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Unit 4: Wider Teaching Practice and Development in Education and Training

Level: Level 5 Diploma

Table of Contents

Task 1

a) Critically analyse the concepts of professionalism and dual professionalism. Summarise their characteristics and the roles they play in education and training.

Professionalism is the application of a set of accepted standards, values and practices to one’s work. It reflects an individual’s commitment to their craft as well as their dedication towards achieving excellence in that field (Lynch et al., 2004). The concept has been around for centuries, but it still plays an important role in education and training today, especially when coupled with other principles such as dual professionalism. Professionalism in education may refer to a set of qualities or characteristics that educators and trainers should strive for, such as being organised, having a good attitude towards students, maintaining high standards of practice in teaching or training methods, etc. (British journal of educational studies, 2008). Some characteristics of professionalism in teaching may include:

  • A commitment to ethical conduct and values
  • A dedication to continuous learning and improvement
  • A focus on service to students
  • The possession of specialised knowledge and skills
  • The ability to communicate effectively with students or colleagues
  • The ability to work independently or as part of a team

Dual professionalism is the concept of being professionally qualified in two or more fields. Teachers are considered experts in their field of study but may also be qualified in related fields such as psychology or counselling. As an example, a qualified practitioner in a field like healthcare may choose to also specialise in being a trainer, being equipped to provide training on different medical topics. This dual approach to professional development gives practitioners the opportunity to enhance their skill set, as well as become more adaptable in an ever-changing workplace environment (Peel, 2005). Dual professionals are able to use their knowledge and skills from one field to inform their practice in another. In teaching, this creates a greater degree of expertise that can benefit students, who have access to diverse perspectives on different topics from highly-trained practitioners with various qualifications.

Professionalism is an essential element for education and training today; it requires individuals working in the sector to demonstrate commitment towards achieving excellence through following set standards, values and practices associated with the profession (Lynch et al., 2004). Furthermore, dual professionalism has emerged as an essential concept for educators; by being professionally trained in multiple fields, they become more competent trainers capable of providing diverse insights into varied subjects due to drawing on elements from each area of expertise.

b) Assess how professionalism can influence your own practice.

As an educator, professionalism plays a significant role in my practice. It influences the way I approach my work, as well as the manner in which I interact with students, colleagues, and other stakeholders.

One of the key ways in which professionalism influences my practice is by setting standards for my behaviour and conduct. This includes adhering to ethical principles and standards of practice, such as confidentiality, professionalism, and respect for others. By following these principles, I am able to build trust and credibility with my students and colleagues, which is essential to effective teaching and learning.

Professionalism also influences the way I approach my work, as I am committed to maintaining a high level of knowledge and expertise in my field. This involves engaging in ongoing professional development and staying up-to-date with the latest research and practices in education. By continually seeking to improve my knowledge and skills, I am able to provide high-quality instruction and guidance to my students.

In addition, professionalism also influences the way I communicate with others. As an educator, it is important that I am able to communicate effectively with my students, colleagues, and other stakeholders. This entails the ability to listen actively, express my messages clearly, and use appropriate language and tone. By demonstrating strong communication skills, I am able to build positive relationships and create an inclusive learning environment for my students.

In summary, professionalism is a critical aspect of my practice as an educator, as it enables me to effectively perform my role and responsibilities and to contribute to the overall success and well-being of my students and colleagues.

c) Review the main areas on which professionalism focuses.

As an educator, I focus on several key areas of professionalism in my work. These include:

Knowledge and expertise: As a professional in education, I am expected to have a deep understanding of my subject matter, as well as current best practices in teaching and learning. This includes staying up-to-date on research and developments in education and continuously learning and growing as an educator.

Ethics and values: Teachers are expected to uphold the highest ethical standards, including maintaining confidentiality, acting with integrity, and treating all students and colleagues with respect and dignity.

Communication and collaboration: Effective communication and collaboration are essential for success in the education field. This includes the ability to effectively communicate with students, parents, and colleagues, as well as the ability to work well in teams and build positive relationships.

Professional development: Professional development is an ongoing process that helps educators stay current in their field and improve their skills and knowledge. This involves participating in professional learning communities, attending conferences and workshops, and engaging in ongoing professional development activities.

