EPP L6 and L7

Extending Professional Practice Level 6: ED3S008 (V1) Professional graduate in Education (PgCE) Post Graduate in Education (PGCE) Module Guide 2020-2021

Prof Cert (PcET) Contents 1.

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Contact Details. ................................................................................................................ 3 Rationale for the Module. ................................................................................................. 3 Module Aims..................................................................................................................... 4 Module Learning Outcomes. ............................................................................................ 4 Module Content. ............................................................................................................... 4 Learning and Teaching Strategy. ..................................................................................... 5 Module Reading List. ....................................................................................................... 6 Module Session Content .................................................................................................. 7 Student Evaluation. .......................................................................................................... 7 Assessment Strategy. ...................................................................................................... 8 Assessment Requirements. ........................................................................................... 10 Submission Guidance and Deadline. ............................................................................. 10 Teaching practice observation: overview of the process ............................................... 11 Teaching practice observation: principles, assessment and feedback ......................... 12 Using principles and professional standards to complete the feedback form ............... 13 References ........................................................................................................ 14 16. Teaching practice observation assessor feedback form ............................................... 15 17. Teaching practice components: additional documentation and further information (please also refer to Teaching Practice Guide) ........................................................................ 17 Placement Report ............................................................................................. 17 18. Observing other teachers at your placement: suggested pro forma ............................. 18 19. Log of Observations ....................................................................................................... 19 20. Teaching Placement Logs ............................................................................................. 20 21. Pre-observation guided reflection proforma ................................................................... 21 22. Session plan pro forma .................................................................................................. 22 23. Post-observation reflection ............................................................................................ 24 24. Written evaluations of TP observations ......................................................................... 25 25. Failing an assessed observation: Concern over Progress ............................................ 26 26. Your Reflective Journal .................................................................................................. 27 27. Your Professional Development Plan (PDP) ................................................................. 28 28. Assessment Criteria. ...................................................................................................... 32 School of Education Assessment Criteria (All levels) ....................................... 34 29. Ten Tips for Academic Writing ....................................................................................... 36

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Prof Cert (PcET) 1. Contact Details.

Module Leader: Room: Telephone: E-mail:

Jodie Rees D27 Newport City Campus 01633 432 490 jodie.rees@southwales.ac.uk

2. Rationale for the Module.

This 20-credit module is designed to help students extend professional skills and competence to deepen understanding of key issues in PcET and further extend knowledge, skills, and values of the sector. For full-time students, this module is undertaken alongside its sister module “Developing Professional Practice”, whilst parttime students begin this module after “Developing Professional Practice” has been achieved.

To do this, you will use insights from your practical experience and your ‘scholarly activity’ to engage in professional reflection, discussion and learning, both formally and informally, in our taught sessions, tutorial groups and through module assessment activities, and placement. In order to achieve the “Extending Professional Practice” module, you must: • • • •

plan for and manage 50 hours of teaching log 20 hours of observations and ‘departmental duties’ evaluate and critically review wider PcET policy reflect on and plan for your own professional development.

As with its sister module, the “Extending Professional Practice” requires your teaching to be observed and summatively assessed on three occasions. You will develop your reflective practice systematically by continuing to write a reflective journal, including recording and planning to meet targets for development. As the module runs throughout the year, you will present most of your work at the end of the course.

However, there are ongoing opportunities for formative assessment (e.g. of your reflective journal, and self-evaluations) throughout.

This module embeds the following cross-cutting themes: • • • •

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

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Prof Cert (PcET) 3. Module Aims.

To extend practical teaching experience that develops the professional skills, knowledge and values required of an effective practitioner within the PcET sector.

To develop an ethos of reflection and reflexivity underpinned by literature, lifelong learning and professional development as a teacher in the PcET sector.

To work professionally with learners, mentors, tutors, and peers and develop professional relationships, promoting diversity, equality of opportunity and inclusion in all aspects of professional practice.

To critically evaluate PcET policy at government and institution level, with reference to cross-cutting themes (including digital literacies), diversity, and equal opportunities to critically review the impact on teachers and students.

To extend critical understanding and practice of long-term effective and engaging planning for learning.

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Module Learning Outcomes.

