle Evaluate a learning programme taking account of the quality maintenance of own organization 5.4 Identify areas for improvement in the learning programme taking account of the outcomes of evaluation UNIT- 503 Wider Professional Practice
Task 1: Report (Approximately 800-1200 Word)
You are required to respond to the following questions with some real
life examples;
1.1 Define the concept of professionalism and dual professionalism in
education and training
1.2 Explain ways in which own professional values influence own practice in
an area of specialism
Task 2: Report (Approximately 1000-1200 Word)
You are required to respond to the following questions with some real
life examples;
2.1
Explain ways in which social, political and economic factors influence
education policy
2.2
Analyse the impact of current educational policies on curriculum and
practice in own area of specialism
Task 3: Report (Approximately1200-1400 Word)
You should provide precise response, keep in mind this report would be
shared with awarding bodies.
3.1
Explain the roles of stakeholders and external bodies in education and
training
3.2
Explain how being accountable to stakeholders and external bodies
impacts on organisations in education and training
3.3
Explain why it is important to work in partnership with employers and
other stakeholders in education and training
3.4
Analyse the impact of being accountable to stakeholders and external
bodies on curriculum design, delivery and assessment in own area of
specialism
Task 4: Report (Approximately 1000-1200 Word)
Assuming you are given an opportunity on induction day and you need
to respond these questions with focus to new staff that are going to join;
4.1
Explain key aspects of policies, codes of practice and guidelines of an
organisation
4.2
Analyse the impact of organizational requirements and expectations on
curriculum practice in own area of specialism
Task 5: Report (Approximately 1000-1200 Word)
Imagine you are selected as one of the best teachers in response of
students’ feedback and now you need to write a report to senior
management who is head office based;
5.1
Analyse the quality improvement and quality assurance arrangements
of own organisation
5.2
Explain the function of self-assessment and self-evaluation and the
quality cycle
5.3
Evaluate a learning programme taking account of the quality
maintenance of own organization
5.4 Identify areas for improvement in the learning programme taking account
of the outcomes of evaluation
UNIT- 503 Wider Professional Practice
Task 1: Report (Approximately 800-1200 Word)
You are required to respond to the following questions with some real
life examples;
1.1 Define the concept of professionalism and dual professionalism in
education and training
1.2 Explain ways in which own professional values influence own practice in
an area of specialism
Task 2: Report (Approximately 1000-1200 Word)
You are required to respond to the following questions with some real
life examples;
2.1
Explain ways in which social, political and economic factors influence
education policy
2.2
Analyse the impact of current educational policies on curriculum and
practice in own area of specialism
Task 3: Report (Approximately1200-1400 Word)
You should provide precise response, keep in mind this report would be
shared with awarding bodies.
3.1
Explain the roles of stakeholders and external bodies in education and
training
3.2
Explain how being accountable to stakeholders and external bodies
impacts on organisations in education and training
3.3
Explain why it is important to work in partnership with employers and
other stakeholders in education and training
3.4
Analyse the impact of being accountable to stakeholders and external
bodies on curriculum design, delivery and assessment in own area of
specialism
Task 4: Report (Approximately 1000-1200 Word)
Assuming you are given an opportunity on induction day and you need
to respond these questions with focus to new staff that are going to join;
4.1
Explain key aspects of policies, codes of practice and guidelines of an
organisation
4.2
Analyse the impact of organizational requirements and expectations on
curriculum practice in own area of specialism
Task 5: Report (Approximately 1000-1200 Word)
Imagine you are selected as one of the best teachers in response of
students’ feedback and now you need to write a report to senior
management who is head office based;
5.1
Analyse the quality improvement and quality assurance arrangements
of own organisation
5.2
Explain the function of self-assessment and self-evaluation and the
quality cycle
5.3
Evaluate a learning programme taking account of the quality
maintenance of own organization
5.4 Identify areas for improvement in the learning programme taking account
of the outcomes of evaluation
Wider Professional Practice
Nesar Ahmed
ID: 20025
Advanced business Academy
Course: Wider Professional Practice(503)
Tutor: Tabassum Ferdous
Date:
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Wider Professional Practice
2
Table of Content
Introduction
3
Literature Review
3
Task 1
4
1.1: The concept of professionalism and dual professionalism
4
1.2: Ways in which own personal values influence own practice
7
Task 2
7
2.1: Ways in which social, political and economic factors influence education policy7
2.2: The impact of current educational policies on curriculum
8
Task 3
9
3.1: The roles of stakeholders and external bodies in education and training
9
3.2: Accountability to stakeholders and external bodies
10
3.3: Importance of partnership with employers and other stakeholders
11
3.4: Accountability to stakeholders and external bodies on curriculum design, delivery
and assessment
13
Task 4
14
4.1: Key aspects of policies, codes of practice and guidelines of an organization 14
4.2: Impacts of organizational requirements and expectations on curriculum practice16
Task 5
17
5.1: The quality improvement and quality assurance arrangements
17
5.2: The function of self-assessment and self-evaluation and the quality cycle
18
5.3: Evaluation of a learning program taking account of the quality maintenance 20
5.4: Identification of areas for improvement in the learning program
20
Conclusion
21
References
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Introduction
The system of education and training is very complex. It involves various
professionals who make learning goals to be achieved. Some of the professions include
teachers and curriculum developers. Also, multiple stakeholders are involved in the
learning process. Learners are the key stakeholders. Without the learners, the teaching
process cannot be executed. Also, external bodies are engaged in the learning process.
