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Programme Specification - Prof Grad Cert Education (Post-16 Education and Training)

1. Awarding Institution/Body Teesside University [TU]

2. Teaching Institution Leeds City College

3. Collaborating Organisations N/A

4. Delivery Location(s) Leeds City College

5. Programme Externally Accredited by (e.g. PSRB)

N/A

6. Award Titles Prof Grad Cert Education (Post-16 Education and Training)

7. LeadSchool School of Social Sciences, Business and Law

8. Additional Contributing Schools

N/A

9. FHEQ Level

Level 6

10. Bologna Cycle Short Cycle (within or linked to the First Cycle)

11. JACS Code and JACS Description

X300 Academic Studies in Education

12. Mode of Attendance

Part-time and Full-time

13. Relevant QAA Subject Benchmarking Group(s)

Education Studies

14. Relevant Additional External Reference Points

Education and Training Foundation (2014) Professional Standards for Teachers and Trainers in Education and Training – England. London: ETF.

Quality Assurance Agency for Higher Education. (2015) Revised QAA Subject Benchmark Statements for ‘Education Studies’. London: QAA

Quality Assurance Agency for Higher Education. (2008) The Framework for Higher Education Qualifications in England, Wales and Northern Ireland (FHEQ). London: QAA.

Quality Assurance Agency for Higher Education. UK Quality Code for Higher Education (Quality Code). London: QAA.

15. Date of Production/Revision January 2015


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16. Criteria for Admission to the Programme

All potential applicants are required to attend and successfully pass an interview and will need to fulfil the follow entry criteria to be offered a place on the programme: Five GCSE subjects, including three at GCSE level

Grade C or above (which must include English and Mathematics) and a minimum of two A level (minimum grade D) or equivalent qualifications. These can be in any subject.

A UK degree (min 2:2) or equivalent.

If the degree is not in your main teaching area, you will be required to hold at least a minimum of NVQ (NQF) level 3 in your vocational area

A minimum of 100 hours teaching practice (or a minimum of 50 hours Year 1 and 50 hours Year 2 if you are studying part-time)

All places are subject to a satisfactory enhanced check for regulated activity with the Disclosure and Barring Service (DBS), formerly known as a Criminal Records Bureau check.

17. Educational Aims of the Programme The programme aims to build a shared understanding of effective teaching and learning within a common framework for professional practice that can be implemented across the education and training sector. It aims to model practices that trainees can enact in classrooms across different curricula and changing contexts in the Education and Training Sector. The programme aims to promote the solution of practice problems through use-inspired basic research. Trainees will be introduced to practices that are research-based and have the potential to improve student achievement. They will be encouraged to critically analyse the core teaching practices around which teacher education and professional development can be organised and identify how these practices take shape in the context of discipline-specific teaching. The programme will draw from work being undertaken by practitioners in multiple settings. It will adopt an approach to teacher preparation that is strongly grounded in a situated perspective on learning through representations and approximations of practice, along with the enactment and investigation of practice. Trainees will develop a common language of teaching, learning and assessment that is relevant across the multiple contexts in which trainees are currently learning to practice. They will achieve a sound conceptual and practical understanding of how to influence the quality of teaching, learning and assessment.


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Learning Outcomes: Prof Grad Cert Education (Post-16 Education and Training) The programme will enable students to develop the knowledge and skills listed below. On successful completion of the programme, the student will be able to:

Knowledge and Understanding

K1 Plan, undertake and evaluate a negotiated and self-managed major project with the aim of improving educational opportunities for all students in a range of complex settings.

K2 Demonstrate a comprehensive and detailed knowledge of the scholarship and practice of teaching, learning and assessment that draws from work being undertaken in multiple settings.

K3 Critically appraise core pedagogical practices that are applicable across a variety of complex contexts recognising the complex relationship between teaching, learning and assessment.

K4 Evaluate appropriate empirically-grounded and theoretically-informed knowledge in the field of education and training to enact solutions to problems in practice.

K5 Analyse and evaluate the impact of ethical and legal issues relevant to teaching, learning and assessment and the inequities that persist in education, including those associated with race, diversity and social justice.

