The Wider Professional Practice 1

The Wider Professional Practice

Name

Institution

Professor

Date
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Task A: Research Report

Professionalism and Dual Professionalism

Professionalism refers to the teachers' conduct/behaviours, skills, and attributes in

educational contexts. They express professionalism by adhering to the established professional

and organisational standards and values, accomplishing their responsibilities, and maintaining

positive relationships with all stakeholders (Ackesjö, Lindqvist, & Nordänger, 2019, p. 885).

Dual professionalism involves putting the knowledge and skills gained into practice (Ackesjö,

Lindqvist, & Nordänger, 2019, p. 886). Thus, the teachers’ professional development should

focus on enhancing skills, experience, and knowledge in their subject/vocations of specialism

and instructional practices.

Influences of Professional Values in My Profession

Professional values have influenced my teaching practice in (add area of specialism) in

various ways. First, upholding dignity has influenced me to respect all education stakeholders,

including the students, teachers, administrators, and parents, and to cultivate positive

relationships with them. I also uphold fairness, which has influenced me to champion diversity,

equity, and inclusion within schools and communities. The value of responsibility has also

influenced my efforts to work hard to support student learning and engage in lifelong learning to

advance my professional skills and knowledge. Also, the value has contributed to my significant

focus on promoting quality education through adopting the most effective instructional practices

to facilitate optimal student learning and growth.

Influences of the Economic, Social, and Political Factors on Education Policies

The government creates education policies responding to various social factors impacting

society. For instance, the U.K. government has been creating laws and policies to address
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discrimination and inequality in education access by diverse groups. A good example is the

Equality Act 2010 (Women in Tech., 2017). Also, the government creates policies to support not

in education, employment, or training (NEETS) since they are at relatively higher risk of being

excluded socially from society (Women in Tech., 2017). A good example is the Kickstart

Scheme, in which the government funds employers to enable them to recruit more unemployed

young people.

Brexit is one of the political factors influencing education policies in the U.K. For

instance, it led to the extension of a point-based immigration system by the U.K. government for

students from European countries (Fino, 2019). Thus, they lost their previous privileges, such as

paying the same tuition fees as their U.K. counterparts. Also, empirical data indicated that U.K.

students at the elementary level had been lagging behind in their performances in Math and

English relative to counterparts in other countries (Fino, 2019). Thus, the government created

legislation requiring all students who do not attain grade C in either Math or English to retake

and remain in the classroom full-time until they reach the age of 18.

The requirement for skilled employees has been a significant economic factor influencing

educational policies. For instance, a low proportion of students from minority groups advancing

to higher education led the government to establish Education Maintenance Allowance in the

1990s (Evans & Donnelly, 2018, p. 1268). The U.K. government also introduced the

Apprenticeship Levy to gather funds to support training for young unemployed individuals

(Gambin & Hogarth, 2021, p. 476). Thus, the levy is used to increase employment opportunities

for the youth.

Impacts of Educational Policies

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Educational policies have numerous impacts on the curriculum. First, they influence

curriculum development to ensure that the instructional content and the skills and knowledge

gained by the students align with job requirements (Wahlström & Sundberg, 2018, p. 164).

Second, the policies indicate the maximum school age for the students. Thus, the curriculum

must be developed considering the maximum school age. Last, the policies influence the

development of a standardised curriculum framework (Wahlström & Sundberg, 2018, p. 164).

For instance, the instructional and assessment framework for all Math in the U.K. students is the

same.

The policies also influence instructional practice. For instance, they influence the

development and implementation of standardised assessments in the U.K. The teachers also

adhere to the policies by implementing strategies to optimise students' performances (Wahlström

& Sundberg, 2018, p. 165). Thus, they aim to meet the performance targets set in the policies,

such as the standardised tests. The policies also influence instructional practices since the

teachers strive to meet inspection targets and standards.

Organisational Policies, Guidelines, and Codes of Practice

Organisational policies in educational contexts have various vital aspects. First, they

focus on health and safety promotion and assurance for all stakeholders. Second, the policies

promote diversity, equity, and accessibility to opportunities and education. Codes of practice

influence the ethical conduct of teachers (Kitto & Knight, 2019, p. 2859). For instance, they

influence how teachers relate with students and other stakeholders. They also promote the

confidentiality of sensitive information or how it should be handled. One aspect of the guidelines

is that they provide a framework for evaluating student learning. For instance, they indicate how

the teachers should administer different student assessments. The guidelines also indicate the
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strategies the teachers should adopt to support students with special needs (Kitto & Knight, 2019,

p. 2859). For instance, they indicate when the teachers should use assistive technologies.

