L5 and L6 DPP

Developing Professional Practice module guide 2020-21

Level 5 module code: ED2S039 Professional Certificate in Education (Prof Cert PcET) Level 6 module code: ED3S017 Professional Graduate Certificate in Education (PgCE) Postgraduate Certificate in Education (PGCE PcET)

University of South Wales 2020-21

Prof Cert, PgCE and PGCE post-compulsory education and training Contents 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

Contact details ....................................................................................................................... 3 Rationale ............................................................................................................................... 3 Module Aims for L5 and L6 modules....................................................................................... 4 Module Learning Outcomes ................................................................................................... 4 Indicative content ................................................................................................................... 5 Teaching and learning strategy .............................................................................................. 5 Module Indicative Reading List ............................................................................................... 6 Educational Journals ................................................................................................. 7 Indicative programme of module sessions .............................................................................. 8 Student Evaluation ................................................................................................................. 8 Assessment Strategy ............................................................................................................. 9 Assessment requirements .................................................................................................... 10 Submission Details – what to hand in, where and when ........................................................ 11 Placement Profile ................................................................................................................. 12 Observing other teachers at your placement: suggested pro forma ....................................... 13 Teaching practice observation: overview of the process ....................................................... 14 Pre-observation ....................................................................................................... 14 Observation ............................................................................................................. 14 Post-observation...................................................................................................... 15 Pre-observation guided reflection prompts ............................................................................ 15 Session plan pro forma ........................................................................................................ 16 Post-observation reflection ................................................................................................... 18 Written evaluations of TP observations ................................................................................. 19 Teaching practice observation assessor feedback form ........................................................ 20 Teaching practice observation: principles, assessment and feedback ................................... 22 Using principles and professional standards to complete the feedback form ......................... 23 References .............................................................................................................. 24 Log of Observations ............................................................................................................. 25 Teaching Placement Logs .................................................................................................... 26 Failing an assessed observation: Concern over Progress ..................................................... 27 Your Reflective Journal ........................................................................................................ 28 Your Professional Development Plan (PDP) ......................................................................... 29 Professional Development Plan (PDP) pro forma ..................................................... 30 Challenging Incident Presentation assignment brief .............................................................. 35 Challenging incident presentation – assessor feedback form.................................... 36 Assignment specific assessment criteria Prof Cert PcET (L5 module) ................................... 37 Assessment Criteria – PgCE and PGCE PcET (L6 module) .................................................. 40 School of Education Generic Assessment Criteria (all levels)................................................ 43 Ten tips for academic writing on your ProfCert/PgCE/PGCE PcET ....................................... 45

University of South Wales, 2020/21

2

Prof Cert, PgCE and PGCE post-compulsory education and training 1. Contact details Contact Details Module Leaders

Jodie Rees jodie.rees@southwales.ac.uk

Room

City Campus Staff Area D floor

USW Course tutors

Elaine Evans elaine.evans@southwales.ac.uk

Placement Staff

Placement Administrator: Amanda Symons

Schools and Colleges Experience Officer: Kelly Malarz

amanda.symons@southwales.ac.uk

kelly.malarz@southwales.ac.uk

Rachel Stubley rachel.stubley@southwales.ac.uk

Carol Wood carol.wood@southwales.ac.uk

2. Rationale This 20 credit Developing Professional Practice module (run at two levels, depending on your award) is at the heart of your development as a teacher in the post-compulsory sector. Along with its sister module (Extending Professional Practice) it comprises key elements of the teaching practice experience, with the aim of supporting your development as a reflexive and professional practitioner.

For Developing Professional Practice, you are required to: • • • • •

produce a brief profile of your placement undertake 20 hours documented observation of experienced practitioners plan for, resource and manage 50 hours teaching present a ‘challenging incident’ from your practice to tutors and peers, and reflect on and develop your own professional practice throughout the module

During the module you are observed and assessed whilst teaching, though this is just one component of the module. For most teachers, the majority of our work with learners takes place without any outside observer to help judge the success or otherwise of a session. This module will help you develop the necessary ability to reflect systematically and consistently on your own and your learners’ progress, to appreciate and build on successes, and to recognise and address areas for ongoing development within the context of your own practice environment and social settings. You will develop your reflective practice by writing an on-going reflective journal, including recording and planning to meet targets for development, and by engaging in reflective writing before and after teaching practice observations.

As the module runs throughout the year, you will present most of the evidence of your work at the end of the course. However, your tutors will ask to see some components (e.g. your placement profile, reflective journal, self-evaluations and professional development plan) as works in progress at earlier stages of the course.

University of South Wales, 2020/21

3

Prof Cert, PgCE and PGCE post-compulsory education and training The Developing Professional Practice module also embeds the following important cross-cutting themes which run throughout the course: • • • •

Professional and ethical standards Supporting the teaching and research nexus Developing literacies for learning and professional life Authentic and socially-situated learning

3. Module Aims for L5 and L6 modules The module aims to: • provide practical teaching experience that develops the professional skills, knowledge and values required of an effective practitioner within the PcET sector • value and promote diversity, equality of opportunity and inclusion in all aspects of professional practice • develop understanding of practice theory links to support effective learning, teaching and assessment strategies • develop an ethos of reflection, lifelong learning and professional development as a teacher in the PcET sector • develop resilience, confidence and effective practice in managing challenges and critical incidents.

4. Module Learning Outcomes Learning Developing Professional Outcome Practice Level 5 ED2S039 1 Effectively plan and deliver learning, teaching and assessment that meets the professional standards of the PcET sector and demonstrates ongoing commitment to own professional development through critical reflection and evaluation

Developing Professional Practice Level 6 ED3S017

2

Critically review a challenging incident from professional practice and in collaboration with peers, critically evaluate range of possible strategies to support professional development and improve learning.

Critically review a challenging incident from professional practice and in collaboration with peers, identify strategies to support professional development and improve learning

University of South Wales, 2020/21

Effectively plan and deliver learning, teaching and assessment that meets the professional standards of the PcET sector and demonstrates ongoing commitment to own professional development through research-informed critical reflection and evaluation

4

Prof Cert, PgCE and PGCE post-compulsory education and training 5. Indicative content The module introduces skills for reflection, review, evaluation and planning to ensure ongoing professional development. Areas for study and reflection include: • professional knowledge, values and skills expected of practitioners in the postcompulsory sector • the role of the tutor and developing professional relationships • classroom management and safeguarding • issues of inclusion, equality, diversity and strategies to support learning differences including additional learning needs (ALN) • cross cutting themes eg Welsh language and culture; literacy, language and numeracy (LLN) and digital literacy • developing the use of learning technologies • practical experience through observation of other practitioners and own teaching practice • reflection/critical reflection (L5/L6): participants are required to reflect and maintain records to document their personal and professional development, achievements and ongoing targets • self-evaluation: analysis/critical analysis (L5/L6) of own practice and setting targets for own development • developing resilience and confidence in managing challenges and critical incidents professionally • engagement/critical engagement (L5/L6) with relevant literature and learning theory (and evidence-based research L6) to support own personal and professional development • developing own reflective and academic writing suitable for level 5/level 6 (as applicable).

6. Teaching and learning strategy The module comprises hands-on workplace learning, through observation of experienced practitioners, engagement in departmental activities (as relevant) and teaching practice. Workplace learning is guided and supported by course tutors and the teaching practice mentor (where relevant). Details of the role of the mentor and the teaching practice placement can be found in the Teaching Practice Guide.

