Food service vocational teacher

Food service vocational teachers for food service instruct students in their specialised field of study, food service, which is predominantly practical in nature. They provide theoretical instruction in service of the practical skills and techniques the students must subsequently master for a food service-related profession. Food service vocational teachers monitor the students’ progress, assist individually when necessary, and evaluate their knowledge and performance on the subject of food service through assignments, tests and examinations.

The following job titles also refer to food service vocational teacher:

food service vocational instructor
cooking teacher
cooking instructor
vocational teacher in food service
food technology instructor
food service teacher
teacher of food and hospitality
vocational instructor in food service
food technology teacher

Associate’s degree is generally required to work as food service vocational teacher. However, this requirement may differ in some countries.

ISCO skill level is defined as a function of the complexity and range of tasks and duties to be performed in an occupation. It is measured on a scale from 1 to 4, with 1 the lowest level and 4 the highest, by considering:

• the nature of the work performed in an occupation in relation to the characteristic tasks and duties
• the level of formal education required for competent performance of the tasks and duties involved and
• the amount of informal on-the-job training and/or previous experience in a related occupation required for competent performance of these tasks and duties.

Food service vocational teacher is a Skill level 4 occupation.

These occupations, although different, require a lot of knowledge and skills similar to food service vocational teacher.

hospitality vocational teacher
business administration vocational teacher
hairdressing vocational teacher
travel and tourism vocational teacher
medical laboratory technology vocational teacher

These occupations require some skills and knowledge of food service vocational teacher. They also require other skills and knowledge, but at a higher ISCO skill level, meaning these occupations are accessible from a position of food service vocational teacher with a significant experience and/or extensive training.

This knowledge should be acquired through learning to fulfill the role of food service vocational teacher.

Assessment processes: Various evaluation techniques, theories, and tools applicable in the assessment of students, participants in a programme, and employees. Different assessment strategies such as initial, formative, summative and self- assessment are used for varying purposes.
Food hygiene rules: The set of national and international regulations for hygiene of foodstuffs and food safety, e.g. regulation (EC) 852/2004.
Teamwork principles: The cooperation between people characterised by a unified commitment to achieving a given goal, participating equally, maintaining open communication, facilitating effective usage of ideas etc.
European food safety policy: Assurance of a high level of food safety within the EU through coherent farm-to-table measures and adequate monitoring, while ensuring an effective internal market. The implementation of this approach involves various actions, namely:

assure effective control systems and evaluate compliance with EU standards in the food safety and quality, within the EU and in third countries in relation to their exports to the EU;
manage international relations with third countries and international organisations concerning food safety;
manage relations with the European Food Safety Authority (EFSA) and ensure science-based risk management.

Food allergies: The types of food allergies within the sector, which substances trigger allergies, and how they can be replaced or eliminated (if possible).
Functional properties of foods: Structure, quality, nutritional value and/or acceptability of a food product. A food functional property is determined by physical, chemical and/or organoleptic properties of a food. Examples of a functional property may include solubility, absorption, water retention, frothing ability, elasticity, and absorptive capacity for fats and foreign particles.

 
Food preservation: Deterioration factors, controlling factors (temperature, additives, humidity, pH, water activity, etc., including packaging) and food processing methods to preserve food products.
Curriculum objectives: The goals identified in curricula and defined learning outcomes.

These skills are necessary for the role of food service vocational teacher.

Guarantee students’ safety: Ensure all students falling under an instructor or other person’s supervision are safe and accounted for. Follow safety precautions in the learning situation.
Assign homework: Provide additional exercises and assignments that the students will prepare at home, explain them in a clear way, and determine the deadline and evaluation method.
Prepare lesson content: Prepare content to be taught in class in accordance with curriculum objectives by drafting exercises, researching up-to-date examples etc.
Facilitate teamwork between students: Encourage students to cooperate with others in their learning by working in teams, for example through group activities.
Monitor developments in field of expertise: Keep up with new research, regulations, and other significant changes, labour market related or otherwise, occurring within the field of specialisation.
Observe student’s progress: Follow up on students’ learning progress and assess their achievements and needs.
Manage student relationships: Manage the relations between students and between student and teacher. Act as a just authority and create an environment of trust and stability.
Adapt teaching to student’s capabilities: Identify the learning struggles and successes of students. Select teaching and learning strategies that support students’ individual learning needs and goals.
Apply teaching strategies: Employ various approaches, learning styles, and channels to instruct students, such as communicating content in terms they can understand, organising talking points for clarity, and repeating arguments when necessary. Use a wide range of teaching devices and methodologies appropriate to the class content, the learners’ level, goals, and priorities.
Maintain students’ discipline: Make sure students follow the rules and code of behaviour established in the school and take the appropriate measures in case of violation or misbehaviour.
Assess students: Evaluate the students’ (academic) progress, achievements, course knowledge and skills through assignments, tests, and examinations. Diagnose their needs and track their progress, strengths, and weaknesses. Formulate a summative statement of the goals the student achieved.
Assist students with equipment: Provide assistance to students when working with (technical) equipment used in practice-based lessons and solve operational problems when necessary.
Adapt instruction to labour market: Identify developments in the labour market and recognise their relevance to the training of students.
Give constructive feedback: Provide founded feedback through both criticism and praise in a respectful, clear, and consistent manner. Highlight achievements as well as mistakes and set up methods of formative assessment to evaluate work.
Assist students in their learning: Support and coach students in their work, give learners practical support and encouragement.
Apply intercultural teaching strategies: Ensure that the content, methods, materials and the general learning experience is inclusive for all students and takes into account the expectations and experiences of learners from diverse cultural backgrounds. Explore individual and social stereotypes and develop cross-cultural teaching strategies.
Work in vocational school: Work in a vocational school that instructs students in practical courses.
Develop course outline: Research and establish an outline of the course to be taught and calculate a time frame for the instructional plan in accordance with school regulations and curriculum objectives.