There are several requirements for my teaching practice and curriculum in my

organisation. First, I must use diverse teaching approaches to meet the students' varying learning

abilities and needs. I also manage the classroom and students to create a conducive learning

environment. Another requirement is to collect students' performance data and analyse and use it

to inform instructional changes or personalised learning approaches.

I also have several expectations from my organisation. For instance, I am expected to

engage in lifelong learning activities to improve my teaching expertise. Second, I am expected to

collaborate with other teachers when necessary to support struggling students.

Task B: Evidence-Based Report

Stakeholders’ Roles in Education and Training

The first stakeholder group for teachers' education and training comprises the

educators/instructors. They implement the training program by delivering courses to the trainees

(Wärvik, Choy & Lindberg, 2018, p. 43). The second group comprises the senior management

and principals that run the education organisations. They manage the organisations, hire staff,

and collaborate with educators to facilitate the implementation of the training courses. The third

group comprises the students where the trainee's teachers will apply the skills and knowledge

gained during practicums and afterwards. They provide the trainee's teachers with opportunities

to apply the skills and knowledge they gain in the real world and to evaluate their effectiveness

as educators (Wärvik, Choy & Lindberg, 2018, p. 44). The fourth group consists of the

accrediting bodies such as OFSTED. They set standards and require the training and education

institutions to adhere to them. After completing the programs, they also certify the trainees
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(Wärvik, Choy & Lindberg, 2018, p. 43). Lastly, government bodies such as the Department of

Education have a role in setting the standards, regulations, and policies that apply to training

programs, teachers, and educational institutions

The Impacts of Accountability

Accountability to the external and internal stakeholders has several impacts on training

and education organisations. Accountability enhances the organisation's adherence to the

standards, guidelines, regulations, and policies set by government institutions or authorities

(Smith & Benavot, 2019, p. 198). Second, accountable organisations have an enhanced ability to

build good reputations. A positive reputation enhances the ability to attract students and qualified

teachers. Also, adherence to the standards set by accreditation bodies enhances the ability to

attract qualified staff, including the staff (Smith & Benavot, 2019, p. 198). Also, accountability

enhances the ability of the training organisations to meet the set targets or standards by the

government and accreditation bodies. For instance, such organisations increase their ability to

produce skilled and qualified teachers (Smith & Benavot, 2019, p. 199). In addition,

accountability enhances the clarity of reporting. Such organisations are willing to adhere to

transparency when reporting. Last, accountability enhances responsiveness or the training

organisation to the needs of stakeholders (Smith & Benavot, 2019, p. 198). For instance, they are

relatively more willing and able to meet the health and safety needs of the students, staff, and

other stakeholders.

Importance of Partnerships with Employers and Other Stakeholders

The partnership with employers has several remarkable benefits. First, it provides an

opportunity to gather information about the latest skills, knowledge, and other job requirements

in the market (Stachová, Papula, Stacho & Kohnová, 2019, p. 5). Thus, the training organisations
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update their programs based on the latest information. Also, the trainee strives to gain the latest

skills needed in the workforce. For instance, the trainees may be required to learn to utilise the

latest technologies in instructional settings. Thus, the partnership helps to ensure that the

qualifications of the trainees are current and valid (Stachová et al., 2019, p. 6). Further,

partnerships with employers can facilitate the sharing of resources. For instance, the training and

education organisations can access the resources used in practical settings by the teachers. They

can utilise it in improving the training. Partnerships with employers allow trainees to engage in

placement or practicum activities (Stachová et al., 2019, p. 7). The placement and practicum

enable them to gain real-world experience in teaching.

Collaborating with other stakeholders allows one to gather views and feedback about the

training and its impacts. The feedback enables the training organisations to determine whether

there are areas of improvement and take the necessary steps in the case of a need (Stachová et al.,

2019, p. 6). When collaborating with other stakeholders, the trainees can determine alternative

learning routes that can help to enhance their professional development and career progression.

For instance, they can learn alternative learning routes with better promotion opportunities.

Impacts of Accountability on Curriculum Assessment, Delivery and Design

Accountability to stakeholders has in-depth impacts on training and education

organisations. In addition to the impacts mentioned earlier, it also influences curriculum

development and implementation. Specifically, it affects curriculum design, delivery, and

assessment (Darling-Hammond, 2020). Thus, this section explores accountability’s impacts on

curriculum design delivery and assessment.

Accountability to stakeholders influences curriculum design in the (indicate area of

specialism) in several ways. The external bodies that inspect educational standards influence
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curriculum design by ensuring it has qualifications that meet job or occupational needs. For

instance, OFSTED conducts assessments of training and other educational programs and gives

ratings regarding their effectiveness in equipping the students with the required knowledge and

skills (Brill, Grayson, Kuhn, and O'Donnell, 2018, p. 11). The U.K. government relies on the

ratings and reports to determine whether improvements should be made in a program, school, or

educational system. Second, the stakeholders influence curriculum design by ensuring its content

meets national standards. For instance, OFQUAL sets and maintains tests, assessments, and

qualifications (Brill et al., 2018, p. 13). Thus, it influences the development of the curriculum

with the content needed to enable the students to meet the standards. Lastly, accountability

schools provide access to updated educational materials and other resources that are ultimately

incorporated into the curriculum.