Some of them include sponsors who fund the learning process. Thus, the education
system consists of various individuals who work together to achieve similar goals.
Literature Review
The concepts of professionalism in education and teaching are the fundamental
models in both the learning and preparation of students. The primary aim of
professionalism is to assist educators and trainers in advancing and expanding their
skills for improving their status in the education sector. Similarly, the codes of ethics
associated with professionalism are the normative ethical values necessary to maintain
and promote teaching and learning. Professionalism obliges those operating as
specialized to be trustworthy, sincerity in evaluation, uphold confidentiality, and use their
knowledge for reasonable purposes (Atkins &Tummons, 2020). Also, Dual
professionalism ensures that specialized teachers are professionals who are certified
for educating and evaluating students with particular learning complexities. Hence, dual
professionalism enables specialized practitioners to have ethical values and require the
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liberty and room to innovate with their liberation methods and syllabus to achieve the
desires of this diversity.
Similarly, the community serves as a core stakeholder in the education system.
In essence, local schools nurture learners who become future employees, as well as
community leaders. A strong education is likely to produce more reliable community
members if the students become successful. Likewise, when partnering with
safeguarding boards, it is vital to report disputes when they arise. Failure to report, it will
be neglect of duties, which may affect the institution (Ulewicz, 2017). Thus, being
accountable to the learners is essential. Both the employers and stockholders contribute
to the decision-making process, which propels the institution forward.
Also, partnering with the course providers, as well as the support organizations,
plays a critical role in the training institutions. The code of conduct is another aspect that
facilitates teacher practices in organizations. The system of conduct dictates the
expected behavior of the teachers in learning institutions. Similarly, the organizational
expectations, as well as requirement, serves as a goal for the teachers (Smith, Jones, &
Smith, 2019). They are used to accomplish program expectations in the teaching
profession.
•
Task1
1.1
Introduction
The concept of professionalism in education and training entails having sound
knowledge and a genuine understanding of the topic. Containing an understandable
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and considerate experience gives the teachers professional sovereignty over the
sectors of specialism. This is the precise and license to educate without command that
proves one has been believed and issued a competently accredited to train in learning
and teaching center independently. However, the concepts of professionalism in
education and teaching are the fundamental models in both the learning and
preparation of students. The primary aim of professionalism is to assist educators and
trainers in advancing and expanding their skills for improving their status in the
education sector. The teachers also tend to broader quality in the education sector and
enhance the acknowledgment of the teaching and learning system. Therefore, teachers
have a vast sum of proficiency values based on their contacts with colleagues, parents,
learners, government, and the community.
Professionalism:
The codes of ethics associated with professionalism are the normative ethical
values necessary to maintain and promote teaching and learning. Professionalism
obliges those operating as specialized to be trustworthy, sincerity in evaluation, uphold
confidentiality, and use their knowledge for reasonable purposes (Atkins etal., 2020).
Teachers who are professionals have high principles of integrity in their job. The code of
conduct needs all teachers to work in a way on increasing trust and confidence, which
the general public anticipates. Hence, codes of conduct promote working and behaving
legitimately and with sincerity to support students’ welfare.
Professionalism equips teachers with several skills and morals which are
necessary for the teaching and learning process. First, its knowledge- every teacher
should have an excellent understanding of the syllabus they are required to team and
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the strategies of delivering it. For example, the history teacher should teach students
some concepts showing how they relate to our daily lives.Secord awareness of diversity
enables teachers to recognize the cultural differences and experiences of life situations
and how they affect students’ learning. Thirdly, every professional teacher has
enhanced practical communication skills by using several communication techniques in
the teaching and learning environment (Feather, 2020). Finally, professional teachers
should have the ability to collaborate by building a good relationship with other teachers,
parents, and students to effectively achieve education goals and requirements.
Dual Professionalism:
The concept of dual professionalism is conceptual understanding, ethical skills,
and knowledge in the learning and teaching process. Educators and instructors are the
dual professions in the education system as they are the subjects, education specialists,
and teaching specialists who cater to the welfare of students’ success. There are
several benefits to dual professionalism. Teachers become more committed to
sustaining and increasing their proficiency in both features of their responsibility to
ensure the students receive quality outcomes (Feather, 2020). The ability to recognize
high quality teachers and specialized trainers with adequate and brilliant associations
with students, teachers, and parents bring an active catalyst in education.Besides, dual
professionalism has been faced by several challenges associated with the troubles
affecting the whole education sector. For instance, changes in the education curriculum
and technology have high impacts as both teachers and learners take the time to adopt
the new changes in the education sector.
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Dual professionalism ensures that specialized teachers are professionals who
are certified for educating and evaluating students with particular learning complexities.