Leadership and innovation: As an educator, one may also be called upon to take on leadership roles and to be a driving force for positive change within the school or district. This may involve developing and implementing new programs or initiatives and using one’s leadership skills to inspire and guide others.

Adaptability and flexibility: The education field is constantly evolving, and professionals in this field must be able to adapt and respond to changing needs and circumstances, be open to new ideas and approaches and be flexible and adaptable in their teaching methods.

Cultural competency: Educators work with students from diverse backgrounds, and it is important to have an understanding of and respect for different cultures and ways of life. This includes being able to communicate effectively with students and families from different cultures and being able to create inclusive and welcoming learning environments.

Professional appearance: As an educator, it is important to present a professional image to students, parents, and colleagues. Dressing appropriately, maintaining a neat and organised workspace, and being punctual and reliable are all part of these.

Collaboration with families and communities: Educators often work closely with families and communities to support student learning and success. This could involve building partnerships with parents and community organisations and being an advocate for student needs.

Professional responsibility: Finally, as a professional in education, it is important to understand and uphold my responsibilities as an educator. This includes following school policies and procedures, adhering to local and state laws and regulations, and being accountable for my actions and decisions as an educator.

Task 2

a) Reflect on how social, political and economic factors influence education policy.

Social, political and economic factors all have a significant influence on education policy. Social attitudes and beliefs can shape educational policies by either reinforcing or challenging existing policies (Ball, 2021). Social factors are often the most powerful in affecting education policy as they can create public pressure for certain reforms or new laws. For example, if a large percentage of the population holds a certain view on education and wants to see changes, they can put pressure on their elected officials or other policymakers. Similarly, if there is widespread support for a particular type of educational program or practice, that could also influence policies being adopted by schools and governments. Also, sociological factors such as changing demographics can impact education policy as well. For example, if an area experiences rapid population growth or an influx of refugees, this may necessitate changes in educational policies to accommodate the new students and their needs.

Political forces also play an important role when it comes to setting education policy since many decisions about funding levels, and other allocations are determined at the state level. Decisions about who receives funds, how much is allocated and where it goes are all largely determined by the political environment (Machin et al., 2006). In addition, individual politicians may introduce legislation or amendments that affect education policies as well. Again, the ideologies of those in power can shape the direction of education policy, as can the interests of different political parties or lobby groups. For example, while a conservative nation may be more likely to focus on developing students’ skills and preparing them for the workforce, a progressive country may emphasise creative thinking or internationalism in its educational policies and curriculum.

Also, economic factors also have a strong influence on educational policy decisions since funding for schools often relies heavily on the taxation of citizens and local businesses (Greener et al., 2006). A weak economy can put additional strain on school budgets, while an improving one can provide more resources for classrooms across the country. Additionally, cost-cutting measures in order to respond to budget issues can lead to changes in staffing levels or other areas that ultimately impact students’ learning experiences.

b) Review a range of educational issues arising from social, political and economic factors. For each one, give an example of the specific problems affecting education and training.

There are many educational issues that arise from these aforementioned factors, and they can have significant impacts on education and training. Here are a few examples:

Funding disparities: One major issue is the unequal distribution of resources among schools, which can lead to funding disparities. For example, schools in wealthier neighbourhoods may have access to more resources, such as advanced technology and extracurricular programs, while schools in poorer neighbourhoods may struggle to afford basic resources like textbooks and school supplies, leading to overcrowded classrooms, outdated materials and equipment, and a lack of resources to support student learning.

Inequities in education: Social and economic factors can also contribute to inequities in education, such as the achievement gap between different racial and ethnic groups. These inequities can be exacerbated by a lack of funding for schools in low-income areas and a lack of access to advanced coursework and extracurricular activities.

Teacher shortages: Political and economic factors can also lead to shortages of qualified teachers, particularly in subjects like math, science, and special education. This may result in a lack of support for students who need additional help, as well as a lack of continuity in the teaching staff.

Curriculum: Political ideologies can also influence the curriculum and content of education. For example, some governments may push a certain political agenda in the curriculum, while others may censor certain topics or perspectives.

Access to education: Economic factors can also affect access to education, particularly in developing countries where poverty and lack of resources may prevent some students from attending school. Political instability and conflict can also disrupt access to education.