There are also a series of taught sessions throughout the year which are specifically designed to support this module, and the knowledge and skills outlined in the previous section (indicative content). The learning and teaching strategy here takes account of several factors: • the need to model sound pedagogic (teaching) principles in practice • the need to support students in making links between concepts, theories, and their own practice, and therefore to engage in deep (as opposed to surface) learning • the diverse levels of experience and skills, and the diverse teaching situations of students in the group University of South Wales, 2020/21

5

Prof Cert, PgCE and PGCE post-compulsory education and training •

within the above context, the need to develop intra-group trust and communication to establish a positive and productive learning group

Students’ own ideas, skills and experiences are valued, both as a starting point for further learning, and as a resource for peer discussion and peer learning. Bringing students’ own experiences into the classroom enables meaningful links between theory and practice to be made.

Students regularly comment on the fact that they are learning as much from their peers as from the tutors and the literature, and we view this as an indicator of quality learning taking place. It is also hoped that this insight enables students to reflect on their own role as teachers, and the role of their learners in bringing about learning.

Teaching and learning activities for this module include: • • • • • • • • • • •

face to face teaching and learning synchronous and asynchronous online teaching and learning teaching practice and observations at placement tutor and student presentations small and whole group discussions case studies awareness raising and development exercises and games simulated group planning and teaching exercises resource development workshops analysis of and reflection on own (and peers’) practice directed and independent study Activity Type Hours 'Lecture’ 25 Seminar 5 Practical classes and workshops 10 Independent Study 100 Directed Study 55 Formative Assessment - Scheduled 5 Total Hours Selected 200 7. Module Indicative Reading List The recommended titles below are a starting point for your professional studies on the course. However, there are many other titles available and being published all the time. For the purposes of this course, you should ensure that any other titles you select to support your developing practice are suitable. This means reading critically. If a title was published some time ago, is it still relevant culturally, socially, technologically? If a title was written for another context (e.g. in the US or for the secondary school sector) does it have something to offer you, as a post-compulsory tutor in the UK, or would your time be better spent with a more obviously relevant source?

University of South Wales, 2020/21

6

Prof Cert, PgCE and PGCE post-compulsory education and training Armitage, A. Cogger, A., Evershed, J., Hayes, D., Lawes, S. & Renwick, M. (2016) Teaching in Post-14 Education and Training 5th edition. Berkshire: Open University Press Atherton, P. (2018) 50 Ways to Use Technology Enhanced Learning in the Classroom: Practical strategies for teaching. Learning Matters Bolton, G. (2012) Reflective Practice: Writing and Professional Development. London: Sage.

Brookfield, S. D. (2017). Becoming a critically reflective teacher. John Wiley & Sons.

Gould, J. (2012) Learning Theory and Classroom Practice in the Lifelong Learning Sector (2nd edn). Exeter: Sage Learning Matters Gregson, M. & Duncan, S. (2020) Reflective teaching in further, adult and vocational education 5th Edition London: Bloomsbury Academic Hattie, J. (2012) Visible Learning for Teachers: Maximizing Impact on Learning.

London: Routledge.

Knowles, M. S. (2011) The Adult Learner: the definitive classic in adult education and human resource development. 7th edition Oxford: Butterworth-Heinemann Petty, G. (2018) How to Teach Even Better: An Evidence-Based Approach. Oxford: OUP. Peart, S. (2014) Equality and Diversity in Further Education. Northwich: Critical Publishing Mortiboys, A. (2012) Teaching with emotional intelligence: a step by step guide for higher and further education professionals (2nd edn). London: Routledge Robinson, D. (2019) Classroom Behaviour Management in Further, Adult and Vocational Education: Moving Beyond Control? Bloomsbury Publishing Spenceley, L. (2014) Inclusion in Further Education. Northwich: Critical Publishing Wallace, S. (2013) Managing Behaviour and Motivating Students in Further Education (3rd edn). Exeter: Sage Learning Matters Tummons, J. (2019) PCET: Learning and teaching in the post compulsory sector.

SAGE Publications Ltd. Educational Journals • • • • •

Journal of Further and Higher Education British Educational Research Journal British Journal of Educational Technology Research in Post-Compulsory Education Journal of Vocational Education and Training

University of South Wales, 2020/21

7

Prof Cert, PgCE and PGCE post-compulsory education and training 8. Indicative programme of module sessions This module runs throughout the course and students are supported by a number of sessions which address professional development as outlined below. Please refer to your course timetable for the dates and times of these.

Session 1

Session 2

Introduction to the module 1: Starting teaching practice: observations, placement profiles and professional learning

Introduction to the module 2: the cycle of reflective practice, the reflective journal and professional development planning

Session 3

Session 4

Diversity, equality and inclusion

Strategies to support learning differences including Additional Learning Needs

Session 5

Session 6

The role of the tutor, professional boundaries and emotional intelligence

Developing use of learning technology

Session 7

Session 8

Classroom management and safeguarding

Curricula, qualifications and cross-cutting themes

Session 9

Session 10

Motivation and behaviour

Critically analysing challenging incidents

Session 11 Reflection and professional development planning: tutorials

Session 12 Sharing placement profiles: opportunities and challenges

Session 13

Session 14

Challenging incident presentations

Tutorial groups

Tutorials Throughout this module, you will have regular weekly group tutorials with activities such as: • reviewing progress and support for learning on the course • preparation and support for presentations and other assignments • consolidating professional skills e.g. session planning and setting objectives • reviewing and developing teaching practice files • course evaluation and review There will also be the opportunity for individual tutorials.

9. Student Evaluation Students can give feedback to course tutors at any time during the module, and we would aim to address any areas of concern as they arise. You can also provide feedback through your course reps in the Staff-Student Liaison Group meetings. At

University of South Wales, 2020/21

8

Prof Cert, PgCE and PGCE post-compulsory education and training these meetings, we encourage students to give detailed feedback, including areas which have been useful, as well as areas that can be developed.

After you have completed the module, we ask you to complete the online module evaluation (Loop) via UniLearn. This feedback contributes to the Prof Cert/PgCE course team’s reflections and planning for the future. It is also accessible to a wider audience, and can be used by the university for its quality and management processes.

10. Assessment Strategy Students will work individually, with peers and with their learners to carry out formative and summative assessment tasks for this module.

Formative assessment is when the focus of the assessment is developmental and the process allows the student to learn more and develop their work further. This includes tutor and mentor feedback on teaching practice, feedback on written selfevaluations and entries in the reflective journal during the year, and feedback during professional dialogue and discussions at the workplace or during university workshop sessions. Formative assessments cannot be failed per se.

Summative assessment is when the assessment activity is judged by particular criteria and often results in a grade or mark. Teaching practice observations have both a formative and a summative function: they need to reach a pass standard (i.e. there is a summative dimension) but your reflection before observation, the written feedback you are given, and the professional dialogue and developmental discussion with the observer afterwards is crucial too. Candidates are urged to engage fully with this formative aspect of the process as it is the means by which you will develop professionally.

Assessment for the module is through an e-portfolio which contains: 1. a portfolio of evidence of a wide range of work related to the development of your professional practice during placement (80%) 2. a presentation based on managing a placement challenge (20%) This mode of assessment is valid, authentic and allows you and your assessors to see the development of professional knowledge, skills and values along your practitioner journey throughout the year, with ongoing opportunities for developmental feedback along the way.

Details of the assessment components, the assessment criteria used in grading your work, and further guidance and documentation related to these are included in subsequent sections of this module guide.

The final e-portfolio, containing evidence from all the module assessment activities is summatively assessed and given an overall grade. This is a ‘non-bonded module’. This means that all module components must be completed satisfactorily.

A below standard component cannot be compensated for by very strong performance elsewhere in the module. We believe this to be an appropriate system on a professional teaching course.