Hence, dual professionalism enables specialized practitioners to have ethical values
and require the liberty and room to innovate with their liberation methods and syllabus
to achieve the desires of this diversity. For instance, it enhances the efficient utilization
of current and emerging educational technologies or the development of specialist
learning materials for students with learning troubles or disabilities. The Professional
teachers and instructors prioritize moment to imitate on and advance their practice
where they are competent and also entail the technological advancements and other
progress in practice (Martin, 2018). Thus, dual professionalism initiates an individual
dedication to professionalism, sufficient sharing knowledge with proficient colleagues,
innovate, and learn adequately.
1.2: Ways in which own personal values influence own practice
Professional relationship and practice influence my professional values on my
practice in the sector of specialization. My duty and practice are linked to my
organization’s values requirements. As a teacher, I continuously consider adopting
organization worth in my job. This is a crucial element of having the ability to reflect on
one’s practices critically. However, my proficient values have a significant effect on my
practice, such as meeting the association policies and requirements. This helps conform
to legal obligations, which requires an inclusive learning environment to achieve the
organization’s goals (Feather, 2020). My professional standards also support the
practice of personal audit and likeness of my capability. Through this analysis, I can
effectively recognize parts of flaws that require being improved and understand well
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how to advance my practice. Hence, my professional values help me to improve the
organization’s quality cycle.
•
Task 2
2.1: Ways in which social, political and economic factors influence education
policy
The social, political and economic factors and achievements in a country seem to
have a significant impact on educational policies in schools, colleges, and universities.
Several businesses and industries are among the core group that has been lobbying the
government over time by taking individuals with quality functional skills from the
education sector. However, embedding practical abilities in all areas of education can
help scholars and future managers. On the other hand, this makes it complicated for
teachers and syllabus formulators to build up into tremendously demanding syllabus
and lesson plans in an appropriate manner. The embedding of endeavor could verify to
be an outstanding policy that affects the teachers to acquire the education on how and
when to employ the entrenched knowledge (Grossman et al., 2013). However, these
are economic forces that affect the current education policies on the curriculum. As a
result of this, there is fewer nations’ financial support available as more organizations
look to grants creating conviction. This then illustrates there is further competition for
this form of funding.
Quality Assurance (QA):
A standardized Quality Assurance (QA) is a current policy in the curriculum
outlined in the University’s quality education Assurance. This policy is intended at the
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liberation and sustaining high standards of teaching and learning across all universities.
It allows the head of the syllabus statement to the university management that the moral
standards are being attained effectively. The universities entrenched educational
advance to diversity and customs is set out in the Quality Assurance manual. It also
ensures that quality provisions on education are conveyed within the curriculum as a
division of the comprehensive delivery policy with the stresses on Quality Improvement.
Quality improvement is sustained with regular appraisal using VARK. Combinations of
insightful feedback materials that provide a qualitative level of reaction as a division of
QAA manuals aim and ensure the quality development targets are achieved (C DeLuca,
2019). Therefore, a standardized Quality Assurance (QA) ensures there is the provision
of quality education in a curriculum that equips students with practical experiences and
skills necessary in life.
2.2: The impact of current educational policies on curriculum and practice in own
area of specialism
The Labour government policy in 2007 made a major transformation to the
education structure. This policy has more significant stress on evaluation at every level,
with association board for schools and the learning inspectorate’s gripping up. In the
drive to lift teaching standards, institutions considered to be failing their learners were
taken over and placed in exceptional measures. An example is in an Administration for
schools. However, over time this policy continues to improve education standards
across the tables and shifting the prerequisite structure for further education
characterized by standardized values. The standardized Points base modules have
definitely made teaching in universities more challenging as there is a small-time left to
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expand on the subject matter (Cooper et al., 2014). This may make the lessons to be
boring for the students. However, this has resulted in a better emphasis on attaining
performance pointers by the exercise of regular feedback, personal evaluation, and
general assessment.
•
Task 3
3.1: The roles of stakeholders and external bodies in education and training
Stakeholders play essential parts of the education system. They are directly
affected by the outcome of schools- the primary shareholder is the students. If the
learners are not willing to work, then all efforts by other shareholders will not yield fruits.
Thus, the school needs to engage the learners at a reasonable pace to help them
acquire the necessary skills. They should also help the learners to undergo transitions
and develop acceptable behavior to fit in the community. Other stakeholders include
school administrators, tutors, parents, as well as the government (Nghia, 2018).
Similarly, the community serves as a core stakeholder in the education system. In
essence, local schools nurture learners who become future employees, as well as
community leaders. A strong education is likely to produce more reliable community
members if the students become successful. All the stakeholders play essential roles
that make education, as well as training to be practical.
The School administrators:
The school administrators play a critical role in curriculum implementation. They
help to structure and develop schools and learners. Similarly, they are in charge of
buying the learning materials utilized when implementing the school curriculum. In most
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cases, the community and teachers inform the administrators about the efficiency of the
curriculum (Nghia, 2018). Professionals can also be employed to test the curri…
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