Demonstrate progress in planning and delivery of effective learning, teaching and assessment that meets the professional standards of the PcET sector and ongoing commitment to own professional development through reflection and evaluation.

Analyse and critically evaluate a policy at government and institution level providing a critical review of its impact on teachers and students.

5. Module Content.

Extending professional knowledge, values and skills expected of practitioners in the post-compulsory sector, drawing on collaborative and professional relationships with mentors, tutors, and peers.

Complete practical experience at a PcET placement throughout the academic year to include observation of other practitioners and own teaching practice.

Apply self-evaluation and reflexivity for critical analysis of own practice and setting targets for own development.

Critical engagement with a broader range of literature and theory to support development and understanding of the roles, responsibilities, knowledge, skills and values of working in the post-compulsory sector.

Engaging in quality assurance (QA) processes and moderation in line with institution and awarding body requirements.

Critically evaluating and applying sector specific policies set by government and institution e.g. wellbeing, ALN, sustainability, working with minority groups, ESDGC, British Values, Welsh language and culture, Digital 2030.

Extending critical thinking skills to review the impact of wider institutional and social contexts on teachers and learners.

Extending practice in the use of long-term planning documents (schemes of work/learning) used during placement to support effective and engaging learning.

Developing skills and confidence in digital literacy, the use of visual media/technology for professional communication and technology-enhanced learning.

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Prof Cert (PcET) 6. Learning and Teaching Strategy.

The learning and teaching strategy takes account of several factors: • Module aims, outcomes, and indicative content.

• Developing and extending knowledge, skills, and values in the context of PcET. • Embedding literacy as part of teaching and learning activities.

• Modelling sound pedagogic principles in practice.

• Supporting students in making links between concepts, theories, and their own practice, and therefore to engage in deep (as opposed to surface) learning.

• Appreciating the diverse levels of experience and skills, and the diverse teaching situations of students in the group.

• Developing and extending group trust and communication to establish a positive, supportive and critical learning group.

This module is taught using synchronous and asynchronous online sessions combined with face-to-face modes of learning. Please refer to your timetable for the specific sessions and their mode of delivery. The table below provides an overview of the hours required to successfully engage with this module: Activity Type

Number of Hours

Lecture Seminar Practical Classes and Workshops Directed Study Independent Study Assessment Scheduled Total Hours

25 5 10 55 100 5 200

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.

A positive group dynamic is developed using workshops for sharing good practice, presentations and group discussions. 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. 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 methods for this module include: • Synchronous and asynchronous online teaching and learning.

• Face to face teaching and learning.

• Teaching practice and observations at placement.

• Presentations and group discussions.

• Case studies.

• Awareness raising and development exercises and games.

• Simulated group planning and teaching exercises.

• Materials development workshops.

• Analysis of and reflection on own (and peers’) practice.

• Directed and independent study.

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Prof Cert (PcET) 7. Module Reading List.

The recommended titles below are a starting point for your studies on the course, but it is not definitive. For this course, you should ensure that titles you select to support your developing and extending practice are suitable and relevant, which means reading critically. For example, consider currency, appropriateness, location and context of your source relevant to your writing. Inclusion of references and a range of literature is expected in your work. Harvard referencing guidance is provided by the USW library.

Apple, M. (2011). Global Crises, Social Justice, and Teacher Education. Journal of Teacher Education, 62(2), 222-234.

Apple, Michael W. (2015). Reframing the Question of Whether Education Can Change Society. Educational Theory, 65(3), 299-315.

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

Charles, E. (2019). Decolonizing the curriculum. Insights, 32(1), 24.

Cripps, S. (2017). Further Education, Government's Discourse Policy and Practice: Killing a Paradigm Softly: Killing a Paradigm Softly. London. Routledge.

David, M.E. (2016) A Feminist Manifesto for Education Paperback. Polity Press.

Freire, P. (1970). Pedagogy of the Oppressed. New York, Continuum. hooks, b. (1994) Teaching to Transgress: Education as the Practice of Freedom.

London. Routledge McLaren, P., and Kincheloe, J.L. (2007) Critical Pedagogy: Where are We Now? Peter Lang Publishing.