Accountability also influences curriculum delivery and assessment. For instance,

accountability influences the creation of assessments that meet the requirements of bodies like

OFQUAL and awarding organisations such as AQA (Hennah, Newton, and Seery, 2022, p. 588).

Second, the educational and training institutions that are accountable create rigorous assessments

as required by external bodies such as OFQUAL (Hennah et al., 2022, p. 588). Lastly, educators

and training institutions adopt effective personalised teaching strategies to meet the standards set

by bodies such as OFSTED.

Task C: Analytical Report

Quality Improvement and Quality Assurance

Quality improvement entails trying to enhance the quality of a service, product, or

process. Thus, it is a continuous process that involves identifying weaknesses or issues affecting

the quality and addressing them (Lucander & Christersson, 2020, p. 136). The process also
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includes efforts to take available opportunities to improve the quality. Conversely, quality

assurance involves undertaking strategies to ensure that the optimal quality of a service, product,

or process is always maintained (Lucander & Christersson, 2020, p. 136). I have read the quality

improvement and quality assurance strategies for CECOS College London. The college does

have specific documents designated for its quality improvement and assurance strategies.

Instead, its strategies are embedded in its various policies. The general policies and procedures

document describes most of the quality improvement and assurance strategies I have

encountered. The document describes the steps it undertakes to ensure that it enrols qualified

students and adheres to the quality code of the Quality Assurance Agency (CECOS College

London, 2019). As indicated in the document, the college maintains student and curriculum

records with all the relevant information, including student attendance rates, performances in

different assessment types, weightings, and patterns. Also, the document emphasises that the

college maintains curriculum regulations and award and progression rules Agency (CECOS

College London, 2019). I have also read the assessment policy for the college. The policy

describes the principles followed to ensure academic standards are met in all exams and

assessments and prevent academic misconduct. Also, the organisation has complaints policies

that describe the steps that different stakeholders, including the students, parents, and staff,

should follow to submit any complaints they have (CECOS College London, 2019). As indicated

in the policies, all the information gathered is used to address the issues identified, improve the

quality of education, and enhance experiences in the college.

Self-Assessment and Self-Evaluation

Self-assessment and self-evaluation are essential components of a quality cycle. They are

applied in the initial steps to identify an individual's weaknesses or areas of improvement and
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strengths. Thus, they provide overall information about an individual's weaknesses and strengths

against specific benchmarks or standards (Ramiz 2018, p. 185). At CECOS College, for instance,

the students are guided to fill out an assessment form that enables them to reflect on their current

skills relative to the set benchmarks and future expectations (CECOS College London, 2019).

The information derived from self-evaluation and self-assessment is helpful in quality

improvement and assurance. For instance, it is applied in setting personal goals regarding what to

achieve in the future or how to address weaknesses. The students at CECOS can set educational

achievement goals after determining their current skills relative to the set benchmarks or future

expectations. Other uses of such information include performance monitoring, focus

maintenance, and making data-driven decisions.

Learning Programme of CECOS Evaluation

The most significant quality arrangement for CECOS is taking and keeping students'

achievement records. As mentioned, the organisation records information about students'

performances in all tests and assessments, whether standardised or not (CECOS College London,

2019). Based on personal experience, the teachers also take and record information for many

formative assessments and use them to track the student's performance changes. Based on

personal experience, the teachers in the organisation also provide formal and informal feedback

to the assessments. For instance, they give informal feedback to most formative assessments.

They mark formal assessments and give back reports indicating achievements and areas of

improvement. The procedures for the feedback are also described in the college’s policies and

procedures (CECOS College London, 2019). Lastly, the college is highly responsive to any

concerns the students raise. As explained, the college encourages students to submit complaints,
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even if they are against the teacher (CECOS College London, 2019). The school describes

handling and solving the complaints within 30 days in its complaints policy.

Areas of Improvement in the Learning Program

Based on the evaluation and personal experience, there are several areas in which

CECOS College should improve its learning program quality arrangements. First, it should

improve the collection of feedback data from students and other stakeholders. The organisation

should not only emphasise reporting of complaints. Second, the college should increase student

surveys. The approach could provide an opportunity to gather more student views about their

experiences in the program. As such, the students will have the opportunity to express positive

experiences. Lastly, the organisation should also focus on gathering feedback from the teaching

team. They can provide more information about the programme and areas of improvement.
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