These are just a few examples of the many educational issues that arise from social, political, and economic factors. These issues can have significant impacts on the quality of education and training that students receive, and it is important for policymakers to address them in order to promote equity and improve the education system.

c) Consider the application of social, political and economic factors that influence current education policies as part of your teaching practice sessions.

While these factors may not always bring favourable outcomes, it is still my responsibility as a teacher to be mindful of their influence and take them into account when developing my teaching practice. I aim to foster an environment that allows students the opportunity for meaningful engagement with the social, political and economic implications associated with current education policies.

As a tutor who understands the economic realities of most of my students and how this impacts their access to educational resources, I strive to create a sense of security and equity in my classroom by ensuring that all students have equal access regardless of their economic status. For example, if a student is unable to pay for additional educational resources, then I may look into alternative avenues such as donations or low-cost textbooks which allow that individual access.

I also take into account the wider social context surrounding current education policies when creating lesson plans. For instance, if there is an ongoing political debate regarding whether certain school subjects should be compulsory or optional within the curriculum, then this can inform how I engage with my own class on such matters. By encouraging critical thinking and open discussion about these topics, we are better able to understand not just what the government wants but why they want it too – which helps promote active citizenship among young people so that they may become informed decision-makers themselves as adults.

Keeping up-to-date with changing legislation alongside understanding its implications for individuals allows me both personally and professionally to develop more meaningful teaching practices for any given situation where policy affects learning outcomes in one way or another.

Task 3

a) Define the range of stakeholders and external bodies involved in education and training. For each one, explain their specific roles.

Stakeholders in education refer to those people or organisations that have an interest and/or influence in the educational process. All stakeholders need to be taken into consideration when making decisions about curriculum design, program implementation strategies–and even school budgets (Janmaat et al., 2016). There are many stakeholders and external bodies that are involved in education and training, and they include:

Students: Students are the primary stakeholders in education and training. They are the ones who receive the education and training, and their learning experiences and outcomes are the primary focus of the education and training system.

Teachers and educators: Teachers and educators are responsible for delivering education and training to students. They may work in schools, colleges, universities, or other educational institutions and may also provide training in workplace settings.

Parents and families: Parents and families play a significant role in supporting their children’s education and training. They may be involved in decision-making about their children’s education and may also support their learning by providing resources and guidance.

School boards and governing bodies: School boards and governing bodies are responsible for setting policies and making decisions about the operation of schools and other educational institutions. They are responsible for hiring and evaluating teachers and administrators, setting budgets, and making decisions about curriculum and instructional programs.

Government agencies: Government agencies, such as departments of education, are responsible for setting policies and standards for education and training at the local, state, or national level. They may also provide funding for education and training programs and resources.

Professional associations: Professional associations, such as teacher unions or subject-specific organisations, represent the interests of teachers and other professionals in education and training. They often advocate for policies and resources that support the profession and improve education and training outcomes.

Higher education institutions: Colleges and universities are responsible for providing higher education and training to students beyond the secondary level. They may offer a wide range of programs, including undergraduate and graduate degrees, professional certifications, and continuing education courses.

Employers: Employers may provide training and development opportunities for their employees to improve their skills and knowledge in their current or future roles. They may also partner with educational institutions to provide training and development programs for their employees.

Non-profit organisations: Non-profit organisations may provide education and training programs and resources to support the learning and development of individuals and communities. They may focus on specific populations or issues, such as disadvantaged youth or workforce development.

Community organisations: Community organisations, such as libraries or youth centres, may provide education and training programs and resources for members of the community. They may focus on specific populations or issues, such as adult education or career development.

Private education providers: Private education providers, such as for-profit schools or tutoring companies, may offer education and training programs to students or adults. They may operate independently or in partnership with public or other private institutions.

Accrediting agencies: Accrediting agencies are responsible for evaluating and certifying the quality of education and training programs offered by colleges, universities, and other educational institutions. They may also provide accreditation for professional certification programs.

Others include:

  • Businesses and industries that benefit from improved employee training, increased productivity and innovation;
  • Civil society organisations that are interested in providing access to quality education for marginalised populations;
  • Media outlets – whose coverage of educational issues helps shape public discourse on the value of education;
  • Educational research bodies that produce data that inform decisions about policy, curriculum design, assessment methods and other aspects of schooling practice.

b) Assess why it is important to work in partnership with employers and other stakeholders in education and training. What are the key objectives to such partnerships?