University of South Wales, 2020/21

9

Prof Cert, PgCE and PGCE post-compulsory education and training 11. Assessment requirements Your e-portfolio should include: 1.

Evidence of your practical teaching experience in the workplace.

This component is worth 80% of your marks and must contain:

a)

Placement profile

b)

Placement report (completed by mentor)

c)

d)

Teaching Practice Logs signed by your mentor or line manager which will verify: • 20 hours documented observation of experienced practitioners • a minimum of 50 contact hours in the full teaching role Evidence from 3 successful teaching practice observations, each ‘set’ of evidence to include: • Relevant scheme of work with current session clearly marked (the scheme of work may or may not have been devised by you) • Session plan parts A and B (this must have been devised by you) • Learning and teaching resources for the session • Observer feedback with evidence of progress on targets • Examples of student work and your tutor feedback

d)

Written evaluations (400 words) of each of the 3 teaching practice observations, each to include academic reference page and targets for ongoing development

e)

Reflective journal (including guided reflections before and after observations)

f)

Professional Development Plan

2.

Evidence from a 10 minute presentation with handout of a challenging incident e.g. managing challenging behaviour, or a professional/personal breakthrough in teaching. Include copy of assessor feedback sheet.

This component is worth 20% of your marks.

*NB You are allowed ONE unsuccessful teaching practice observation during the course (ie in Developing Professional Practice OR Extending Professional Practice).

If this happens to you, please include all evidence from this additional observation, including a written self-evaluation with targets for development. This is an important piece of evidence, demonstrating your professional development on the course.

University of South Wales, 2020/21

10

Prof Cert, PgCE and PGCE post-compulsory education and training 12. Submission Details – what to hand in, where and when For this assignment you should complete an e-portfolio containing all the components outlined in the section 11 Assessment Requirements (and following the further detailed guidance in this module guide).

Please familiarise yourself with the assignment specific and generic assessment criteria your work will be judged by (Section 29-31).

Refer to the ‘Ten tips for academic writing’ (Section 32) and the ‘USW Harvard referencing guide’ to help you fulfil the course requirements.

Note: All written work must have the word count recorded at the end in brackets, excluding references list.

Your e-portfolio should be completed and a link shared with your tutor by 10am on Friday 18th June 2021 Summative feedback and grades for Developing Professional Practice will be available after the end of year summer Exam board.

University of South Wales, 2020/21

11

Prof Cert, PgCE and PGCE post-compulsory education and training 13. Placement Profile During the first few days at your teaching practice placement, you will start to find out about the place and the people you’ll be working with as you prepare for the year ahead, the teaching you will undertake and the professional relationships you will form.

You’ll find suggestions in the Teaching Practice Guide of important tasks you’ll want to undertake and things you’ll need to find out about during these early days.

Towards the end of this ‘induction’ period, you will produce a short Placement Profile (one page A4) that summarises some key information about YOUR placement and initial areas for professional development that you have identified in professional discussions with your mentor (and others). You can use a simple table, or create your own graphic, but please use the following headings: •

Placement overview (e.g. catchment area/demographics, type of institution)

•

Your courses and learning groups

•

Resources and support (including key colleagues)

•

Key policies and practices you need to know about

•

Your initial challenges and areas for professional development/further study

•

Main targets – what, by when, with whom?

University of South Wales, 2020/21

12

Prof Cert, PgCE and PGCE post-compulsory education and training 14. Observing other teachers at your placement: suggested pro forma The form below can help you capture key aspects of your observation experience by making notes at the time. To make the most of these valuable learning opportunities, please make notes each time you observe another practitioner (using this form/the headings below) then write about the experience more fully in your reflective journal.

Group/subject/topic observed:

Date:

Learning group profile (number in class, age, etc):

How were learning activities planned/organised by the teacher?

What reading, writing, speaking, listening were required of the learners?

What aspects of the session resulted in successful learning experiences?

What (if any) were the difficulties or challenges for teacher/learners in this session?

Key aspects for further consideration in your reflective journal:

University of South Wales, 2020/21

13

Prof Cert, PgCE and PGCE post-compulsory education and training 15. Teaching practice observation: overview of the process Your tutor and/or placement mentor will agree a time to observe your teaching.

Planning, assessing and evaluating teaching practice are key components of Developing Professional Practice. This is supported by a 3-part process of preobservation, observation, and post-observation. It is an iterative process where one stage informs the next to continually develop teaching practice:

Pre-observation This step involves a pre-observation guided reflection (p21) to help prepare you for your teaching practice observation and prompts you to consider previous development targets and areas/themes of focus. It also encourages you to fully consider the planning element of teaching for learning e.g. pedagogical principles and theories, activities, learner profiles, curriculum, and any differentiation that underpins your planning for learning. This reflection will support meaningful and considered completion of your session plan (pp22-23), learning resources and assessment. This guided reflection will form part of your reflective journal (p27). It should be brought along to your observation for the observer to read.

Observation This step explains what you need to do on the day of your observation. Please make sure to plan for an unobtrusive place for the observer to sit so the class is not disturbed if the observer needs to leave. You also need to provide some key documentation to the observer that includes a completed session plan (pp 22-23), a scheme of work, current assessment being worked on (if appropriate), and lesson resources. The observer will complete page 1 of the teaching practice observation form (p15) and give this to you at the end of your observation and agree a time for your post-observation professional dialogue.

University of South Wales, 2020/21

14

Prof Cert, PgCE and PGCE post-compulsory education and training Post-observation This step supports further reflection, dialogue, and evaluation of your observation. Initially, you will need to reflect on the observed session when it is fresh in your mind and use your own judgements, the observer feedback, and any learner evaluation and work to prepare for a professional dialogue about your observation. A post-observation guided reflection (p24) task will help you with this.

During the professional dialogue with your tutor you will critically discuss the teaching and learning principles in your session and come to an agreed plan for areas of development that will be captured on page 2 of the teaching practice observation form (p16). This will help support you to complete a written evaluation (p24) of your observation (500 words).

16. Pre-observation guided reflection prompts This pre-observation guided reflection is to support meaningful planning for learning before your observation. The questions below provide a scaffold for key points to consider, but you are not limited to these and are encouraged to develop this reflection further as necessary.

1. Consider the feedback and developmental targets discussed as part of your peer teach or last observation. How are you going to incorporate these areas for development in your next observation?

2. Describe any additional areas or themes you would like to develop or focus on as part of your next observation? Which of the 10 principles of “good teaching� and professional standards does this relate to?

3. Explain the pedagogical principles that underpin the planning of teaching and learning in your next observation.

4. Explain how this pedagogical theory informs your choice of learning activities in the session and explain how it supports learning.

5. Explain how you will know/check/review that learners have made meaning from activities, and learning has taken place.

6. Has all the necessary paperwork been completed ready for the observation e.g. session plan, scheme of work, assessment currently in process (if appropriate), copy of resources? Has a suitable place for the observer to sit been considered?

University of South Wales, 2020/21

15

Prof Cert, PgCE and PGCE post-compulsory education and training 17. Session plan pro forma You need to complete Part A of the USW School of Education session plan for each observed session. Part B may be replaced by the session plan pro forma used by the institution where you are teaching, but please check with your tutor first as this may not be appropriate for the PcET course requirements.