Mezirow, J. (2018). Transformative learning theory. In Contemporary Theories of Learning (pp. 114-128). London. Routledge.

O'Leary, M. (Ed.). (2016). Reclaiming lesson observation: Supporting excellence in teacher learning. London. Taylor & Francis.

Peart, S. (2014) Equality and Diversity in Further Education. Northwich: Critical Publishing Spenceley, L. (2014) Inclusion in Further Education. Northwich: Critical Publishing Subedi, B. (2013). Decolonizing the curriculum for global perspectives.

Educational Theory, 63(6), 621-638.

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

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8.

Module Session Content

Session

Content

1

Introduction to the Module. What is it like working in PcET/FAVE?

2

A College through time. The changing face of FE 1960 – 2020

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Mapping the sector – working lives of PcET/FAVE practitioners

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Mapping the sector – government policy and institutional process

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Working with Equity, Social and Ecological Justice

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Working Pastorally - students, parents/ guardians, internal and external support services

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EPP Tutorials

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Defining Quality – internal processes

9

Defining Quality – external organisations and processes

10 & 11

VLOG Workshops

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VLOG Sharing

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Student Evaluation.

Students can give feedback to course tutors at any time during the module, and we would like to hear what you enjoy and 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 these meetings, we encourage students to give detailed feedback, including useful areas, 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 course team’s reflections and future planning. It is also accessible to a wider audience and is used by the University for its quality and management processes.

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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, written self-evaluations and entries in the reflective journal; and (informally) 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 the most valuable aspect is the written feedback you will be given, and the professional dialogue and developmental discussion with the observer afterwards (i.e. the formative dimension). Candidates are urged to engage fully with the formative aspect of this process as it is an invaluable opportunity for professional development.

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 2. a vlog based on evaluating PcET policy at government and institution level.

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.

NB 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. *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.

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Prof Cert (PcET) 11. Assessment Requirements.

You must complete and pass both the portfolio worth 80% and the presentation worth 20% of the module: 1. The extending professional practice portfolio must include: a. Placement report, observation records (20 hrs) and teaching records (50 hours minimum). b. Three successful TP observations (summative) each with evidence of planning documents (e.g. scheme and plans), teaching and learning resources, examples of student work, tutor feedback with evidence of progress on targets. c. Written evaluation for each teaching observation with targets for development (~500 words). d. Reflective journal. e. Professional development plan.

2. The presentation must include: Produce a 5-10 minute video/animation with handout or vlog that critically evaluates a piece of PcET policy at government and institution level providing a review of its impact on teachers and students.

All written components should have the word count recorded at the end in brackets (there is 10% leeway given either way) excluding reference list or any appendix material.

12. Submission Guidance and Deadline.

The module components are submitted in 2 parts; as an online portfolio and presentation submission to Blackboard: Component 1. Portfolio Submission

Submission Deadline Friday July 9th 2021 10.00am

2. Vlog Submission

Tuesday 29th June 2021 23.59

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Prof Cert (PcET) 13.

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 Extending Professional Practice. This is supported by a 3-part process of pre-observation, 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 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, learning resources and assessment. This guided reflection will form part of your reflective journal. 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, 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 and give this to you at the end of your observation and agree a time for your post-observation professional dialogue.

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 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. This will help support you to complete a written evaluation of your observation.

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14.

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?

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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.

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15.

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, consider the pre-observation reflection and the session plan (parts A and B), as well as any resources or other preparations in evidence.

Welsh Government and ETF Professional Standards WG standards: 2, 5, 6, 7

ETF Principles 1, 2 and 5 in practice: standards (values) 4 • evidence of sound knowledge of subject area and the necessary (knowledge) pedagogic skills to impart this 7, 8 • planning to provide a meaningful and memorable context for the (skills) 14 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.

WG standards: 1, 2, 3, 4, 8, 9

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

ETF standards (values) 3, 5, 6 (knowledge) 9, 11, 12 (skills) 13, 15, 16, 17

• • • • •

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

Assessing for Learning/Asesu ar gyfer Dysgu 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.