Working in partnership with employers and other stakeholders in education and training is important because it ensures that learning experiences are relevant, up-to-date, rigorous, dynamic, interactive and meaningful. It helps build relationships providing a forum for collaboration on teaching materials or the development of resources which can be used across disciplines. Through partnerships, teachers have access to local industry professionals who may provide guest lectures as well as advice on upcoming trends within their respective fields, thus enhancing the content presented during lessons and making them more interesting.

It is essential to work in partnership with employers and other stakeholders in education and training for several reasons:

  • Providing students with real-world experiences and opportunities for career development: Partnerships with employers can provide students with internships, job shadowing, and other hands-on experiences that help them explore potential careers and develop skills relevant to the workforce.
  • Ensuring that educational programs meet the needs of employers and the labour market: By working closely with employers, educators can gain insights into the skills and knowledge that are in demand and tailor their programs accordingly, helping to ensure that graduates are prepared for successful careers.
  • Fostering collaboration and support from the community: Partnerships with employers and other stakeholders can help to build support and resources for educational programs and may help to attract funding and other forms of support from the community.
  • Improved outcomes: This helps to ensure that the education and training programs being offered to align with the needs and demands of the workforce. This can lead to better outcomes for students, who are more likely to be prepared for the demands of the job market upon graduation.
  • Enhanced resources: Partnerships can provide access to additional resources, such as funding, facilities, and expertise, which can enhance the quality and effectiveness of education and training programs.
  • Enhanced collaboration and communication: Working in partnership with employers and other stakeholders can facilitate communication and collaboration between different sectors and can help to foster a shared understanding of the challenges and opportunities facing the education and training system.
  • Increased accountability: Partnerships can help to ensure that education and training programs are accountable to the needs and expectations of a variety of stakeholders. This can help to build trust and confidence in the education and training system.

The key objectives of such partnerships include:

  • Aligning education and training programs with the needs of the workforce;
  • Enhancing the quality and effectiveness of education and training programs;
  • Promoting collaboration and communication between different sectors;
  • Ensuring accountability to the needs and expectations of stakeholders;
  • Supporting the development of a skilled and competitive workforce.

Partnering with other stakeholders, such as social care, health and welfare organisations, can also help to promote inter-sectoral understanding of the challenges facing education and training systems. Such partnerships may focus on areas such as integrated approaches or professional development for educators working with vulnerable populations. Again, these partnerships can be beneficial to all parties, ensuring that educators are equipped with the knowledge and skills needed to better meet the needs of students.

c) Explore how being accountable to stakeholders and external bodies impacts on organisations in education and training.

Being accountable to stakeholders and external bodies is an important factor in educational organisations. It can help ensure that the organisation is properly functioning, providing quality services, adhering to regulatory requirements, and responding effectively when things don’t go as planned.

Accountability also helps strengthen public trust in education organisations by demonstrating transparency about how funds are used and what results they produce for students (Biesta, 2004). By being open about their policies and practices with key stakeholders, education organisations demonstrate a commitment to responsible governance that serves everyone’s interests.

Accountability has far-reaching implications not just within individual schools but across entire systems of learning institutions; by ensuring that educational organisations are being held to a certain standard of excellence, public confidence in the system is built (Kogan, 2002). This can lead to better outcomes for students and greater effectiveness across the entire learning landscape.

Additionally, by adhering to external bodies’ requirements, such as accreditation standards or federal regulations related to student funding, education organisations demonstrate their commitment to not just delivering high-quality services but also complying with applicable laws and regulations (Biesta, 2004). In this way, they protect both their reputation and legal standing while also providing assurance of safety and quality control within any given organisation or across larger systems of schools at once. In addition, accountability to external bodies may also facilitate collaboration between organisations and spur competition, allowing them to use best practices or data-driven approaches that can improve student outcomes.

Overall, accountability is an essential factor in educational organisations as it helps foster a sense of responsibility among the organisation’s members and ensures compliance with applicable regulations. It further promotes transparency about finances and results while inspiring collaboration between various stakeholders within the education sector, which ultimately leads to improved learning experiences for students.

d) Distinguish between the main stakeholders and external bodies with which you are involved in your teaching setting. For each one, indicate your relationship with them and their influence on your practice.