Cognitive/Intellectual Skills

C1 Synthesise, appraise and evaluate evidence from appropriate sources to arrive at independent, research-informed judgements and recommendations for practice.

C2 Probe the applicability of general theories on teaching, learning and assessment using balanced, logical and well-substantiated argument.

C3 Consider and evaluate alternative perspectives on how to provide high quality teaching, learning and assessment and apply these concepts in a variety of practical situations.

C4 Address complex practice problems with confidence applying rational pedagogic principles, research findings, scholarly contributions and examined practice to their solution.

Practical/Professional Skills

P1 Operate within a complex professional context adhering to ethical constraints and using a wide range of variably appropriate and innovative practitioner-based techniques.

P2 Demonstrate intellectual and professional autonomy drawing upon tacit knowledge and generating own answers to practice problems with limited supervision and within agreed guidelines.

Key Transferable Skills

T1 Adopt an evaluative stance to own professional trajectory relating the acquisition of new knowledge and skills to current skills, knowledge, and perspectives.

T2 Face new occupational challenges through the acquisition of transferable knowledge and skills and complex problem-solving strategies setting detailed objectives for future professional development.

T3 Communicate clearly, fluently and effectively and with due regard to the affective dynamics that are salient to collaborative inquiry, peer criticism and intellectual debate.

T4 Engage effectively in academic discussion and negotiate a range of diverse perspectives in a professional manner through verbal and online presentations.

T5 Select, apply and evaluate appropriate numerical and statistical methods for complex and open-ended evidence-based analysis making valid references from data to own context.

T6 Select and evaluate software applications for different tasks within the context of empirical research.

T7 Recognise and evaluate factors which enhance group processes and the psycho-social and emotional dimensions of learning.


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19. Key Learning & Teaching Methods According to McDonald, M. et al., in the article titled “Core Practices and Pedagogies of Teacher Education: A Call for a Common Language and Collective Activity” (2013), there are four stages to becoming a teacher. These are shown in the diagram below:

Source: McDonald, M. et al. (2013) “Core Practices and Pedagogies of Teacher Education: A Call for a Common Language and Collective Activity”, Journal of Teacher Education, Vol.64, No.5, pp.378–386, p.382.

The stages of this cycle have informed the teaching and learning strategies used throughout the programmes. The first stage is particularly important in the formation of beginning teachers. Representations of practice enable student teachers to learn about the processes of teaching and learning, so activities such as video analysis feature in the initial modules (e.g. The Psychology of Teaching, Learning and Assessment) and are particularly important in the pre-active phase of the pre-service award (Weeks 1-8). As McDonald et.al, state, a key part of the enactment phase is to capture the teaching and learning episode in “concrete ways” (p.383) such as video or the collection of artefacts (e.g. student work). One of the key questions raised at our last Ofsted inspection in January 2012 was the need to reflect the wide range of teaching and learning strategies and pedagogical approaches in use across different types of provision in the Education and Training sector. We have included video analysis in our proposed award. Videos will include practitioners across the sector working with diverse groups of learners. This method will complement the peer observation strategy that we will put in place. We have given careful consideration to this typology when deciding upon the teaching methods that we will use and have chosen strategies that contribute to building resilience in our trainees, the acquisition of professional knowledge, the development of critical thinking and problem-solving skills, and other aspects of professional learning, some of which are cross-disciplinary (e.g. the use of Vicarious Learning and Teaching in medical education).

