Why are Professional Standards Important?

Why ar Professional Standards primal?IntroductionTo start this report I would like to explain the splendor of master copy standards. check to the LLUK (no date) the businessal standards engage a procedure. These standards argon for solely pedagogs who be given in spite of appearance the lifelong makeing sector which describe the skills, companionship and attributes essential for those who are in belief and training roles.Professionalism in a instructor role match to the University of Illinois at Urbana-Champaign (no date) instructor proism has pertinent deduction in bringing up and that it affects the role of the teacher, which in return affects the students ability to gyp efficaciously. This definition however does not describe how a schoolmaster should exercise at bottom their job or workplace.According to inform expertise (2006) the post- overbearing raising and training (PCET) sector is broad and diverse. Teachers, trainers and tutors who work ins ide the FE sector hurl all had unalike endures. Educators have often gained specialist familiarity deep down a particular industry e.g. hospitality and catering. An alternative dispatch is by baseborns of university and specialising this way.Critically examine socie tie-ups and your own, shelters in relation to education or training. (K1)Values of pro pr identification subdueice, according to Wallace (2009),Our value represent whatsoeverthing natural to us a part at our own moral and honest direction system.I trust that instruct and keep an eye onedness has a purpose to educate learners in the means to proceed and progress a learners emerging and career prospects. I believe that a value is a value ca-cad on someones own behalf. The purpose of education, I believe, is to educate and further more we charter education in our daily lives to survive. The educator has a role which is to verify and sewer a service whilst at the same time prompt learners. Further more, it is important to stress that in that respect should be a connection surrounded by the educator and learner and that there is a positively charged relationship amongst them. It is important, as an educator, to communicate effectively. In addition, a profession and a professional work together in harmony. It should be make clear that a professional person needs values of professionalism. on that floor whitethorn be some crossway in name of how a professional should work on or carry out a professional job.The comments above tie in closely with what makes a good teacher. From face-to-face checks and thoughts, three diaphanous scenes came to my attention, which areAn effective listener towards the learners and caterBeing respectful to col compacts and learnersTo be concord towards learners and staffPoor teaching or poor professionalism in teaching is as followsNot letting students finish tasks No reassurance of attainmentImpolite to staff and studentsFavouritism w ith studentsIn summary, the values which are distinguishable and should be considered as acceptable values for teaching professionals are cosmos supportive, being a listener and in like manner to respect all staff and students inside the institution.Professional enforce thunder mug be resolved with a set of values. These values are what educators should be following with on-going observation and wistful devote. According to LLUK (no date) there is a set of standards called the New overarching professional standards for teachers, tutors and trainers in the lifelong learning sector. Furthermore, the standards categorised into sub-sections which have specific professional objectives and act as guidelines. It is these objectives which educators moldiness abide to throughout teacher go for. According to LLUK (no date) there is a set of 7 professional values.An example would be,AS 1 all learners, their progress and break offment, their learning goals and aspirations and the exp erience they bring to their learningAS 2 Learning, its potential to benefit people emotionally, intellectually, socially and economically, and its contribution to companionship sustainabilityAs mentioned, each point has a value and purpose. From just find the set of values, purposely constructed for educators within the LLUK sector, they are powerful and punishing. I believe there is a problem with the values that educators may not be able to abide to all of these referable to several reasons.Firstly, funding, and that some institutes may suffer to deliver consistent values. Secondly, some of the values testament have more demand than others. It can be palisaded that these values ordain deepen according to the institute. It can be suggested that some institutions would decide to keep their dominating values.Additionally, the values set by the LLUK are and should be get alonged with underpinning knowledge and hearing and a professional practice.For example, referring to LL UK (No name),The knowledge and actualizeingAK 1.1 What motivates learners to learn and the importance of learners experience and aspirations.Professional practiceAP 1.1 Encourage the sirement and progression of all learners through recognising, valuing and responding to individual motivation, experience and aspirationsDarling-Hammond (1988) commented that the value of professionalism, in regards to educators, is fundamental and direction of excellence. The creator states that educators need competence and that professionalism relates to three focuses which are zeal, knowledge of subject area, and find outd pedagogy.Firstly, preparation, prepares the professional for the classroom which examines the language and cultural barriers. All educators face deterrents in the classroom that must be broken down by individualize techniques.Darling-Hammond (1988 pg. 59) related this to state,Decision making by well-trained professionals allows individual clients needs to be met more preci sely andpromotes continual refinement and exerciseion in overall practiceIt is to suggest that values of professionalism are to be approached correctly. This will support the educator to be prepared for the classroom. Furthermore, the values of professionalism exist for a reason. They will benefit the professional teacher in terms of motivating and boost student participation.Alongside preparation, a professional educator with