As a tutor in the health and social care field, there are several main stakeholders and external bodies that I am involved with in my teaching setting.

First, there are the students whom I am teaching. My relationship with them is that of a teacher and mentor, and I work to provide them with the knowledge and skills they need to succeed in their studies and future careers. As a major stakeholder, the students have a large influence on my practice, as I must ensure that their learning needs are being met and that they are achieving the required outcomes.

Second, there is the educational institution where I work. As a tutor, I have a professional relationship with the institution and must ensure that their standards are being met in terms of teaching quality. The institution also has an influence on my practice as it can provide me with resources to help meet student needs and support ongoing development in my role.

Third, there are regulatory bodies, such as the Health and Care Professions Council (HCPC), which set standards for the health and social care industry. As a tutor, I am required to ensure that these are being met in my teaching setting by monitoring student performance against them. The influence of regulatory bodies on my practice is significant as they can provide guidance and support in helping me to meet their expectations.

Also, there are external stakeholders, such as employers in the field of health and social care, who may be involved with placements or internships for students. My relationship with these external stakeholders is professional but limited; however, they do have an influence on my practice by setting expectations about what outcomes should be achieved from student placements or experiences gained through internship programmes.; it helps shape how I deliver learning content so that graduates have an understanding of what’s expected within real-world contexts when working within health and social care roles.

In addition, there are other external bodies, such as local authorities and national government departments, which set policies that influence my teaching setting. My relationship with these organisations is largely indirect, but they have an impact on my practice by providing guidance or regulating standards in the health and social care sector.

Task 4

a) Evaluate the aims and objectives of policies, codes of practice and guidelines of an organisation involved in education and training.

The aims and objectives of policies, codes of practice and guidelines in an organisation involved in education and training are to ensure that all members have a shared understanding of their roles, responsibilities and expectations (Machin et al., 2006). This includes setting out the standards which must be maintained by staff, students or volunteers within the educational environment. Additionally, it should also include any measures designed to protect those engaging with the organisation, such as child protection policies or health & safety procedures etc. Aims may be framed around a commitment to providing quality learning experiences for both learners/students as well as ensuring that resources are used responsibly, whilst objectives should focus on how these ambitions will be achieved through tangible actions–from recruitment practices to course delivery methods–emphasising fairness at all times (Harvey, 2005).

At its core, though, the aim is always about creating an accessible culture for everybody who engages with the system–one where success is not determined by race, gender orientation or background but rather on pure merit only. Furthermore, key messages can go further than this into supporting activities like equality campaigns against discrimination alongside other initiatives aimed towards social inclusion and encouraging a greater understanding of diverse communities.

Professional development and training also need to be addressed as part of these policies. By setting clear goals and objectives, an organisation can show its commitment towards improving the skillset of those within it and encouraging greater understanding between staff members in order to create a cohesive atmosphere for learning.

In addition, policies, codes of practice and guidelines should help to ensure that everyone is aware of the potential consequences for acting against them, as well as outlining what actions can be taken if someone does fall foul. This could also include details about any complaints procedures which are in place within the organisation.

The Education Act 2011 outlines the legal responsibilities of institutions and educational bodies in England, with a focus on protecting children. It includes provisions on safeguarding procedures and equality policies that must be followed by those providing education.

In addition, organisations such as Ofsted and Health Education England (HEE) provide recommendations for best practices in the sector, which can serve as a valuable framework for organisations when developing relevant documents.

The UK’s Quality Assurance Agency for Higher Education (QAA) has also developed guidelines, Codes of Practice, and Frameworks to ensure that higher education meets acceptable standards.

The Equality Act 2010 requires equal opportunities in all work-based activities in England and Wales, and the Children and Families Act 2014 outlines the roles and responsibilities of different agencies in providing an appropriate education for young people, including those with special educational needs or disabilities.

The Department for Education (DfE) regularly updates guidance on all aspects of school-based operations, including teaching, curriculum design, and student welfare. The National Curriculum outlines the expectations for what must be taught in schools in England and Wales and can serve as a useful source of guidance for private institutions or other educational bodies in developing their own curricula, with necessary modifications to reflect local context and needs.