Trainees will be encouraged to critique representations of practice through the analysis of

Becoming a teacher

Stage 1 Representation:

watching others teach

Stage 2 Approximation:

planning for teaching

Stage 4 Investigation:

reflecting on practice

Stage 3 Enactment:

teaching in practice


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case studies and observation of practitioners across the sector, including their mentors, working with diverse groups of learners. Trainees will approximate practice through planning for and rehearsing practice with their peers also. Learning to plan in order to meet the needs of the range of learners and planning for specific contexts are key skills that beginning teachers need to develop so teaching, learning and assessment activities in the first semester focus on the planning process. Micro-teaching is a key component, for example. The professional learning of novice teachers must include, from the beginning, some element of practice. Activities such as collaborative teaching have been included in the first semester (for example, in the module titled Applied Behaviour Management in Education and Training) to highlight the decision-making processes that ‘expert’ teachers undertake, particularly in regard to lesson planning. Joint Practice Development is also included in the module titled Demonstrating Professional Knowledge and Competence to expose the beginning teacher to the planning decisions and methodological approaches of an experienced teacher (in this case, the subject-specialist mentor). The rationale for using this approach is based around the renewed emphasis on Specialist Pedagogical Knowledge (SPK) – the pedagogical application of subject knowledge – which is also being promoted at a supranational level by the Organisation for Economic Cooperation and Development (OECD) in its latest review of Vocational Education and Training titled Issues and challenges: Gaps in the knowledge and skills of vocational teachers (2014). According to the report: “Initial training of vocational teachers is not always adequate” due to a limited subject-specialist focus (OECD, 2014, p.61). Opportunities to engage in collaborative planning (and teaching) with experienced subject-specialists are therefore crucial in both the pre-service and in-service route. The mentor is critical to the third stage: the enactment of practice. Role modelling is a key concern for the teacher education team at Leeds City College and methods such as collaborative teaching and in-the-moment coaching will be used to stimulate reframing and the analysis of practice. It is anticipated that mentors will provide such modelling through co-teaching with the mentee. Role modelling in Initial Teacher Education (ITE) is foregrounded as an example of outstanding practice by Ofsted. Its Good Practice Example: Initial Teacher Education (ITE) – Edge Hill University (2015) records that: “…the tutors on the programme demonstrate outstanding role-modelling through their practice which empowers our future teachers to be the best they can be” (Ofsted, 2015, pp.4-5). Role modelling is a key concern for the ITET team at LCC. As A. Swennen et al. observe, teacher educators are “…a specialised professional group within education with their own specific identity and their own specific professional development needs” (2010, p.132). The team participated in a colleague’s doctoral research thesis on the role modelling of teacher educators in 12/13 which evidences the team’s commitment to this idea. This has never been formalised in our practice, but we wish to do so in the new programme. Trainee evaluation has foregrounded role modelling as a developmental area, with one trainee stating that it would be beneficial for the teacher educator to “model theories throughout the class” (February, 2015). Collaborative Teaching is used in teacher education to stimulate reframing; that is, to encourage trainees to examine and articulate the pedagogical reasoning that accompanies practice. This has not been a feature of the existing qualification. In-the-moment coaching is used in teacher education to stimulate the analysis of practice. Members of the ITET team will co-teach with trainees and provide in-the-moment coaching on aspects of practice. This strategy will be an integral part of the module titled Applied Behaviour Management in Education and Training. This has not been a feature of the existing qualification.

The programme aims to promote critical reflection on experience and reflective writing is a key feature of the modules titled Demonstrating Professional Knowledge and Competence