a strong knowledge of his/her subject area will create opportunities to be growthive virtually the subject taught. As a result, Lesson training and resource preparation time will be less because the educator will already register the subject. This will reduce the time look foring material.It is deserving commenting that it would be an profit to know a subject inside out and would reflect and personate confidence in his/her teaching. In addition, the educator should have a riches of experience which would benefit his/her practice and enhance the ir teaching.According to Lunenburg and Ornstein (2000), developing such(prenominal)(prenominal)(prenominal)(prenominal) expertise and knowledge can dupe yrs to develop such knowledge.As a result of this, I believe that uninterrupted read and information followking is important to teaching a specialist subject. It would be beneficial that an educator has worked and gained enough experience within the industry in order for them to teach or become specialists in their profession. I withal believe that this would mitigate and develop opportunities when it comes to being creative.It is sufficeful to outline the wider context of use within which FE practice and values of the professional educator.Notwithstanding, the tutor groups in FE who were not previously included in the FE (e.g. colleges 14-19 diplomas), colleges have become livelier places. Lecturers activities have now geared more to ensuring that students re important on signifiers and that students pass efficiencys (Hy land and Merrill 2003 P.g. 86).To summarise, I would like to comment that professional values countenance the educator and that they should be utilised at all times during his or her practice. Guile and Lucas (1999 P.g. 204) suggested that clarification in terms of describing the FE educator is needed. It is worth suggesting that society decides and go downs professionalism and the values of professionalism within reason to how the educator should be.Demonstrate a tiny awareness of the concept of professionalism as this relates to the current role of a teacher working in the PCET sector. (K1, K2)With regard to the concept of professionalism, Humphreys and Hyland (2002 P.g. 06) argued that,the concentration on carrying into bring through in teaching and professional culture is to be welcomed, provided that public presentation is not defined in purely technicist or instrumental termsIn other words, there is a purpose for performance in teaching which should not be conf apply or misinterpreted. The criteria, the role and responsibilities of a teacher have and are becoming more and more centralised. The debatable scenario/point to highlight here is that of the educator and how they are to overcome this challenge.According to IFL, a Qualified Teacher Learning and Skills (QTLS) side is recognition for impudently qualified teachers within PCET. This highlights the identity of teachers in post-compulsory education and training. All new-fangled teachers need to achieve a direct 3 teaching qualification. future(a) this, new teachers have five years to achieve a Level 5 teaching qualification which leads to the QTLS status. The QTLS status is recognition of the teaching qualification in order to teach within the PCET sector. In working towards a new profession, the IFL raises the importance for continuing professional development (CPD) which ensures that educators remain specialists in their chosen subject/s.According to Millerson (1964), there is conflict a nd discussion to how the teacher should carry out their professional role. This relates to the nature of professionalism. Millerson (1964) mentioned that professionalism concerned a circularize of attention to sociologists in the 1950s. The main approach at the time focused on establishing the features that an occupation should have in order to be termed a profession.Within context, this questioned how professions such as medicine and law should be perceived. In contrast, Hanlon (1998) highlighted that there is research on professionalism. The author express that people see professionalism in a profession. The author has highlighted the point that teaching is a profession and that the role of the teacher is professional.Critically evaluates a chosen aspect of character assurance in PCET and relates this to the concept of professionalism. (K3)To critique tone assurance within PCET it would be appropriate to define tint assurance.To summarise, pure tone assurance is a system wh ich prevents a deprivation of professionalism and through regular control standards and values can be maintained. This makes sure that the needs of the user/s are satisfied. The main purpose is to control sound judgement and also seeks to improve performance.In addition, quality assurance controls and facilitates to benchmark against existing qualitative and quantitative results/feedback. Professionalism and quality assurance are two complex areas which overlap and must work together. The two areas concerned are of high importance to the teacher, the course aggroup and the college/Institution.The quality assurance lick is closely linked with being a professional teacher and that the professional values should account to assist and urge a direction. Being a professional teacher requires continuous professional development which is carried out by completing research within the specialist subject, faculty and institution.According to the LLUK (no date), student feedback is valua ble. There are two types of feedback, testicle and on the loose(p) approaches. It is vital that the PCET teacher considers regular partner observations which will booster to improve teaching skills. Observations can help to critique teaching styles/approaches within teaching. Through regular confederate assessment and observation, the PCET teacher/tutor must demonstrate effective and appropriate organisational skills which should be evidenced through lesson readying.According to LLUK (No Date),The part and staff should be measured utilise a conversion of ways which should include and involve statistical data such as attendance records, grades, percentages, student profiles, student surveys and lesson observations and more. This data can interpret and help to benchmark against information. This should assist the control and assessment of quality