Are there some people I find it easier to work with? Demonstrating a commitment to engaging learners in real world issues to enhance learning experiences and outcomes, and to encourage learning our way to a better future.
How do I know?
Are my own practices and assumptions inclusive? Values as stated in the Standards Reflective questions and possible actions as an individual: Think about your interactions and relationships with: How would I recognise these?
If things were within my control what would I do differently? Am I familiar with relevant polices? Why do I think that? Do I believe that some things are unavoidable?
How do you engage with people? Who do I find it challenging to support?
What reading might I engage in? How is this embedded into practice? You might find these questions useful prompts to facilitate a discussion as part of the PRD process to support an individual in thinking about their own practice.
Committing to lifelong enquiry, learning, professional development and leadership as core aspects of professionalism and collaborative practice.
How is this reflected in my practice? Critically examining personal and professional attitudes and beliefs and challenging assumptions and professional practice. How does that impact on the relationship I have with them?
Committing to the principles of democracy and social justice through fair, transparent, inclusive and sustainable policies and practices in relation to: What could I do with colleagues to help us develop the way we work together?
Are there things outwith my control that limit or hinder my ability to be inclusive? What do I need to do to support that? How might I interact differently with some people?Companion guide to the minimum core November The Sector Skills Council for lifelong learning Teachers of all areas of specialism in the lifelong learning sector increasingly work with learners whose literacy, language, numeracy can reasonably be expected from a teacher whose professional development has been within the.
Model Framework for Education, Training and Professional Development in the Early Childhood Care and Education Sector * quality childcare & lifelong learning DEPARTMENT OF JUSTICE, EQUALITY AND LAW REFORM AN ROINN DLÍ AGUS CIRT, COMHIONANNAIS a set of core values, ideas and principles to underpin.
The professional standards for teachers, tutors and trainers in the lifelong learning sector describe, in generic terms, the skills, knowledge and attributes required of those who perform the wide variety of teaching and training roles undertaken within the sector with learners and employers.
The professional values are at the core of the Standards. The same values are reflected across the Standards and are relevant to all registered teachers regardless of post. Professional values into action. Committing to lifelong enquiry, learning, professional development and leadership as core aspects of professionalism and.
1 The changing face of the lifelong learning sector Chapter objectives within what was the sector for post-compulsory education and training (PCET). And THE CHANGING FACE OF THE LIFELONG LEARNING SECTOR 7 Continuing professional development (CPD). (LLS); experts were needed in the skills areas that were required to grow the economy.
(QTLS) to be awarded by the new professional body, the Institute for Learning (IfL), and that trainee teachers would need to complete a passport to teaching initially direction for both teachers and learners within the lifelong learning sector.