PART A Course

No. of students

Topic

Curriculum levels Date and time

Session aim Learning objectives

Assumed knowledge

Profile of learners (this can include strengths, any challenges, and learning support needs)

Briefly explain how your chosen strategies are designed to engage students in the learning process

Briefly explain how you will assess for learning and plan for feedback

Indicate if you are using any new strategies, resources, technologies for the first time

Identify differentiation or extension activities designed to support learners at different levels

State how your planning has addressed targets set in previous observations

Briefly explain how you this session fits into the overall scheme of work

University of South Wales, 2020/21

16

Part B Timing

Method (ensure variety of method)

Activity (including group organisation and differentiation strategies)

Notes 1. Homework/follow up work:

2. Quick evaluation notes:

University of South Wales 2020-21

Resources and materials

Assessment

18. Post-observation reflection This post-observation guided reflection based on Brookfield’s lenses (2017) should take place as soon as possible after your observation and will support “seeing” the session through different perspectives to best prepare for your professional dialogue.

Make sure you use your own judgements, tutor feedback and any learner feedback/evaluation/work produced in the session to best inform this reflection. You may find it helpful to map your reflections to the 10 principles of “good teaching” and the professional standards.

1. Explain how the session demonstrated your development of key areas of teaching practice identified in your pre-observation reflection.

2. Critically reflect on teaching and learning in the session through your own lens.

3. Critically reflect on the teaching and learning in the session through the lens of the learners.

4. Critically reflect on the teaching and learning in the session through the lens of the observer.

5. Critically reflect on the teaching and learning in the session through the lens of pedagogical theory/literature.

6. Summarise 3 key areas for discussion/development that you would like to focus on during the professional dialogue as a result of this postobservation reflection.

Reference Brookfield, S. D. (2017). Becoming a critically reflective teacher. John Wiley & Sons.

University of South Wales 2020-21

Prof Cert, PgCE and PGCE post-compulsory education and training 19. Written evaluations of TP observations The observation process culminates in a 400-word written evaluation based on your reflections on action (Schön, 1983) and the outcomes of your professional dialogue. It supports you to focus on what you have learned from the process, use relevant literature to support and develop your judgments about the teaching and learning that took place in the observed session, and identify next steps for development.

So that we can support you in developing this sort of writing and reflection, we ask you to submit an electronic copy of your first written evaluation with academic references to your personal tutor within 10 days of the post observation discussion with your tutor.

This allows us to give you feedback and suggest areas for improvement. If you and/or your tutor decide that further support would be useful, you may be asked to submit subsequent written evaluations for review.

The following prompt questions will help to inform your written evaluations: Observation No. and Date: 1. What have you learned from this teaching observation experience? Use relevant literature and previous development targets to support your judgements.

2. Did the learners achieve the aims of the lesson/did learning happen? Draw on the evidence used to make these judgements.

3. What would you do differently if you were to teach the session again? Use relevant pedagogical literature to support your changes.

4. What are the next steps for your future development?

Summarise these into 3 key areas with SMART targets to focus your ‘feedforward’: Development Area with SMART targets

Progress

Reference Schön, D. (1987) Educating the Reflective Practitioner, San Francisco: Jossey-Bass.

University of South Wales 2020-21

19

Prof Cert, PgCE and PGCE post-compulsory education and training

20. Teaching practice observation assessor feedback form Brief description of the context / topic for observation and group / Disgrifiad byr o’r cyd-destun / pwnc ar gyfer arsylwi a grwp:

Name/Enw: Institution/Sefydliad:

Observation No./Rhif Arsylwi Assessor(s)/Aseswr(wyr):

Page 1

Date/Dyddiad: Teaching Practice Requirements Met Teaching Practice Requirements Not Met

Ten Principles of ‘Good Teaching’ 1. Subject knowledge and pedagogy

2. Contextualised learning

3. Learner engagement

4. Learner ownership, experimentation and hypothesis building

5. Learner differentiation and inclusivity

6. Managing and monitoring the learning experience

7. Maximising learner potential

8. Learning as a social act

9. Teacher as a reflective practitioner

10. Teacher resilience

Key Strengths and Areas for Development Planning for Learning

Learning and Teaching

Assessing for Learning

University of South Wales 2020-21

20

Prof Cert, PgCE and PGCE post-compulsory education and training Teaching practice observation feedback form (page 2) General observations (Professional Knowledge/Values/Skills) / Sylwadau Cyffredinol

Areas for Development with Targets for Improvement and Further Study

Progress on previous targets / Crynodeb cyrhaeddiad a chynnydd

Signed (Trainee) / Arwyddwyd (Hyfforddai )

………………....

Date:

Signed (Assessor) / Arwyddwyd (Aseswr)

............................

Date:

University of South Wales 2020-21

21

Prof Cert, PgCE and PGCE post-compulsory education and training 21. Teaching practice observation: principles, assessment and feedback Providing feedback for student teachers after a teaching practice observation has two aspects: • Formative feedback – what strengths and areas for development, as observed in this session, will be considered and discussed to help the student teacher to reflect, action plan and develop as a practitioner?

• Summative feedback – has the observed session met teaching practice requirements? Guidance for making this decision can be found in the Teaching Practice Guide 2020-21 and the observer should indicate on the form whether teaching practice requirements have been met or not.

Formative feedback is a key part of the ongoing dialogue between a student teacher and their tutor and/or mentor. This dialogic feedback is specific to the learning context in which it takes place and is ‘co-constructed’ by the participants. It relies on the professional good judgement and engagement of both observer and student teacher and there is no set formula for the conversation. However, it is important that we develop some shared understanding of what constitutes good teaching and successful learning.

We are using the following principles and standards to inform the process (please see our Teaching Practice Guide 2020-21 for full details of these documents): • Ten Principles of ‘Good Teaching’ (O’Leary, 2020) • Professional Standards for Further Education Teachers and Work-based Learning Practitioners in Wales (Welsh Government, 2017) Given that we teach and work with practitioners working in England, we are also mindful of: • Professional Standards for Teachers and Trainers in Education and Training – England (The Education and Training Foundation 2014) On the following page, we outline how these standards and principles can be used in practice to help develop feedback via the observation form.

University of South Wales 2020-21

22

Prof Cert, PgCE and PGCE post-compulsory education and training 22. Using principles and professional standards to complete the feedback form The ‘Ten principles of good teaching’ in practice (O’Leary 2020)

Planning for Learning/Cynllunio ar gyfer Dysgu To complete this section, we will consider the pre-observation reflection and the session plan (parts A and B), as well as any resources or other preparations in evidence.

Principles 1, 2 and 5 in practice:

• • •

evidence of sound knowledge of subject area and the necessary pedagogic skills to impart this planning to provide a meaningful and memorable context for the subject matter, related to learners’ existing knowledge and the wider world planning for the differentiated needs of individual learners, whilst building an inclusive classroom culture

Learning and Teaching/Dysgu To complete this section, consider all aspects of managing and facilitating learning as the session unfolds.

Principles 3, 4, 5, 7 and 8 in practice:

• • • • •

evidence of the active cognitive engagement of learners and a stimulating learning experience evidence of learners’ freedom to have some control and ownership over how they learn and what they take from their learning evidence of support for differentiated learning and an inclusive classroom culture evidence of commitment to all learners achieving their potential evidence of learning as a socially interactive and collaborative process

Welsh Government and ETF Professional Standards WG standards: 2, 5, 6, 7 ETF standards (values) 4 (knowledge) 7, 8 (skills) 14

WG standards: 1, 2, 3, 4, 8, 9 ETF standards (values) 3, 5, 6 (knowledge) 9, 11, 12 (skills) 13, 15, 16, 17

Assessing for Learning/Asesu ar gyfer Dysgu

WG standards: 2, 5, 7, 9

To complete this section, consider all kinds of assessment tools and strategies (e.g. questioning and feedback, monitoring of learning activities, use of learner self- and peer-assessment) for all kinds of purposes e.g. initial, formative and summative purposes.