WG standards: 2, 5, 7, 9

ETF standards (values) 4, 5 Principles 6 and 7 in practice: (knowledge) 9 • evidence of managing and monitoring the on-going learning (skills) 16, 17, experience of the learners 18 • evidence of commitment to all learners achieving their potential

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

Welsh Governme nt and ETF Profession al 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 WG osodwyd yn flaenorol standard: This is a crucial section to complete, as it helps track a student 10 teacher’s progress, particularly their responses to feedback.

ETF Principle 9 in practice: standards (values) 1, • evidence of reflection on classroom practice and commitment 2 to improving professional skills and knowledge (knowledge ) 10 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-basedlearning-practitioners-wales.pdf (accessed 28 July 2020)

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Prof Cert (PcET) 16.

Teaching practice observation assessor feedback form

Brief description of the context / topic for observation and group / Page 1 Disgrifiad byr o’r cyd-destun / pwnc ar gyfer arsylwi a grwp:

Name/Enw:

Observation No./Rhif Date/Dyddiad: Arsylwi Practice Institution/Sefydli Assessor(s)/Aseswr(wy Teaching Requirements Met ad: r): Teaching Practice Requirements Not Met Ten Principles of ‘Good Teaching’ 1. Subject knowledge and pedagogy

2. Contextualised learning

3. Learner engagement

4. Learner ownership, 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

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experimentation

and

Prof Cert (PcET) Teaching practice observation feedback form (page 2) General observations (Professional Knowledge/Values/Skills) Cyffredinol

/ Sylwadau

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:

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Prof Cert (PcET) 17.

Teaching practice components: additional documentation and further information (please also refer to Teaching Practice Guide) Placement Report This is completed at the end of the year by your mentor/appropriate member of staff at placement who is familiar with your developing practice. Often this will be undertaken as part of a professional discussion between you and your mentor and provides a useful opportunity to reflect on and record successful experiences and areas of professional development during the year. See Teaching Practice Guide for proforma.

For Placement Profile – please see Developing Professional Practice.

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Prof Cert (PcET) 18.

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:

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19.

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 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

Date:

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Prof Cert (PcET)

20.

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 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

Date:

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Prof Cert (PcET)

21.

Pre-observation guided reflection proforma

This pre-observation guided reflection is to support meaningful planning for learning before your observation. The questions 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?

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Prof Cert (PcET) 22.

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 ProfCert PcET course requirements.

PART A Cour se Topic

No. of studen ts

Curricul um 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

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Timing

Method (ensure variety of method)

Activity (including group organisation and differentiation Resources and strategies) materials

Assessment

23.

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 post-observation reflection.

Reference Brookfield, S. D. (2017). Becoming a critically reflective teacher (2nd Edn). San Francisco: Jossey-Boss.

Prof Cert (PcET) 24.

Written evaluations of TP observations

The observation process culminates in a 400-word written evaluation based on your reflections on action (Schön, 1987) 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 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?

5. Summarise these into 3 key areas with SMART targets to focus your feedforward: Development targets

Area

with

SMART Progress

Include list of references. For example: Reference Schön, D. (1987) Educating the Reflective Practitioner, San Francisco: Jossey-Bass.

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25.

Failing an assessed observation: Concern over Progress

You are allowed a maximum of one unsuccessful teaching practice observation during your course (in DPP or EPP). 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.

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26.

Your Reflective Journal

This forms an important part of Extending 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. You’ll also need to include all of your pre- and post-observation guided reflections. 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.

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Prof Cert (PcET)

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 (PDP) 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: • • •

at the end of the first term at the end of the spring term complete PDP and Part 4 should be submitted at the end of the year.

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

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What do you plan to do?

By when?

(SMART targets)

How are you going to do it?

(Action Plan)

e.g. start to embed numeracy 1. read around the subject (ask module into my sessions with my BTEC tutor for ideas) first class 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

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 (PcET)

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 Professional Practice portfolio In my practice and with others, I …

professional/personal achievements

1

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

2

Value and promote diversity, equality of opportunity and inclusion • embracing diversity and advocating inclusion • challenging discrimination in all forms

3

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

4

5

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

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professional/personal challenges and targets

Prof Cert (PcET)

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

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28. Assessment Criteria.