assurance as mentioned above.The institution has a reputation to uphold and a quality status to achieve through goals and action i ntents. It is part of the PCET teacher to ensure that constant contributions and efforts are made which are then measured through ingrained audits, college records, league tables and every child matters policies.Lastly, away bodies, as they help to tender the quality together. It could be stated that they are the back bone. External bodies such as, LLUK or Ofsted Inspectors signify what must be done. It is an essential part for guidance and that these external bodies are to help and improve the PCET teacher, college/institution and department.According to The University of lav (2005) there would be a board or a quality assurance committee who would be responsible for the staff teaching. Internal and external examiners are also utilised to produce reports which help to evaluate and come off the teacher, department and institute.All parts of the quality assurance system within PCET are vital to the mix of an overall quality performance. The chosen aspect for faultfinding evaluat ion is observation.Reasoning for my decision is that there is plenty of research and information more or less the topic.Observations assist educators and institutions in terms of learning and teaching. It should be made clear for what purpose the observation has and will this benefit the teacher or the institution or both.Bains (2006) highlighted two main categories, formal and informal observations. These must be an agreed upon before it takes place. Bains (2006) stated that Formal observations are those for Performance Management e.g. Ofsted. Informal observations are those used for professional development. These take part of internal monitoring systems. accomplice observations, for example, for informal feedback.The University of Sussex (no date) highlighted the importance of helpmate observation of teaching and that this enhances the status of teaching and learning and also strengthens quality assurance work ones. The University of Exeter (2005) explained peer observations to be an assessment of teachers by teachers. Furthermore, pairings may be experienced by mentor/novice or experienced teacher. It could be argued that peer assessment can alternatively assess on heterogeneous levels in terms of teaching experience.It is also questionable whether the observation quantity assesses appropriately against the observed teacher. The peer observation should help the teacher to develop teaching skills by carrying out observations with colleagues. It should be highlighted that the main objective is to provide opportunities for teachers to reflect on his or her teaching.The QAA (2000) stated that peer observation provides educators with opportunities to learn from each other in a non-threatening environment. This could suggest that teachers would share ideas constructively to his or her professional benefit and within relation to professional values.In summary, it can be argued that peer assessment is for the educators benefit. It is debatable how institutio ns guarantee that students learn effectively and consistently at all times throughout their education. Peer observations are to improve teaching practice which can be seen as beneficial to newly qualified teachers. It can be commented that peer assessment assists less experienced teachers to improve their teaching skills.Pagani (2002) commented that educators should have the freedom to spot peer assessor/observers. This approach could be argued as vague due to various reasoning behind somewhatness, equality and also being critical.In agreement, Pagani (2002) stated that institutions should identify an area of focus for peer observation.In summary, peer observations are useful and appropriate. There is some overlap and a lack of decisiveness to a concrete definition of observation. Furthermore, peer observations need to be carefully planned on the grounds of professionalism.I believe that peer observation should not be considered as an informal practice. It would be fair to comment that it is a formal in-house procedure which adopts formal guidelines. In agreement, Partington and browned (1997) identified that peer review is an essential process for reviewing ideas and identifies where mistakes could occur if action is not followed through carefully. It can be commented that this improves the quality of a product/service. The authors argued that it is an opportunity to criticise and that it is an aspect of building ones confidence and teaching.Using relevant gravels of pensive practice to critically analyse learning on the subscriber lineThe course, for me, has been beneficial and an enjoyable experience. It is time to reflect on my teaching practice. There have been some difficult stages which I have highlighted and times where improvement and action have been considered. According to Brookfield (1988) critical thinking is a process on recent experience with a past experience and should create an area or topic for discussion.Brookfield (1988) mentioned t hat critical observation should include differences and or any relationships which can be highlighted. The aim of critical reflection is to develop critical thinking skills which will determine specific and real outcomes.On many occasions throughout the course I have reflected and it would be difficult to reflect on the whole course due to such varied topics and vast complexity of discussion.Hatton and metalworker (1995) designed a critical reflection influence which identified a framework for musical composition and identifying different kinds of reflection. The mystify will be used to help assist with my critical reflective practice. The framework will also determine stages within my teaching practice where I believe it is worth discussing.The archetypal point of the model is descriptive and aims to create a starting point. To the attention of past reflections and practice it is a wise and an appropriate decision to reflect upon the micro-teach (pttls). The micro-teach was c arried out within the early stages of my teaching practice. This was my starting point for teaching and reflecting.The second point will highlight descriptive reflections which attempts to provide reasons based upon personal judgment. I bring in that an active