ETF standards (values) 4, 5 (knowledge) 9 (skills) 16, 17, 18

Principles 6 and 7 in practice:

• •

evidence of managing and monitoring the on-going learning experience of the learners evidence of commitment to all learners achieving their potential

University of South Wales 2020-21

23

Prof Cert, PgCE and PGCE post-compulsory education and training

The ‘Ten principles of good teaching’ in practice (O’Leary 2020)

Welsh Government and ETF Professional Standards

General observations (Professional Knowledge, Values & Skills) / Sylwadau Cyffredinol Observers are free to use this section for any summary or additional comments. Throughout the feedback process, we should include the three strands of professional practice: knowledge, values and skills

Targets for Improvement and Further Study/Targedau ar gyfer gwella These may be articulated as specific (SMART) targets and/or they may be suggestions for further reflection and/or study on specific aspects of professional practice

Progress on previously set targets/Cynnydd yn y targedau a osodwyd yn flaenorol

WG standard: 10

This is a crucial section to complete, as it helps track a student teacher’s progress, particularly their responses to feedback.

ETF standards (values) 1, 2 (knowledge) 10

Principle 9 in practice:

•

evidence of reflection on classroom practice and commitment to improving professional skills and knowledge

References The Education and Training Foundation (2014) Professional Standards for Teachers and Trainers in Education and Training – England [online] https://www.etfoundation.co.uk/wpcontent/uploads/2014/05/ETF_Professional_Standards_Digital_FINAL.pdf (accessed 28 July 2020) O’Leary, M. (2020) Classroom Observation: a guide to the effective observation of teaching and learning 2nd Edition London: Routledge Welsh Government (2017) Professional Standards for Further Education Teachers and Work-based Learning Practitioners in Wales [online] https://hwb.gov.wales/api/storage/460a740a-7bf1-4c7b-b4ae348ae380879b/professional-standards-further-education-teachers-work-based-learningpractitioners-wales.pdf (accessed 28 July 2020)

University of South Wales 2020-21

24

Prof Cert, PgCE and PGCE post-compulsory education and training 23. Log of Observations Use this form (and further copies of it as required) to log observations of other teachers that you’ve undertaken (min 20 hours). Signed off logs and observation notes (see earlier) must be included in your Developing Professional Practice portfolio.

We recommend that you also record and reflect on observations in your Reflective Journal.

Date

Observations/other placement activities

Hours

Total number of hours on this sheet Mentor/line manager signature

University of South Wales 2020-21

Date:

25

Prof Cert, PgCE and PGCE post-compulsory education and training 24. Teaching Placement Logs Use this form (expanded as required) to record the hours you spend teaching groups and individual learners in the settings appropriate to your subject/discipline.

Signed off logs must be included in your Developing Professional Practice portfolio.

Remember – a minimum of 50 hours must be direct teaching hours where you are responsible for planning, teaching and assessing learners in the full teaching role.

You will of course also record and reflect on sessions you have taught in your Reflective Journal (see guidance later).

Date

Class / activities

Hours

Total number of hours on this sheet Mentor/line manager signature

University of South Wales 2020-21

Date:

26

Prof Cert, PgCE and PGCE post-compulsory education and training 25. Failing an assessed observation: Concern over Progress You are allowed a maximum of one unsuccessful teaching practice observation during your course (in Developing Professional Practice OR Extending Professional Practice).

If this happens to you, please include all evidence from this additional observation, including a written self-evaluation with targets for development. This is an important piece of evidence, demonstrating your professional development on the course.

An observed session that falls below recognised professional standards will trigger a ‘Concern over Progress’ procedure; this gives student teachers a second opportunity to meet specific professional targets within a specified time-frame.

•

•

•

The ‘second attempt’ at the assessed observation is jointly assessed by two members of staff (usually one from the teaching placement alongside the university personal tutor). If this reaches the required standard, then the student resumes the module.

If the session still does not reach the required standard then (and the student still wishes to continue the module) there will be one further joint observation, which will include a senior member of university staff.

If insufficient progress has been made, then the teaching practice placement is terminated.

Please see the Teaching Practice Guide for further information, guidance and documentation related to meeting professional targets and Concern over Progress.

University of South Wales 2020-21

27

Prof Cert, PgCE and PGCE post-compulsory education and training 26. Your Reflective Journal This forms an important part of Developing Professional Practice and is how you record and reflect upon your experiences throughout the module.

You are required to maintain your Reflective Journal on a weekly basis and it will form the basis of action planning and target setting activities, during discussions with your tutor and/or mentor and from your own reflections. The maintenance of a Reflective Journal is an essential part of the programme and is regarded as critical to the development of a reflective approach to teaching. Your journal is not necessarily or consistently academic in style or tone (though it needs to be professional). Rather it is an active process of reflection and a vehicle for you to record, analyse and evaluate experiences of learning and professional development during the course – on campus and on placement.

There is not an exact word count for the Reflective Journal, in order to allow for individual variation in style and approach. However, you should be aiming for weekly entries of about 250 words each for the duration of the course. Tutors may suggest topics for reflection based on taught sessions. Some module guides may include suggestions for guided reflections which can be included within your Reflective Journal. Additional themes students have addressed within their reflective journals in the past have included: o managing challenging behaviour (this could focus on any one of a wide variety of challenges) o developing subject pedagogy (approaches to teaching your subject) o planning for inclusive learning and valuing diversity o creating/adapting resources for active learning o supporting learning outside the classroom o working with mixed level groups/differentiation o supporting language, literacy and/or numeracy development within your subject o supporting students with additional learning needs o managing institutional challenges o bilingual or Welsh medium delivery o using technology to enhance learning o developing peer/collaborative learning o building professional relationships You must submit your Reflective Journal in order to complete this module.

University of South Wales 2020-21

28

Prof Cert, PgCE and PGCE post-compulsory education and training 27. Your Professional Development Plan (PDP) You will engage in formal and informal professional dialogue throughout the course and receive developmental feedback from a number of different sources, and for a number of purposes e.g.

• formal or informal peer feedback after peer presentations and other module activities •

tutor and mentor feedback and discussions after observed sessions

•

tutor feedback after written assignments

•

learner feedback on placement

You will reflect on these and other significant experiences related to your practical and academic work in more depth within your reflective journal.

All these sources support your on-going professional development. The Professional Development Plan is a mechanism to help you record and monitor this overall progress as you develop the values, knowledge and skills of a professional practitioner in the PcET sector.

At the end of the year you will be supported to review your achievements and ongoing targets against the Professional Standards (See below for pro forma).

You are expected to maintain your Professional Development Plan throughout the course, and to submit it to your personal tutor on three occasions during the year: •

part 1 at the end of the first term

•

parts 1 and 2 at the end of the spring term

•

parts 1, 2, 3 and 4 complete the PDP and should be submitted at the end of the year as part of your Developing Professional Practice portfolio.

You must submit your complete Professional Development Plan in order to complete this module.

University of South Wales 2020-21

29

Prof Cert, PgCE and PGCE post-compulsory education and training Professional Development Plan (PDP) pro forma

Part 1 based on reflections and feedback on practical and academic work in the Autumn Term. Please bring this to your final group tutorial at end of Autumn term What do you plan to do?

By when?

(SMART targets)

How are you going to do it?

e.g. start to embed numeracy into my sessions with my BTEC first class

1. read around the subject (ask module tutor for ideas) 2. research best practice eg NRDC practitioner reports 3. talk to mentor about opportunities for doing numeracy work with learners without them really noticing i.e. completely embedded in our subject!

4. visit learning support sessions to see if they have any resources

(Action Plan)

Please extend as required

University of South Wales 2020-21

What have you done?

How did it go?

