Justify the need for keeping records and describe the types of records you would maintain.

Teachers keep different types of records for various situations including initial and formative assessments, observations, notes and discussions. This essay lists several types of records, explains why teachers keep records and shows the importance of keeping records during the learning process. Don't just copy it; use it as an example to help you to creatively write your own and in your own words.

Academic institutions and teachers keep records for the purpose of teaching and enhancing the learning process, and for validating and evaluating the learning programme. Record types vary from organisation to another and may include a register, initial assessments, notes on discussions, exam results and records of other summative assessments. Fortunately, the development in information and communication technology has introduced a variety of applications and software to help tutors maintain electronic records. Borg (1998) states in his article “Fortunately, most of the software available in schools is equipped for one or more of these functions: measuring, monitoring and recording progress”.

As a teacher, you will need to keep a note of what was discussed, and/or tape record the discussion, and you will need to formally record one-to-one discussions of the learner’s progress review (Gravells, 2008). In the absence of these records the teacher may not be able to monitor progress and some learners may fall behind. In his book, Braschi (2010) states “It would often be found quite advantageous to note the deficiencies as well as the achievements at one period as compared with the work done”. Teachers should also keep records, including minutes of meetings, for auditing and quality assurance reasons.

The register, which is updated at the start of every session, is required for the learners’ safety in compliance with the Health and Safety at Work Act 1974 which imposes obligations on teachers and their organisation. The register is also needed for monitoring attendance and the number of hours attended. The Data Protection Act 1998 requires that only specific information is recorded and is processed for limited purpose, and requires records to be kept secure, confidential, accurate and up to date. The International ISO 15489 sets the standards for managing records.

Having identified the resources and teaching aids and before the training programme commences, I would create a personal file for each student and would ensure that a scheme of work and a register are ready. These together with a lesson plan will be used as a guide throughout the course to monitor progress and attendance. They will also guide class instruction and can help another tutor cover for me in case I am unable to attend the lesson.

Several initial assessment records are kept. For example, I keep each learner’s Individual Learning Plan for assessing the learner’s competency and addressing special individual needs. Because of this, I would make a note of arrangements for effective learning environment. Learners complete special forms about their academic qualification and their attitude towards learning, and they complete a written test for assessing competency. These will help me update my information about arrangements and I may make a note of possible ideas for developing the learning methods and approaches.

Formative assessments records include lesson feedback forms, worksheets, written observations and notes on discussions. These records are maintained throughout the course and are necessary for monitoring progress, tracking contribution, identifying special requirements, setting goals, and for planning and organising the learning environment for each learner. They show the learner’s contribution and prove the tutor is attempting to fulfil the aims of the training programme. Maxim and Five (1997), who recognise the need for keeping records, state “Keeping track of our students with classroom observations and systematic notes yields information that cannot possibly be gleaned from a traditional checklist, report card, or standardized test”.

The summative assessments records give a snapshot of the learner’s progress and serve as evidence of the learner’s achievements. On the final day, I would ask students to complete a questionnaire which is essential for validation and evaluation of the material and the training delivery. I would ensure that I have e-mail addresses of learners in order to follow up and give them further feedback.

Finally, tutors should understand the importance of keeping records accurate, confidential and secure. They should be able to utilize the information for maximising the effectiveness of their teaching approach and progress monitoring.