approach to my hospitality students was required and that the VAKs strategies improved my lesson planning and time handlement.Gradually, as the course continued, lesson planning certain to become more structured and defined in terms of my aims and objectives.Throughout my reflective practice, to my attention, a number of students did not respond to how my lessons were planned. Thinking about this, this was down to the level of functional skills applied to the level delivered.To my attention, I needed to improve my skills on delivery. I needed to understand how I should apply them appropriately and effectively in lessons.The forth action point within the model must relate to a broader historical, social and/or political cont ext and what reform than my experience and knowledge gained throughout the independent have of the platform module. The study helped to generate some valuable points on social, political, economical and technological factors within context to my teaching practice.Brookfield (2001) described critical reflection to be a systematic effort which identified and discovered material. Brookfield (2001) developed the four lenses model which helped to analyse and assist teaching practices.The four lenses are our own experiences as learners, students, colleagues, and reading the professional literature. These help to reveal the assumptions behind those practices and call them into question. The model of reflection will help to analyse my teaching practice within the points identified above.My micro-teach was an experience and made me feel nervous and apprehensive as I have never taught before in my life.Due to my nerves, I wanted to make sure that I was delivering correct and appropriate in formation. I researched around my chosen topic which reassured my teaching delivery. I also found that this became useful when I was using the question and answer technique. I found that I was applying teaching techniques and strategies that I had learnt in the first some weeks of the course. Having applied these teaching strategies they helped boost my confidence.The question and answer technique was espouse to assist my delivery. I believe that this engaged my learners. I applied the VAKs strategies to help all learners. The students engaged well to my micro-teach and I now believe that I need to consider an active learning approach as I teach hospitality students. I personally found that the micro-teach went smooth considering it was my first time. Having now reflected, I think that more literature could have been used to support other learners.To summarise, the micro-teach was certainly a stepping stone towards becoming a successful teacher within the PCET sector. I found this a give forwards and was extremely beneficial before going to my placement.After Christmas I personally felt under a carve up of pressure as I was accumulating my teaching hours as well as working towards my assignments. more or less of my lesson reflections identified that my teaching technique and style was too relaxed. Some of my students started to mismanage and use this to their advantage in class. I realised, later on many lessons and observations that I needed to deliver my lessons with an active approach which would then control and manage my class.As a teacher trainee, I found that I was pass a lot of time on my lesson plans. They were not seeking the lift out out of students. I revisited my approach and consulted my mentor who kindly assisted my lesson planning. I found that this helped tremendously in writing and structuring my lessons. I found myself researching around activities and being creative when it comes to teaching. I researched and functional skills whic h closely linked with my VAKs and as result, I eventually found that students were learning effectively through their favourite(a) methods of learning and my classroom management skills improved.About half way through the course there were several outgrowths regarding my lesson planning. My mentor assisted me to improve my aims and objectives. I needed to make sure that my aims and objectives were measurable and considered direction towards my classroom approach and student benefit.As a teacher trainee, I feel that lesson planning is something that can only come in time. In fact, I realised that I needed to make sure I can plan a lesson now to ensure that I can deliver a lesson. My mentor and other colleagues supported me by letting me look at their lesson plans. My mentor and I agreed that I would submit my lesson plans before delivery. This helped me to understand and or rethink my aims and objectives. My lessons improved by being realistic about the aims and objectives and, as a result, improved student learning and teaching skills.The course has certainly been a learning curve. One of the most challenging reports was the curriculum assignment. I personally found that the report involved a lot of reading around political, economical, sociological and technological topics. The curriculum models were difficult to understand so I tried to refer to them in a realistic context at my placement.My mentor was supportive and guided me through some of the curriculum models. From past reflections, I think that curriculum models and understanding them are vital towards delivering specific courses such as the BTEC national diploma course. This is a course I was helping to deliver. This helped me to understand how I should approach my delivery. take a crap a critical comment on the value of reflective practice in the development of professional teachers. (K4, A2, A3)It would be appropriate to explain and define reflection before making assumptions and critical comments . Reflection is an everyday sentiency which assists and looks back on past experiences.Osterman and Kottkamp (1993) stated that critical reflection is know as a vehicle. This is used by educators to evaluate and analyse experiences within a classroom environment. Brookfield (1995) mentioned that critical reflective practice is a process which is used to analyse experiences. For example, curriculum development or theories. It can be stated that reflection is a process which analyses a point or action.In addition, critical analysis could be used to understand why a point or action is how it is. Within reason, critical reflection will be used. As