(Review)

Welsh Government or ETF Professional Standards

WG 5,6,10 ETF 4,8,16

Prof Cert, PgCE and PGCE post-compulsory education and training

Part 2 based on reflections and feedback on practical and academic work in the Spring Term. Please bring this to your final group tutorial at end of the Spring term What do you plan to do?

By when?

(SMART targets)

How are you going to do it?

University of South Wales 2020-21

(Action Plan)

What have you done?

How did it go?

(Review)

31

Welsh Government or ETF Professional Standards

Prof Cert, PgCE and PGCE post-compulsory education and training

Part 3 based on reflections and feedback on practical and academic work in the Summer Term.

What do you plan to do?

By when?

(SMART targets)

How are you going to do it?

University of South Wales 2020-21

(Action Plan)

What have you done?

How did it go?

(Review)

32

Welsh Government or ETF Professional Standards

Prof Cert, PgCE and PGCE post-compulsory education and training

Part 4 End of year review using Professional standards for FE teachers and WBL practitioners in Wales (WG, 2017) ** Please submit ALL four parts of your PDP in your Developing Professional Practice portfolio In my practice and with others, I …

1

2

3

4

5

Demonstrate commitment to learners, their learning, safety and well-being • inspiring supporting and stretching learners, taking account of starting points and progression options • working with others to ensure learners are fully supported Value and promote diversity, equality of opportunity and inclusion • embracing diversity and advocating inclusion • challenging discrimination in all forms Understand the importance of the Welsh culture and language as a bilingual nation • taking opportunities to celebrate the culture of Wales and its place in the world • pursuing opportunities for my own Welsh language development and promoting its importance to others Demonstrate dignity, courtesy and respect towards others • listening to and respecting other peoples’ views, opinions and ideas • acting as a role model for fair, courteous and respectful behaviours Maintain and update knowledge of my subject(s) and how best to teach and assess it • keeping abreast of my subject or vocational area and of effective teaching and assessment methods • using assessment of and for learning to support learner progress

University of South Wales 2020-21

professional/personal achievements

professional/personal challenges and targets

Prof Cert, PgCE and PGCE post-compulsory education and training 6

7

8

Know how to use evidence and research to improve my practice • accessing and experimenting with research from a range of sources • reflecting on the latest theories and research with colleagues and exploring their relevance to my teaching and learning context Plan and deliver effective learning, teaching and assessment • identifying, preparing, delivering and assessing learning programmes • using a range of media, including digital, effectively to enhance the learning process Build positive and collaborative relationship • working to build and maintain relationships with learners, colleagues, employers and others as appropriate • participating and contributing to professional learning networks

9

Enable learners to share responsibility for their own learning and assessment • working with all learners to empower them to set challenging goals and targets and to evaluate their own progress against these • communicating effectively with all learners, employers and others as appropriate 10 Critically reflect on own values, knowledge and skills to improve learning • developing my own literacy, numeracy and digital literacy skills along with other appropriate professional skills • critically appraising my own practice and adapting it in the light of reflection and feedback, including feedback from learners. ** If appropriate, you may wish to develop PDP Part 4 using Professional Standards for England – please discuss with your tutor

University of South Wales 2020-21

34

Prof Cert, PgCE and PGCE post-compulsory education and training

28. Challenging Incident Presentation assignment brief A 10 minute presentation to a group of peers of a challenging incident e.g. managing challenging behaviour, dealing with a difficult or unexpected situation, or a professional/personal breakthrough in teaching a difficult concept/skill/value This will provide evidence of your reflective practice and your developing professional values, knowledge and skills. You are expected to make links to relevant principles from the literature.

It is up to you which ‘incident’ you choose to talk about, but it should be something that has allowed you to gain some significant insight and which you feel has contributed to your development as a teacher.

We recommend you use Gibbs’ (1988) reflective cycle or a similar/adapted reflective model (see Dye, 2011) to structure your presentation. You need to provide evidence of using ideas from the literature, and this fits particularly well at the analysis stage of Gibbs’ cycle. Using Brookfield’s (2005) four lenses model might also help inform your reflections.

This will be a presentation to an audience of peers. You are asked to provide a clear and professional handout (one side of A4) to share with your tutor and the group, to enable them to follow your presentation easily.

The relevant criteria on which you are assessed are (pp.25-30 of module guide): ❖ Demonstrate reflection and analysis ❖ Demonstrate developing resilience, confidence and good practice in managing challenging incidents ❖ Demonstrate professional commitment to own development ❖ Presentation/communication skills at a professional level (e.g. clarity of structure and delivery)

University of South Wales 2020-21

Prof Cert, PgCE and PGCE post-compulsory education and training References: Brookfield, S. (2005) Becoming a Critically Reflective Teacher. San Francisco. Jossey Bass Dye, V. (2011) ‘Reflection, Reflection, Reflection. I’m thinking all the time, why do I need a theory or model of reflection?’ in McGregor, D. and Cartwright, L. (ed.)

Developing Reflective Practice: A guide for beginning teachers. Maidenhead: McGrawHill Education (pp. 217-234) Gibbs, G. (1988) Learning by doing: a guide to teaching and learning methods. Oxford: Further Education Unit, Oxford Brookes University Challenging incident presentation – assessor feedback form Student Name: Developing critical reflection on and analysis of own practice

Developing own resilience, confidence and good practices

General comments

Assessment criteria: • reflection and analysis, including reference to literature • developing resilience, confidence and good practice in managing challenges and critical incidents • professional commitment to own development

• presentation/communication skills at a professional level (e.g. clarity of structure and delivery) Tutor name/signature: Grade: Date:

University of South Wales 2020-21

36

Prof Cert, PgCE and PGCE post-compulsory education and training 29. Assignment specific assessment criteria Prof Cert PcET (L5 module) To pass the assignment you must pass all of the components. You will be assessed against the module learning outcomes using the following assignment specific criteria (as well as the generic criteria in section 31 below): Grade Developing Professional Practice L5

Distinction 70%-100%

The placement report is excellent and teaching logs provide clear evidence that teaching placement requirements have been fully met.

The placement profile provides excellent overview of placement context and convincing awareness of placement opportunities for own professional development.

Observed sessions and supporting documentation provide convincing evidence of consideration of both student needs and funds of knowledge with excellent planning for differentiation. Excellent application of key principles of learning, teaching and assessing consistently within practice.

Resources are varied, well-designed and support and enhance learning very effectively. There is convincing evidence of student engagement and successful learning. Feedback to students is excellent: appropriately detailed, developmental and supportive.

Self-evaluations of observed sessions are convincing and constructive, based on relevant criteria, with excellent links made between theory and practice, and highly appropriate targets for development. Professional practice overall has been evaluated thoroughly.

A committed reflective approach to all aspects of professional practice is developed effectively within the Reflective Journal and maintained throughout the course. Own progress has been thoroughly monitored in the PDP, and effective target setting demonstrates excellent commitment to developing as a professional.

The challenging incident presentation demonstrates an excellent level of reflective analysis and professional commitment in developing resilience, confidence and practice in managing challenges and critical incidents.

Merit 60%-69%

An excellent standard of academic writing for this level.

The placement report is very good and teaching logs provide clear evidence that teaching placement requirements have been fully met.

The placement profile provides very clear overview of placement context and strong awareness of placement opportunities for own professional development.

Observed sessions and supporting documentation provide strong evidence of consideration of both student needs and funds of kn owledge with good planning for differentiation. Very good awareness of key principles of learning, teaching and assessing which are usually demonstrated in practice. Resources are generally very effective in supporting learning, though there are some areas for further development. There is sound evidence of learner engagement and learning taking place. Feedback to students is very good, though there may be some areas for development.