These policies provide a foundation for safe and effective learning environments, with clarity on expectations between educators and students, while still allowing educational establishments the flexibility to meet their own unique needs.

b) Assess the key aspects the policies, codes of practice and guidelines used within an organisation involved in education and training.

Policies, codes of practice and guidelines are essential to any organisation involved in education and training. They provide the basis for how staff members should behave when interacting with students or other members of the organisation. By establishing clear expectations from everyone within an educational setting, these policies help ensure a safe learning environment where all individuals are respected equally regardless of their backgrounds or beliefs.

The key aspects that need to be considered when creating policies for an organisation involve safety procedures, ethical standards, reporting processes and compliance requirements (Adams et al., 2001). Policies should address acceptable behaviour in both on-site and online communication. Furthermore, they should identify the appropriate use of resources such as computers, equipment, and supplies, protect confidential information, and address behaviour such as bullying or discrimination (Van Nuland et al., 2009). For instance, regarding confidentiality and personal information handling in the education setting, the Data Protection Act stipulates how organisations, such as schools, must protect personal data and outlines what rights individuals have over their own information.

The Education Act 2002 also includes various rules and regulations for schools in the UK, covering topics such as admissions, curriculum requirements and anti-bullying measures. These are important to consider when creating policies for an educational organisation so that all members of staff know how they should conduct themselves at all times (UKEdChat, 2016).

Codes of practice also need to be established, which provide guidance and expectations for the organisation’s staff members. These codes, such as those from bodies like the UK’s Teaching Regulation Agency, should focus on integrity, trustworthiness and respect towards all students in the educational setting (Campbell, 2000). They can help create a culture that encourages openness by promoting communication between teachers and learners. Codes of practice should also define how resources are used responsibly, including hardware supplies like laptops or tablets, as well as software licenses and subscription services related to teaching materials available online.

Guidelines are needed so everyone is clear about what they must do when faced with certain scenarios while working within the education field; this includes situations involving risk assessment protocols like health & safety regulations plus confidentiality issues relating to student data protection rights. As part of the guidelines, it is important to outline precise procedures for reporting any kind of incident which could have an adverse effect on the learning environment. By doing so, organisations can make sure that appropriate steps are taken quickly in order to address any problem promptly and efficiently. For example, a school could develop a specific protocol for dealing with any incidents of bullying, which can be distributed to students and staff so everyone is aware of how these issues should be addressed.

Policies, codes of practice and guidelines form a vital part of ensuring successful education and training operations within organisations. These documents help define acceptable behaviours from staff members while providing guidance on how resources should be used responsibly, ultimately resulting in a safe learning environment with respectful interactions between all individuals involved. When creating these documents, here are other aspects to consider:

  • Purpose: It is important to understand the purpose of each policy, code of practice, or guideline and how it aligns with the overall goals and values of the organisation.
  • Scope: The scope of a policy or code should clearly outline which individuals or groups it applies to, as well as the specific circumstances to which it applies.
  • Clarity: The language used in these documents should be clear and concise so that they can be easily understood by all stakeholders.
  • Consistency: Policies, codes of practice, and guidelines should be consistent with one another and with any relevant laws or regulations.
  • Timeliness: It is important to ensure that these documents are up-to-date and reflect current best practices and standards in the field of education and training.
  • Accessibility: These documents should be readily available to all stakeholders, including students, staff, and members of the wider community.
  • Enforcement: There should be clear mechanisms in place for enforcing these documents and addressing any breaches or violations.

c) Review the content of a range of policies, codes of practice and guidelines used within your own teaching setting.

As an educator in the health and social care sector, it is essential for me to be familiar with a range of policies, codes of practice, and guidelines that apply to the teaching setting. These include national and regional policies and guidelines, as well as those specific to the individual teaching setting or organisation with which I am involved.

The Society for Education and Training (SET) has a Code of Professional Practice that outlines the expectations and standards for professional conduct and practice for SET members. This code includes principles such as respect for diversity, integrity, professionalism, and accountability. This code sets out clear expectations and standards of practice for teachers in the health and social care sector.

The Teaching Regulation Agency has a number of codes and guidelines that apply in my setting. These include the Code of Professional Standards, which outlines a set of expectations for professional conduct when teaching, as well as The Equality Act 2010 (Specific Duties) Regulations 2011, which requires education providers to take reasonable steps to eliminate discrimination against protected characteristics.