This knowledge is sometimes, but not always, required for the role of food service vocational teacher. However, mastering this knowledge allows you to have more opportunities for career development.

Cultural customs on food preparation: Cultural or religious rules and traditions regarding the preparation of food.
Customer service: Processes and principles related to the customer, client, service user and to personal services; these may include procedures to evaluate customer’s or service user’s satisfaction.
Learning difficulties: The learning disorders some students face in an academic context, especially Specific Learning Difficulties such as dyslexia, dyscalculia, and concentration deficit disorders.

These skills and competences are sometimes, but not always, required for the role of food service vocational teacher. However, mastering these skills and competences allows you to have more opportunities for career development.

Care for food aesthetic: Convey presentation and aesthetic elements into the production of food. Cut products properly, manage right quantities into the product, care for the attractiveness of the product.
Research new food ingredients: Assess new food ingredients by undergoing research activities in order to develop or improve foodstuffs.
Identify nutritional properties of food: Determine nutritional properties of food and label products appropriately if required.
Give advice on the matching of food with wine: Give advice on the matching of food with wine, the different types of wines, the production processes, about the character of the wine, harvest, type of grape and other related advice.
Advise on food preservation: Advise on ingredients, processes, and technologies that allow the preservation of food until it gets to the consumer.
Use food preparation techniques: Apply food preparation techniques including the selecting, washing, cooling, peeling, marinating, preparing of dressings and cutting of ingredients.
Plan menus: Organise menus taking into account the nature and style of the establishment, client feedback, cost and the seasonality of ingredients.
Execute chilling processes to food products: Carry out chilling, freezing and cooling operation processes to food products such as fruit and vegetables, fish, meat, catering food. Prepare food products for extended periods of storage or half prepared food. Ensure safety and nutrition qualities of frozen goods and preserve products in accordance with specified temperatures.
Make artistic food creations: Use ingredients, mixes and instruments to create artistic food preparations e.g. cakes. Be imaginative and resourceful, and combine colours and shapes to have a good effect. Turn designs into reality, caring for aesthetic and presentation.
Manage resources for educational purposes: Identify the necessary resources needed for learning purposes, such as materials in class or arranged transportation for a field trip. Apply for the corresponding budget and follow up on the orders.
Direct the preparation of food: Oversee the preparation of a variety of dishes such as soups, salads, fish, meats, vegetables or desserts. Participate in and direct food preparation either on a day-to-day basis, or for special guests or events.
Supervise food quality: Oversee the quality and safety of food served to visitors and customers according to food standards.
Work with virtual learning environments: Incorporate the use of online learning environments and platforms into the process of instruction.
Perform classroom management: Maintain discipline and engage students during instruction.
Provide lesson materials: Ensure that the necessary materials for teaching a class, such as visual aids, are prepared, up-to-date, and present in the instruction space.
Create decorative food displays: Design decorative food displays by determining how food is presented in the most attractive way and realising food displays in order to maximise revenue.
Use cooking techniques: Apply cooking techniques including grilling, frying, boiling, braising, poaching, baking or roasting.
Compile cooking recipes: Organise recipes with regards to taste balance, healthy eating and nutrition.
Research new cooking methods: Assess new cooking methods by undergoing research activities in order to develop or improve food technological processes.
Use instruments for food measurement: Use various tools and instruments to evaluate and investigate food products such as thermometers, x-ray tools, microscopes, etc.

2320 – Vocational education teachers

 

 

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References

1. Food service vocational teacher – ESCO