University of South Wales 2020-21

37

Prof Cert, PgCE and PGCE post-compulsory education and training Self-evaluation of observed sessions is largely justified and soundly based on relevant criteria with strong links made between theory and practice. Targets for development are generally useful and appropriate though can be developed further.

The challenging incident presentation demonstrates very convincing reflective analysis and professional commitment in developing resilience, confidence and practice in managing challenges and critical incidents.

A committed and reflective approach to most aspects of professional practice is developed within the Reflective Journal and maintained throughout the course. Own progress has been carefully monitored in the PDP, and effective target setting demonstrates commitment to developing as a professional.

A very good standard of academic writing for this level.

Pass 40%-59%

The placement report is satisfactory and teaching logs provide sufficient evidence that minimum teaching placement requirements have been met.

The placement profile provides clear overview of placement context and good awareness of placement opportunities for own professional development.

Observed sessions and supporting documentation provide evidence of consideration of student needs, and an awareness of funds of knowledge but planning for differentiation needs development. There is awareness of key principles of learning, teaching and assessing although these are not always demonstrated in practice. Resources are satisfactory and usually support learning objectives although there are some key areas for development. There is evidence that most learners are engaged and successfully learning within sessions. Feedback to students is adequate, but not always sufficiently supportive, detailed or developmental.

Self-evaluation of observed sessions demonstrates some engagement with feedback, and some attempt to link theory to practice, but there are key areas for developing this area of the portfolio. Targets for development could be more relevant or detailed.

The challenging incident presentation demonstrates some analysis, reflection and professional commitment in developing resilience, confidence and practice in managing challenges and critical incidents.

The Reflective Journal has been maintained throughout the course. There is a reflective approach to many aspects of professio nal practice, though the journal is still sometimes descriptive rather than reflective or critical. Satisfactory target setting and some ongoing review of progress within the PDP. A good or satisfactory standard of academic writing for this level.

University of South Wales 2020-21

38

Prof Cert, PgCE and PGCE post-compulsory education and training F1 30%-39% narrow fail

The placement report identifies several areas for significant improvement and/or teaching logs provide insufficient evidence that minimum teaching placement requirements have been met.

The placement profile provides limited overview of placement context and/or insufficient awareness of placement opportunities for own professional development.

Observed sessions and supporting documentation have some good/satisfactory features but there are significant shortcomings. There is little evidence of learner engagement or successful learning. There is insufficient evidence of understanding of key principles of teaching and learning or insufficient application of these in practice. Resources are poorly designed and/or insufficient resources are used/developed. Evidence of feedback to students is limited and/or unsupportive.

Self-evaluation of observed sessions are underdeveloped with little attempt to focus on relevant criteria. Targets underdeveloped or irrelevant.

The challenging incident presentation does not convincingly demonstrate professional practice in managing challenges and critical incidents.

The Reflective Journal has not been maintained consistently, entries are generally descriptive and reflections on many aspects of professional practice underdeveloped. The Reflective Journal may contain unprofessional comments about mentor, tutors, students or peers. The PDP is underdeveloped.

F2 0%-29% outright fail

Academic writing is underdeveloped.

The placement report raises serious issues of concern related to professional practice and/or teaching logs fail to provide evidence that minimum teaching placement requirements have been met.

The placement profile provides little or no overview of placement context and/or insufficient evidence of engagement with pla cement opportunities for own professional development.

There is little or no evidence of session planning or preparation. Insufficient evidence of learner engagement or development. Insufficient understanding of key principles of teaching and learning in practice. Little or no evidence of resource production. Evidence of student feedback is absent or inappropriate.

Self-evaluation of observed sessions is very underdeveloped with no focus on relevant criteria. Few or no meaningful targets for development The challenging incident presentation does not demonstrate any professional practice in managing challenges and critical incidents.

The Reflective Journal is incomplete or provides little or no evidence of reflection on key areas of professional practice. The Reflective Journal may contain unprofessional comments about mentor, tutors, students or peers, or call into question fitness to practice. Limited or no use of PDP. Academic writing is very underdeveloped.

University of South Wales 2020-21

39

Prof Cert, PgCE and PGCE post-compulsory education and training 30. Assessment Criteria – PgCE and PGCE PcET (L6 module) To pass the assignment you must pass all of the components. You will be assessed against the module learning outcomes using the following assignment specific criteria (as well as the generic criteria in section 31 below): Grade Distinction 70%-100%

Assignment Specific Criteria: ED3S019 Professional Practice 2 The placement report is excellent and teaching logs provide clear evidence that teaching placement requirements have been fully met Observed sessions and supporting documentation provide convincing evidence of consideration of both student needs and funds of knowledge with excellent planning for differentiation. Excellent application of key principles of learning, teaching and assessing consistently within practice. Resources are varied, well-designed and support and enhance learning very effectively. There is convincing evidence of student engagement and successful learning. Feedback to students is excellent: appropriately detailed, developmental and supportive.

Self-evaluations of observed sessions are critical and constructive, based on relevant criteria, with excellent links made between theory and practice, and highly appropriate targets for development. Professional practice has been evaluated thoroughly.

The challenging incident presentation demonstrates an excellent level of critical, reflective analysis and professional commitment in developing resilience, confidence and practice in managing challenges and critical incidents.

A critically reflective approach to all aspects of professional practice is developed very effectively within the Reflective Journal and maintained throughout the course. Own progress has been thoroughly monitored in the PDP, and effective target setting demonstrates excellent commitment to developing as a professional.

Merit 60%-69%

An excellent standard of academic writing.

The placement report is very good and teaching logs provide clear evidence that teaching placement requirements have been fully met Observed sessions and supporting documentation provide strong evidence of consideration of both student needs and funds of knowledge with good planning for differentiation. Very good awareness of key principles of learning, teaching and assessing which are usually demonstrated in practice. Resources are generally very effective in supporting learning, though there are some areas for further development. There is sound evidence of learner engagement and learning taking place. Feedback to students is very good, though there may be some areas for development.

Self-evaluation of observed sessions is largely justified and soundly based on relevant criteria with strong links made between theory and practice. Targets for development are generally useful and appropriate though can be developed further.

University of South Wales 2020-21

40

Prof Cert, PgCE and PGCE post-compulsory education and training The challenging incident presentation demonstrates very convincing critical reflective analysis and professional commitment in developing resilience, confidence and practice in managing challenges and critical incidents.

A critically reflective approach to most aspects of professional practice is developed within the Reflective Journal and maintained throughout the course. Own progress has been carefully monitored in the PDP, and effective target setting demonstrates commitment to developing as a professional.

A very good standard of academic writing.

Pass 40%-59%

The placement report is satisfactory and teaching logs provide sufficient evidence that minimum teaching placement requirements have been met Observed sessions and supporting documentation provide evidence of consideration of student needs, and an awareness of funds of knowledge but planning for differentiation needs development. There is awareness of key principles of learning, teaching and assessing although these are not always demonstrated in practice. Resources are satisfactory and usually support learning objectives although there are some key areas for development. There is evidence that most learners are engaged and successfully learning within sessions. Feedback to students is adequate, but not always sufficiently supportive, detailed or developmental.

Self-evaluation of observed sessions demonstrates some engagement with feedback, and some attempt to link theory to practice, but there are key areas for developing this area of the portfolio. Targets for development could be more relevant or detailed.

The challenging incident presentation demonstrates some critical analysis, reflection and professional commitment in developing resilience, confidence and practice in managing challenges and critical incidents.

The Reflective Journal has been maintained throughout the course. There is a reflective approach to many aspects of professional practice, though the journal is still sometimes descriptive rather than reflective or critical. Satisfactory target setting and some ongoing review of progress within the PDP. A good or satisfactory standard of academic writing.