As a member of the professional community of health and social care, I am also familiar with other policies and guidelines from relevant bodies, such as the Health & Care Professions Council (HCPC). For example, HCPC standards of proficiency outline the expected knowledge, skills and behaviours for healthcare practitioners who register with them.

Health Education England also has a set of policies and standards that apply to those working in health and social care, such as their standards of education & training and requirements for CPD. This outlines the expected educational requirements for all practitioners delivering healthcare education. They also have a statement on professionalism, which sets out expectations for professional behaviour when teaching in this sector, including honesty and fairness, respect towards colleagues, students or clients, and service users, as well as understanding one’s own limitations.

In addition to these national policies and guidelines, I am familiar with my organisation’s codes of practice, such as its safeguarding policy. These provide details on how the organisation will ensure appropriate care is taken for vulnerable adults or children in accordance with relevant legislation. This could include a range of activities, from training staff to identifying any potential risk factors that need to be addressed before admission can occur.

It is essential for educators to have an understanding of these various policies and regulations which impact their roles as professionals in their sector. By being informed about them, we are better equipped to deliver safe services that protect both students and society at large from harm due to poor standards or inappropriate behaviour.

Task 5

a) Critically evaluate the purpose of self-assessment and self-evaluation as part of the quality cycle within your own teaching setting.

Self-assessment and self-evaluation are important tools that can help educators to improve their teaching practices and the overall quality of their teaching. Self-assessment involves teachers reflecting on and evaluating their own teaching skills and practices, while self-evaluation involves teachers gathering feedback from students and other stakeholders, such as colleagues and supervisors, to help them identify areas for improvement (Ross et al., 2007).

There are several purposes for self-assessment and self-evaluation within my teaching setting:

Professional development: Self-assessment and self-evaluation can help me, as an educator, identify my strengths and weaknesses and provide opportunities for professional development to address any areas of weakness. This helps to stay up-to-date with the latest teaching practices and techniques and improve the quality of their teaching.

Quality improvement: By regularly reflecting on and evaluating one’s teaching practices, one can identify areas for improvement and make necessary changes to enhance the quality of teaching delivered. This can include revising lesson plans, adapting teaching methods, or using different teaching materials.

Student learning: Self-assessment and self-evaluation can also help teachers understand how well their students are learning and identify any barriers to learning that may exist. This can help teachers tailor their teaching strategies to better meet the needs and learning styles of their students.

Accountability: It also helps to hold oneself accountable for the quality of one’s teaching and demonstrate to stakeholders that one is committed to ongoing improvement.

The overall goal of self-assessment and self-evaluation is to continuously improve the quality of teaching delivered and optimise students’ learning in every possible way. By regularly reflecting on one’s practice, seeking feedback from stakeholders, and engaging in professional development activities, educators can strive to become more effective practitioners.

b) Review the steps you would take to carry out self-assessment and self-evaluation of your own practice.

As a teacher, I prioritise self-assessment and self-evaluation as important tools for improving the quality of my teaching. To carry out self-assessment and self-evaluation of my own practice, I would follow the following steps:

Identify areas for improvement: I would begin by identifying specific areas of my teaching that I would like to improve. These could be areas where I feel I am not meeting my own expectations or areas where I have received feedback from students or colleagues that could be addressed.

Gather feedback: I would gather feedback from multiple sources, including students, colleagues, and supervisors. This could be done through surveys or individual feedback sessions.

Analyse the data: Once I have gathered feedback, I would take time to analyse and reflect on the data. I would look for patterns and trends and consider how the feedback aligns with my own self-assessment of my teaching practices.

Set goals: Based on the results of my self-assessment and the feedback I have received, I would set specific, achievable goals for improvement.

Develop a plan: I would develop a plan to achieve my improvement goals, including specific strategies and activities that I will implement. This may involve revising lesson plans, adapting teaching methods, or using different teaching materials.

Implement the plan: I would put my improvement plan into action and be sure to track my progress as I work towards my goals.

Reflect on my progress: I would regularly reflect on my progress towards my improvement goals and adjust my plan as needed. This may involve seeking additional feedback or making further changes to my teaching practices.

By following these steps, I can carry out a thorough and effective self-assessment and self-evaluation of my teaching practice and identify areas for improvement that will help me become a more effective and successful teacher.


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