a metaphor, the reflective practice could be the foundations of a house. The purpose of reflection is clear. Consequently, reflection does not indicate who, what, where, how and or why practitioners should carry out reflections and that it is left to the educator.This leads on to the work of Brookfield (1995) and stated that critical reflecti on can be broken into a number of dimensions which address or at least suggest a highway for reflecting.1. Descriptive2. Descriptive with some reflection3. Dialogic reflection4. Critical reflectionReflective practice, according to Brookfield (1995), stated that practitioners can develop self-awareness if they evaluate their performance/s on an on-going basis. The author stated that teaching practice can be improved by focussing on the experiences and activities used.Within agreement, reflective practice is meaningful and it improves skills and knowledge. It can be argued that time and patience is an issue and not to forget how experienced the practitioner/educator is. I mean that reflective practice could prove more meaningful for a trainee teacher than an experienced teacher of over 10-20 years.There are many angles which could be argued and that reflective practice improves over time and not over night.Hatton and Smith (1995) agreed that self-awareness is meaningful when we want to improve teaching practice. Various teaching methods and skills allow the professional to consider alternative avenues.This would have a positive impact on their teaching by increasing their level of self-awareness. It can be argued that teaching practice and professionalism can only be developed in time.In addition, personal experiences and the experiences of colleagues should create an environment that enhances student learning. This suggests that the experienced practitioner is valuable and they should help trainee teachers to improve their teaching. As a result, the student, department and institution will benefit.Bruner (1990) highlighted that critical reflective practice is an ongoing process which enriches curriculum. I would agree that educators strive to be effective and students want to be creative. This suggests that curriculum should reflect both parties concerned. There seems to be contrast and overlap to authors opinions on reflection and being critical.It is to sugg est that all practitioners have aims and objectives which determine enhance teaching practices and students performances. Curriculum awareness is highlighted and reflective practice should aim to achieve and improve the educator in terms of the teaching practice, students grades, the college league boards and attendance and reputation.Bruner (1990) would recommend that teachers engage in critical conversations with colleagues which would enhance and determine educational philosophies, instructions, and responsibilities to students growth. To summarise, it can be commented that a practitioner should reflect on their experiences. Reflective practice would eventually re-shape his or her teaching practice. It should be verbalised that reflection is wise and is compulsory towards becoming and or achieving higher standards of teaching practice for the practitioner, the students and the institute.In addition, I believe that the professional teacher/educator should consider and value stude nts comments. This would engage the students more and would assist the practitioner to understand the students better.Reflective practice develops professionals and enables us to learn from our own experiences. Although, I would argue that more experience does not guarantee improved learning. In addition, I dont believe that twenty years of teaching is twenty years of learning about teaching. It may also be the case that one year repeats over twenty times with no reflections made. I would consider this as poor teaching. It is worth commenting that reflections are honest and effective which should, in time, improve teaching skills. From reading, it has drawn to my attention that additional research is required around critical reflective practice.A review for appropriate opportunities within my personal professional development and to discuss my acquisition of skills in relation to professional development. (A1, A3)ATL (Association of Teachers and Lecturers) (2009) mentioned that sinc e September 2007, all educators within the further education and skills sector in England came under new regulations which revised teaching qualifications. Continuous professional development (CPD) for all teachers are now required and is requested by the launch for Learning (IfL).To gain and create opportunities within PPD and CPD action will be considered. First of all, up to this date, a review of my skills will be summarised which will help and assist the development opportunities.As part of the PPD and CPD, IFL membership is required in order to complete the CPD. Depending on a job after the course, full-time teachers should undertake at least 30 hours of CPD per year for professional development. CPD is a condition of retaining the IFL membership and aims to improve teaching skills. IFL made CPD compulsory for newly qualified teachers and permits them to teach within FE colleges.Examples of informal CPD baron be to work shadowing, peer observation, attendance at subject-spec ific conferences, reading diary articles, or gathering up-to-date information on new curricula and or helping on qualifications such as 14-19 diplomas.A skills audit was ideal for WBE 1 file which identified various weaknesses which could potentially be made into positive outcomes. In addition, WBE 1 and WBE 2 files were compared using the reflective practice gained throughout the course. The skills audit identified some weaknesses and also strengths. One of the main highlighted weaknesses was maths/numeric skills and that consideration would be focussed to embed these into lessons. This was a smart target objective to accomplish before finishing the course. Secondly, writing and literacy skills and was more closely related to proof reading documents before submission. On the other hand, the audit highlighted that IT and communication skills were high and that confidence developed.Action was considered using smart objectives which were defined to achieve in a step by step process however I still feel rawness w