The Roles and Responsibilities of the New Teaching Staff

Topics: Disability Discrimination Act 1995, Occupational safety and health, Teacher Pages: 7 (1453 words) Published: March 21, 2014
Guidance Document

Table of Contents

Guidance Document
For new members of the teaching staff
The aim of this document is to outline key aspects of legislation, regulatory requirements and codes of practice relevant to the roles and responsibilities as a teacher. It will explain the boundaries between the teacher and other professionals and explain points of referral when necessary to meet the needs of the students. This document will also explain ways to promote appropriate behaviour and respect for others. Introduction

This document is for the use of all new members of the teaching staff at ABC Primary School. It is to be used in conjunction with the Induction Pack issued at the start of term.

The purpose of this guidance is to ensure all new members know your roles and responsibilities as a member of the teaching staff and that you need to abide to the legislation and codes of practice of teaching, together with showing the boundaries between the teaching role and other professional roles.

It is also meant to demonstrate the points of referral necessary to meet the needs of learners.

Finally, there is an explanation of the ways to promote appropriate behaviour and respect for others. Requirements
All teachers1 are regulated by Ofsted and need to follow legislation, regulatory requirements and codes of conduct for professional teachers (2012) (see appendix A).

Ofsted is the Office for Standards in Education, Children’s Services and Skills. They report directly to Parliament and are an independent and impartial organisation. They inspect and regulate all establishments that provide education and skills.

Depending on what you are teaching there will be different legislation to follow. However, the main generic acts are:

Code of Professional Practice (2012)
Equality Act 2010
Non-Smoking Legislation and College Non-Smoking Policy
Health and Safety at Work Act 1974
The Children’s Act 2004
The Sexual Offences Act 2003
Data Protection Act 1998
Freedom of Information Act

These can all be found in more detail in Appendix B at the back of this document.

There are also other acts for your consideration:

Race Relations (Amendment) Act 2000.
Disability Discrimination Act 1995 and 2005 (DDA).
Special Educational Needs and Disability Act 2001 (designed to bring education within the remit of the DDA through the addition of Part 4 DDA 1995). Copyright, Designs and Patents Act 1988 (The Copyright and Related Rights Regulations 2003). IfL Code of Practice for Teachers (2008).

Safer practice, safer learning (2007) – responsibilities for safeguarding vulnerable adults in the learning and skills sector – published by NIACE and DES.

There are also several Health and Safety codes of practice that need to be followed, which may impact on your teaching role. Some examples are listed below, together with some risks involved with Health and Safety:

Health and Safety Codes of Practice include:
Manual handling. Manual Handling Operations Regulations 1992. Control of substances hazardous to health (5th edition): the Control of Substances Hazardous to Health Regulations 2002. Work with display screen equipment: Health and Safety (Display Screen Equipment) Regulations 1992 as amended by the Health and Safety (Miscellaneous Amendments) Regulations 2002.

Common Risks in ordinary classrooms may include:
Trailing electricity cables from projectors etc.
Fire exits blocked.
Fire exit notices not clearly displayed.
Learners rocking on chairs.
Bags, briefcases not tucked under tables, so creating trip hazards. Risk of tutor’s eyesight being damaged by looking into the beam of a data projector (which is why it’s best to use a laser pointer, so you don’t have to stand in front of the screen). But laser pointers are a potential hazard too! Only use Class 1 or 2 laser pointers.

There are boundaries and responsibilities to adhere to whilst you are a teacher with the way...
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