70%-100% Distinction

60%-69% Merit

40%-59% Pass

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 presentation element demonstrates a comprehensive critical evaluation of a piece of PcET policy at government and institution level that thoroughly critically reviews its impact on teachers and students, showing an excellent commitment to researching and developing and extending own practice in this area. 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 and extensive target setting demonstrates excellent commitment to developing as a professional. 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. The presentation element demonstrates a convincing critcal evaluation of a piece of PcET policy at government and institution level that conclusively critically reviews its impact on teachers and students, showing a very good commitment to researching, developing, and extending own practice in this area. 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 and extending as a professional.

A very good standard of academic writing.

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

Prof Cert (PcET)

F1 30%-39% narrow fail

F2 0%-29% outright fail

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 and extending this area of the portfolio. Targets for development could be more relevant or detailed. The presentation element demonstrates a plausible critical evaluation of a piece of PcET policy at government and institution level that critically reviews its impact on teachers and students, showing a good commitment to researching, developing, and extending own practice in this area. 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.

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. 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 are underdeveloped or irrelevant. The presentation does not convincingly evaluate of a piece of PcET policy at government and institution level and/or does not review its impact on teachers and students, with little research into this area of own practice. 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.

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 presentation does not evaluate a piece of PcET policy at government and institution level and/or does not review its impact on teachers and students, with no research of own practice. 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.

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Prof Cert (PcET) School of Education Assessment Criteria (All levels) In addition you will be assessed using the following generic assessment criteria: Assessment criteria

F2 (outright fail)

F1 (marginal fail)

Sources Minimal Reading.

Evidence and reproduced Heavy reliance on depth of reading uncritically. Very other work narrow range.

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

Relevance content

Significant of Very few relevant irrelevance or points made. tendency to explore tangent.

Understanding concepts/ principles

Evidence Analysis

with and

Concepts largely misunderstood or Some concepts not understood at misunderstood. all

Largely of No analysis. descriptive.

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.

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Prof Cert (PcET) Assessment criteria

F2 (outright fail)

F1 (marginal fail)

Argument Development of underdeveloped. argument One sided

Argument one sided. Lack of objective comments.

Validity of Conclusions No conclusions or deductions and simplistic or deductions made. conclusions unsubstantiated.

Critical Evaluation

Clarity Structure

Professional Practice

No attempt evaluate

of Structure confusing.

Serious professional misconduct failure significant elements practice

to Limited attempt to evaluate work.

Some order but disjointed.

Some omissions from portfolio or or insufficient of teaching hours.

Issues of concern of raised at observation.

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.

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29.

Ten Tips for Academic Writing Use the library (online or physically) and the librarians – they’re nice people who enjoy helping you find what you want! Reading the literature can help you develop your thinking and a good written style.

2. Write in a clear and professional style. There’s no need to be overly formal (“in the opinion of the author...”) but avoid a chatty, colloquial style (“some of the students were really playing up”).

3. You don’t need to avoid the personal pronouns “I”, “my” etc. – you are writing about your own experiences and your own professional insights.

However, a fluent writer balances this with objective writing/discussion too.

It is not recommended by us to refer to yourself in the 3 rd person.

4. Longer assignments need an introduction (giving the reader an overview) and a conclusion (usually with recommendations/ideas for future work).

You will need to go back to the introduction after you’ve completed your assignment, as you will probably need to revise it, to ensure it fully ‘works’ as an accurate and informative introduction.

5. 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 up to date research reports and discussion papers. This is particularly crucial the higher the level of assignment you are doing.

6. Don’t just describe what you did, or what happened; 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 (exploring reasons, principles and theories behind actions and events).

7. Academic writing is very time-consuming for everyone, no matter how experienced or inexperienced they are as a writer. Start early - even before you know exactly what you are going to write! Give yourself as much time as you can, and don’t start at the last minute.

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. Reference accurately (USW uses Harvard style) whenever you refer to the literature. There are clear instructions all over the internet and/or from the library. It takes a bit of effort, but it becomes automatic. Please do it. It helps your reader/assessor and is a basic requirement of academic writing.

10. Avoid long quotes: use short quotes or paraphrase. It’s much more effective to integrate ideas from the literature into your own writing, as you then properly demonstrate your understanding (and the relevance) of the idea.

1.