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and Subject Specialist Teaching in which trainees are expected to record moments of personal and professional development and investigate their practice. Strategies such as metaphor analysis will be used at key stages of the course, but particularly at the beginning of the programme in the module titled The Psychology of Teaching, Learning and Assessment, to promote reflection on assumptions and beliefs about practice. The mentor plays a key role in this fourth stage and some methods for promoting the critical investigation of practice are explored in Section 3.2. One of the key aims of any pre-service ITET programme is to determine how teachers position themselves as they enter the teaching profession and to identify the group’s epistemological beliefs and their preferred model of teaching. Metaphor analysis is a method that aims to elicit these beliefs. According to Pinnegar et.al. (2011) it is the task of the teacher educator to encourage trainees to interrogate and reconstruct these beliefs: “Students do not come to teaching collectively. They arrive as individuals with particular personal histories, understandings about teaching and learning, and decision paths that led them to choose to study to be teachers. This is the kind of deep knowledge that can guide their decisions about pedagogic practices they will attend to in teacher education” (p.639). We will be using Metaphor Analysis at the initial stage of the programme in the module titled The Psychology of Teaching, Learning and Assessment to promote discussion about trainees’ beliefs. Learning Circles will be used in the module titled The Psychology of Teaching, Learning and Assessment. The term describes learning communities of (specifically pre-service) teachers who are placed together in the same group and in the same site for their placement and who meet regularly throughout the practicum for professional dialogue (Le Cornu, 2009). Trainees will be are informed at the beginning of the course that participation in Learning Circles requires a dual commitment from them. It requires them to share their experiences and learning and also to listen actively to their peers. Building resilience is particularly important in pre-service teachers and Learning Circles are an important peer support mechanism. This has not been a feature of the existing qualification. As noted by Ofsted in its Good Practice Example – Edge Hill University (2015): “The partnership develops deeply reflective trainees, who are carefully guided and supported by expert mentors and tutors during their training and through continuing professional development beyond their initial training qualification” (Ofsted. (2015) Good Practice Example: Initial Teacher Education (ITE) – EdgeHillUniversity. London: Ofsted, p.1). We have introduced a number of new strategies to encourage critical reflection on professional performance in the in-service and pre-service awards. As Harrison et.al. note in their article titled “Mentoring the beginning teacher: developing professional autonomy through critical reflection on practice” (2005), the mentor has a role to play in developing the critical thinking of trainee teachers: “Meetings that focus only a tutor’s feedback from lesson observations (the traditional ‘debriefing’ process which provides feedback to the NQT) appear to deter the process of critical reflection on practice by the NQT” (p.436). The following are examples of specific interventions (sourced from Harrison et.al., 2005) that will, it is anticipated, facilitate critical reflective practice by trainees and encourage critical questioning by mentors. None of these strategies have featured in the existing qualification. It is anticipated that Performance Review Meetings (PRMs) between trainees and their mentors will not only focus on feedback from lesson observations, but will include one of the following strategies to promote critical thought about subject-specific practice. The specific modules in which these strategies are used are identified in the final column of the table below:


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Method Involves Key questions Desired outcome Which module?

Critical Thinking

A trigger event or practice problem is identified, appraised and explored.

What were the alternative ways of handling it?

Improved professional practice, skills and attitudes.

Curriculum Design for Inclusive Practice

Experiential Learning

Your tutor or mentor will select an event for reflection and ask you to analyse this experience.

What happened?

Why?

What was expected to happen?

What does it mean?

The process may result in a personal theory or, more simply, a detailed personal record of what has been learnt. The final stage is when what has been learned is tried out. The cycle then repeats itself.

The Psychology of Teaching. Learning and Assessment

Action research

A practice problem is identified and a hypothesis formulated about the situation. This method has four stages: plan; act; observe; and reflect. The cycle is repeated until the theory matches the practice.

What does the experience mean?

What can be learnt from it?

How does the practice match the theory?

How does the theory need readjusting?

Will the teaching change next time?

Improved practice, action planning and meaningful reflection-on-practice. To articulate the pedagogical reasoning that accompanies practice.

Creative Teaching and Learning


Critical Incident

A particular event in classroom (usually a success or a failure) will be identified. You will be asked to describe the incident to the mentor and identify the assumptions that were made about the students’ prior learning. Your mentor will discuss these assumptions with you and draw up a new set of assumptions. You will test these out in the next teaching session. This process repeats itself until the theory and the practice match.

What assumptions were made about the students’ prior learning?

To revise assumptions about teaching and learning.

Applied Behaviour Management in Education and Training

Storytelling You will be asked to construct a narrative (written or oral) based on a key teaching event.

What happened and why?

What was expected to happen?

What did the event and its consequences mean to you?

How will the event affect future teaching?

To stimulate re-framing of future practice.