F1 30%-39% narrow fail

The placement report (compulsory for fulltime only) identifies several areas for significant improvement and/or teaching logs provide insufficient evidence that minimum teaching placement requirements have been met.

University of South Wales 2020-21

41

Prof Cert, PgCE and PGCE post-compulsory education and training Observed sessions and supporting documentation have some good/satisfactory features but there are significant shortcomings.

There is little evidence of learner engagement or successful learning. There is insufficient evidence of understanding of key principles of teaching and learning or insufficient application of these in practice. Resources are poorly designed and/or insufficient resources are used/developed. Evidence of feedback to students is limited and/or unsupportive.

Self-evaluation of observed sessions are underdeveloped with little attempt to focus on relevant criteria. Targets underdeveloped or irrelevant.

The challenging incident presentation does not convincingly demonstrate professional practice in managing challenges and critical incidents.

The Reflective Journal has not been maintained consistently, entries are generally descriptive and reflections on many aspects of professional practice underdeveloped. The Reflective Journal may contain unprofessional comments about mentor, tutors, students or peers. The PDP is underdeveloped.

Academic writing is underdeveloped.

F2 0%-29% outright fail

The placement report (compulsory for fulltime only) raises serious issues of concern related to professional practice and/or teaching logs fail to provide evidence that minimum teaching placement requirements have been met.

There is little or no evidence of session planning or preparation. Insufficient evidence of learner engagement or development.

Insufficient understanding of key principles of teaching and learning in practice. Little or no evidence of resource production.

Evidence of student feedback is absent or inappropriate.

Self-evaluation of observed sessions is very underdeveloped with no focus on relevant criteria. Few or no meaningful targets for development The challenging incident presentation does not demonstrate any professional practice in managing challenges and critical incidents.

The Reflective Journal is incomplete or provides little or no evidence of reflection on key areas of professional practice. The Reflective Journal may contain unprofessional comments about mentor, tutors, students or peers, or call into question fitness to practice. Limited or no use of PDP. Academic writing is very underdeveloped.

University of South Wales 2020-21

42

Prof Cert, PgCE and PGCE post-compulsory education and training 31. School of Education Generic Assessment Criteria (all levels) Assessment criteria

F2 (outright fail)

F1 (marginal fail)

Evidence and depth of reading

Minimal Reading. Heavy reliance on other work

Expression and grammar

Quality of Problems with expression and expression and grammar grammar. difficult to follow.

Relevance of content

Very few relevant points made.

Understanding concepts/ principles

Concepts largely misunderstood or not understood at all

Evidence of Analysis

No analysis.

Descriptive

University of South Wales 2020-21

Sources reproduced uncritically. Very narrow range.

Significant irrelevance or tendency to explore tangent.

Some concepts misunderstood.

Largely descriptive.

Limited analysis.

1. Distinction

2. Merit

3. Pass

1. Impressive range of reading. Excellent use of quotations. High order skills of critical analysis and/or professional reflection in evidence.

2. Thorough background reading. Good use of quotes with comment and critical reflection.

3. Reasonable reading, dependency on a few writers’ views. Some quotes used well.

1. Vocabulary, spelling and grammar are accurate and wholly appropriate; expression fluent and precise throughout.

2. Good, clear expression and largely accurate grammar, spelling and use of vocabulary.

3. Generally adequate, some errors or lapses in coherence 1. Content is highly relevant and supported throughout by effective reflection on own/others’ professional context(s) and practice.

2. Relevant points made throughout.

3. Largely relevant with only one or two minor tangents.

1. Full understanding. Concepts challenged convincingly.

2. Concepts clearly understood, discussed/analysed and related to practice.

3. Concepts understood though not always discussed/analysed or related to practice.

1. Effective critical analysis maintained throughout. Relation between theory and practice is secure within a well-developed and analytical framework.

2. Critical analysis throughout.

3. Some evidence of critical analysis.

43

Prof Cert, PgCE and PGCE post-compulsory education and training School of Education Assessment Criteria (cont’d) Assessment criteria

F2 (outright fail)

Development of argument

Argument underdeveloped . One sided

Validity of deductions and conclusions

No conclusions or deductions made.

Conclusions simplistic or unsubstantiated .

Critical Evaluation

No attempt to evaluate

Limited attempt to evaluate work.

Clarity of Structure

Structure confusing.

Some order but disjointed.

Professional Practice

Serious professional misconduct or failure of significant elements of practice

Some omissions from portfolio or insufficient teaching hours.

Issues of concern raised at observation.

University of South Wales 2020-21

F1 (marginal fail) Argument one sided. Lack of objective comments.

1. Distinction

2. Merit

3. Pass

1. Arguments developed and refined including to demonstrate high order critical and reflective skills.

2. Argument developed and refined.

3. Some convincing argument given.

1. Strong conclusions substantiated by valid findings. The whole effectively articulated and underpinned by evidence from reading and/or research.

2. Strong conclusions substantiated.

3. Good conclusions, substantiated in part.

1. Evaluates/reflects upon work and that of others, using highly developed critical and reflective skills. Valid recommendations are made and sustained.

2. Evaluates/reflects upon work critically and makes valid recommendations.

3. Some reflection upon and evaluation of work with recommendations.

1. Technical skills mastery. Suitable for publication.

2. Clearly presented and structured. Very easy to follow.

3. Logical structure. Presentation reasonable.

1. Planning and managing learning, and assessment of learners is generally excellent 2. Planning and managing learning, and assessment of learners is generally very good 3. Planning and managing learning, and assessment of learners is generally satisfactory.

44

32. Ten tips for academic writing on your ProfCert/PgCE/PGCE PcET 1.

Use the library and the librarians – they’re nice and they enjoy helping you find what you want! Reading can help you develop a good written style.

2.

Write in a clear and professional style. There’s no need to be highly formal but try to avoid a chatty or colloquial style or over-used and clichéd metaphors such as “thinking outside the box”, “out of his comfort zone” etc. (These ‘rules’ can be relaxed in your reflective journal, which is more personal writing).

3.

It’s fine to use “I”, “my” etc. – you are writing about your own experiences and your own professional insights. However, a skilled writer will usually balance this with more objective writing/discussion too. It is not recommended by us to refer to yourself in the 3rd person e.g. ‘the author’ or ‘this tutor’.

4.

Longer pieces of written work benefit greatly from an introduction (giving the reader an overview) and a conclusion (probably with recommendations/ideas for future work). Go back to the introduction after you’ve finished writing – you will probably need to re-write it as your thinking will have developed during the writing process ...

5.

6.

Find time to read. Find a book that inspires you and use it to inspire your assignment! Go to recommended websites and use journal search engines: download and read current and relevant research reports and discussion papers.

Don’t just describe what you did, and/or how it went; explain and explore why.

E.g. Why did you choose to do something in certain way? What were the strengths and limitations? Why did it go well? Why did it go badly? Be analytical and searching (why is it like this? perhaps because...) rather than descriptive/fatalistic (this is the way it is).

7.

Academic writing is time-consuming – for everyone! Give yourself as much time as you can, start writing before you think you are ready!

8.

You will probably proof read and edit as you go. When you have finished, give yourself a break (maybe overnight) and go back to it “fresh” for a final proof read, to check it says what you want to say as clearly and accurately as you can.

9.

Use Harvard referencing style whenever you refer to the literature. There are clear instructions all over the internet and/or from the library. It’s like learning your times table – once you know it you’ll never forget it. Please do it. We show no (or at least very little) mercy.

10. Avoid long quotes: use short quotes and/or paraphrase. Try to integrate ideas from the literature into your own discussion. We want to hear your ‘voice’ and ideas coming through, with the literature to back you up.