Students will be required to form Critical Friendship Groups (CFGs)in the induction phase of the programme. Critical friendship is a particular model of teacher professional development (Costa and Kallick, 1993; Bambino, 2002; Wachob, 2011). A ‘critical friend’ is defined as “… a trusted person who asks provocative questions, provides data to be examined through another lens, and offers critiques of a person’s work as a friend” (Costa and Kallick, 1993, p.50). There are three types of CFG protocols (Franzak, 2002, p.261), listed below, and both pre-service and in-service trainees will be introduced to all three


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types. Type 1: Suggestion circles. The first type involves looking at student work where a teacher brings a sample and presents it along with a focusing question. Members of the group then take turns describing and hypothesizing about the work while the presenting teacher takes notes. After several rounds of comments, the presenting teacher shares what s/he found useful in the conversation. Then, the group debriefs the entire process. Type 2: Peer observation. The second type of CFG protocol, used for peer observation, involves two teachers using a predetermined format and focus for observing each other’s teaching. All trainees will be encouraged to engage in peer observation throughout the duration of the course. It was highlighted at the last Ofsted inspection (January, 2012) that – since our trainees come from a variety of backgrounds and different contexts of practice - that peer observation (Franzak’s second type of CFG protocol) could be potentially useful to our trainees so that they can share ideas relating to subject-specific pedagogy or experience different contexts within the Education and Training sector. Trainees will be given the peer observation documentation in their induction pack and tutors will be responsible for ensuring that this takes place. Participation has been inconsistent in the existing model since it is not a mandated part of the course, but trainees will be required to engage in this in the new model. Trainees will agree the session to be observed and the timing of f/back. They will agree aspects of teaching and learning if they want specific f/back on an area of your practice. Documentation (e.g. student profiles, Scheme of Work, Session Plan etc) will be shared. The observer will complete the observer evaluation (electronically). The observee will complete the Observee Self Evaluation Form. An Action Plan will subsequently be completed. As Bell and Mladenovic explain in their article entitled “The benefits of peer observation of teaching for tutor development” (2008), peer observation of teaching offers many benefits such as improvements in teaching practice and the development of confidence to teach and learn more about teaching (Bell, 2005). Peer observation is designed to be non-judgemental and developmental rather than evaluative and externally required. This has not been a feature of the existing qualification. Type 3: Problem solving protocols. The last type, problem solving protocols, opens with the presenter asking a question about a specific dilemma. Participants then ask probing questions and discuss the problem among themselves, while the presenter takes notes until the discussion is finished, at which point the presenter shares what he or she heard that was useful or important for his or her dilemma. This strategy will be used in the module titled Applied Behaviour Management in Education and Training. Teaching, Learning and Assessment strategies correspond to the 2014 ETF standards and the inspection methodology employed by Ofsted, both of which emphasise affective as well as cognitive dimensions to subject teaching. Teaching strategies that are designed to promote autonomy through structured independent work will be used. Wood and Geddis (1999, p.111) acknowledge that “teaching about teaching is difficult work”. Boyd (2011, p.1) concurs, describing the pedagogy of teacher education as a “complex” practice. Given the complexity of the role, a lot of emphasis will be placed on learning on-the-job. It is anticipated that the specific strategies that we will use will constitute a ‘Toolkit to Teach’. On ‘Other recommendations arising from the assessments or assessment procedures’, one external examiner for academic session 13/14 noted the importance of recording the


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“personal affective experience” of our trainee teachers. The examiner considered that the reflective journal is an ideal opportunity to do so and acknowledged one example that they had seen: The reflective journals contain much that is really good. Individual critical incidents are turned into excellent cognitive reflections on practice and principle. Where a student did also write movingly in the affective domain, for example, about personal feelings of isolation, there were indications of even further personal development. What I saw was of course only a sample, but the team may wish to consider whether the RJ is sufficiently used to further awareness of personal affective experience in the roles of teaching and learning. As noted by the external examiner, the reflective journal is a key medium for promoting affective outcomes and reflective writing is a key feature of the modules titled Demonstrating Professional Knowledge and Competence and Subject Specialist Teaching; however, we have built affective outcomes into all of our modules and learning activities will exploit opportunities to promote affective outcomes throughout the programme. Where appropriate, this is indicated in the summaries of each method used below. It is also important to acknowledge affective outcomes for the trainees’ own learners and we have built this into the modules titled The Psychology of Teaching, Learning and Assessment and Applied Behaviour Management in Education and Training also. As recorded by one trainee (Cert Ed, 2014), the acknowledgement of affective outcomes has been key to her learning on the current programme at Leeds City College: “Tutor A's humanist approach enables everyone in the class to be confident and comfortable learners and is open to challenge and query from learners - but will quickly channel and direct to ensure all views are ethical, focused, relevant and constructive”. All trainees will have a mentor whose role is to guide and support the development of teaching expertise. To reflect ideas about subject-specialist pedagogy and research as far as possible Professional Supervision and Subject-Specific Mentorship are a key component of the teaching practice modules, titled Demonstrating Professional Knowledge and Competence and Subject Specialist Teaching.

In a survey inspection of a sample of providers conducted in 2002-03, Ofsted highlighted deficiencies in the development of both subject knowledge and pedagogical content knowledge. The specific criticisms of subject pedagogy contained in the Ofsted report may be summarised by a single paragraph within it: None of the formal training includes provision to help trainees improve their subject knowledge or their vocational competence. There is also little opportunity for trainees to develop subject-specific pedagogy which would enable them to understand and practise the particular skills relevant to teaching their specialist area. In some cases, subject-specific mentors are available to give advice and guidance, and trainees greatly value the contributions made by these work-based staff. However, benefiting from this informal element of training is often a matter of chance … (Ofsted, 2003, pp.20-21) Advice on pedagogy, Ofsted found, was largely generic: “The quality of the trainees’ teaching is affected adversely by their limited knowledge of how to teach their subject” (Ofsted 2003, p.4). Subject-specific mentoring is therefore an integral part of the teaching, learning and assessment methodologies in the award. This is an aspect of outstanding practice raised in Ofsted’s Good Practice Example: Initial Teacher Education (ITE) – Edge Hill University (2015) which states: “…exceptional levels of support from mentors and tutors ensure that they become thoughtful and effective teachers for the FE and skills sector” (Ofsted, p.4).


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Joint Observation and Tripartite Dialogue (JOTD) will be used in the practical teaching modules: Demonstrating Professional Knowledge and Competence and Subject Specialist Teaching. Two of the eight observations required for both full-time and part-time routes will be according to the Joint Observation and Tripartite Dialogue (JOTD) framework. Trainees, their mentors and the Initial Teacher Educator or Training (ITET) tutor will engage in JOTD of classroom-based student teaching. Joint observation is the planned presence of a tutor and supporter teacher in the same classroom to observe how the student teacher applies themselves in learning-to-teach during a lesson. The planned follow-up discussion (a deliberate two and three way professional exchange in which the student actively participates) is based on aspects of practice noted by supporter teachers and tutors during observation, and is defined by Peter Mtika et.al., in their article titled “Joint observation of student teaching and related tripartite dialogue during field experience: partner perspectives” (2014) as “tripartite dialogue”. The key benefits of JOTD are: (1) to promote situated supportive dialogue or “cogenerative dialoguing” (Mtika et.al., 2014); (2) to strengthen collaborative working; (3) to facilitate knowledge development and transfer between trainees, mentors and tutors; and (4) to promote trainee teachers’ sense of belonging – a key part of a pre-service teacher’s professional trajectory. This method is supported in the literature on teacher preparation (e.g. Mtikaet.al., 2014). We want to encourage an expansive rather than restrictive community of practice (CoP) and it is anticipated that the teaching and learning strategies that we will use will promote this. As Mtika et.al. state: “JOTD allows supporter teachers and tutors to consider the student teacher’s thinking and development in the classroom, and then engage in deliberate professional exchange to jointly scaffold their professional growth” (2014, p.). The differentiated joint observation and dialogue format that JOTD provides will also be beneficial to trainees who are experiencing academic difficulties, providing a “double scaffold” (Mtika et.al., 2014). Vicarious Learning and Teaching involves simulated discussions between pairs of students, and students and tutors around the praxis of teaching and practice problems that are observed vicariously. A video of feedback will be filmed and an analysis of this feedback will be undertaken by the trainees. This is an efficient way for trainee teachers to learn, giving them an insight into ways of talking about pedagogical concepts and more time to reflect than traditional teaching. We have included this as a teaching and learning strategy in the practical modules. This method has been praised by the Teaching and Learning Research Programme (TLRP) in the teaching of medical students and it is a method that is transportable to the training of teachers. As highlighted in the TLRP report: “Students working with other students frequently communicate their lack of confidence and indicate when they are ‘stuck’ or lack knowledge. The discourse of expert tutors operates on a different level and tends to focus on subject knowledge and diagnostic strategy. Students reassure each other that they are not alone in their difficulties. Observing dialogue vicariously achieves the same learning outcomes as direct participation” (TLRP, 2012, p.16). As noted by TLRP: “Current professional training does not prepare practitioners for working outside established organisational practices” (TLRP, 2012, p.16). The experience of our trainees in the first term is crucial in establishing a positive learning trajectory from day one. Students will be supported in the acquisition of professional knowledge and will be encouraged to undertake Self-Guided Professional Development Activities (PDAs) such as conference attendance and attending staff development events. This has not been a


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feature of the existing qualification. The Ofsted Good Practice Example: Initial Teacher Education (ITE) – EdgeHillUniversity (2015) emphasises the importance of this: “Trainees complete their initial training with a clear and accurate view of their potential as teachers and with clear priorities for their further professional development. University tutors and mentors also provide trainees with very well-resourced preparation for employment, including advice on writing CVs, letters of application and interview techniques” (Ofsted, 2015, p.4). The need to give more support toward progression opportunities was raised in the evaluation data for academic session 2013-14 and during the Ofsted inspection, dated January 2012 and will be a feature of the new award.

As a response to the increasing focus on practitioner-based research in the ETF (2014) standards, we propose to include a Teaching and Learning Research Festival in the second year of the programme. This would resemble the format of an academic conference and would include other HE students, including Foundation Degree students, at Leeds City College, to give the event a cross-faculty and cross-disciplinary focus. We have been careful to integrate presentation at the festival with the module assessment due to feedback from trainees that the quantity of work undertaken for the existing Subject Specialist Conference is excessive for 10 credits only. We will be using Critical Dialogue Spaces in the programme to encourage trainees to engage in constructive dialogue about key concepts. They will be used in the Subject Specialist Teaching module in particular to encourage purposeful debate about the presentations that they have heard at the Teaching and Learning Research Festival. The questions below will be used to facilitate the process of critical reflection: (1) What have you been ‘struck’ (Wittgenstein, 1980, cited in Cunliffe, 2004, p.410) by when hearing other people’s presentations?; (2) What are the common themes emerging from the presentations?; (3) Where is there divergence?; (4) Are there lessons that could be learnt between the different education ‘sectors’ or contexts?; (5) Have you heard anything that has made you challenge your assumptions?; and (6) What might you do differently another time either in your research or in your practice? We have included Master Lectures in our existing programmes and wish to formalise these sessions in the new programmes. These include two Deputy Principals delivering talks on the Education and Training Sector, covering the following areas: (1) governmental policy relating to adult learning; (2) how the curriculum responds to labour market intelligence; (3) the STEM agenda; (4) Education for Sustainable Development; and (5) LEP priorities. Other lectures delivered by the teacher education team include: “Writing for Academic Purposes”; “Writing Reflectively”; “Classroom Speaking and Listening Strategies”; and “The Teenage Brain”. These were well-received and will, as a result of student feedback, be made available electronically through Adobe Connect in the new programme. Some evaluative commentary on the existing series of lectures for academic session 2013/14 by trainees is listed below: Good session with good visual aids. I have a better understanding of the teenager. Thank you. Great talk. A bit more understanding now. Really interesting and informative. Will definitely do more reading. Very informative. Will motivate me to rethink my lesson planning and activities. “How can we help?” tips scattered throughout. Gave time to pause and reflect and think about small ways to make a difference. Very informative and useful. It made me think! An interesting delivery. Food for thought and lots to reflect on. Thanks. A Master Lecture on Autism will be delivered as part of the module titled Applied Behaviour


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Management in Education and Training. The emphasis on collaborative practice and role modelling outlined in the strategies above represents an improvement to the content and delivery of the proposed award and (in accordance with Kolb’s cycle) shifts the focus of current teaching and learning strategies from abstract conceptualisation to active experimentation and concrete experience. As can be seen from the table below, the trainees will be taken through the complete learning cycle during the programme of study:

Modules

T and L methodologies

The Psychology of Teaching, Learning and Assessment

Learning Circles

Metaphor analysis

Experiential Learning Method

Video Analysis

Master Lecture

Independent Learning and Research


Collaborative Teaching

Suggestion circles

Problem Solving Protocols

Critical Incident Method

Master Lecture

Storytelling

Demonstrating Professional Knowledge and Competence

Critical Friendship Groups (CFGs)

Joint Practice Development

Professional Supervision and Subject-Specific Mentoring

Joint Observation and Tripartite Dialogue (JOTD)

Self-Guided Professional Development Activities (PDAs)

Blogs

Peer Observation

Master Lecture

Vicarious Learning and Teaching Creative Teaching and Learning Problem Solving Protocols

Action Research Method

Blogs

Discussion Seminars

Independent Learning and Research Subject Specialist Teaching

Critical Friendship Groups (CFGs)

Professional Supervision and Subject-Specific Mentoring

Joint Observation and Tripartite Dialogue (JOTD)

Self-Guided Professional Development Activities (PDAs)

Master Lecture

Teaching and Learning Research Festival

In-the-moment coaching

Critical Dialogue Spaces Curriculum Design for Inclusive Practice


Critical Thinking Method


Discussion Seminars


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Master Lecture

Independent Learning and Research

Tutorials

Digital literacy and e-learning opportunities Pedagogic spaces may be changing, yet many teachers have trouble interfacing digitally. The development of digital literacy skills and competencies or “the ability to use digital technologies for pedagogical purposes” (Bullock, 2013, p.103) is therefore a clear objective of the course. Digital literacy is contextualised and embedded in the two teaching practice modules, titled Demonstrating Professional Knowledge and Competence and Subject Specialist Teaching. In these modules, trainees will consider the common challenges and constraints faced by teachers when designing ICT learning experiences and reflect on Levels of Technology Implementation (LoTi) in their own programmes and the development of their own digital literacy skills. The Minimum Core (2013) provides a holistic picture of the range of aspects associated with the pedagogical use of ICT and trainees will be introduced to this document at the beginning of the course. Trainees will undertake an initial assessment that is designed to determine how confident they are in applying this document’s performance statements to their practice. E-learning will be used to enhance teaching, learning and assessment and assure academic standards. To fulfil the assessment requirements of each module, trainees are expected to develop appropriate ICT skills and to confront the issues relating to teaching and learning associated with their use. The modules titled Modes of Learning and Contexts for Learning are particularly relevant here. Specific ways in which e-learning will be used are as follows:

Use of Adobe Connect and Screencastomatic for student and tutor presentations to practise elements of teaching before final delivery in the classroom.

Use of audio feedback alongside written feedback on Grademark.

Use of Yammer to promote a community of discovery between students and tutors.

Use of Nearpod by students to present to peers and by module leaders and tutors to present content in sessions where applicable and to undertake formative assessment in the classroom.

Use of Wikispaces and eduCLIPPER by module tutors to present content.

Use of Educreations by module tutors to create video lessons that can be accessed at any time. These can be shared via email, posted to You Tube, Edmodo or Twitter. Trainees will also use the tool to create your own videos on specific content.

Blogs will be used as a medium for developing trainees’ understanding of the praxis of teaching and (with pre-service teachers in particular) they will be used as a space for developing ideas and approaches for a ‘model lesson’ they will be asked to teach before starting teaching practice. In his article titled “Blogs as liminal space: student teachers at


14

the threshold” (2012), Wood explains how blogs can be used as “liminal spaces” (p.85) in the initial development of trainee teachers’ professional identities. Blogs might usefully be used in the early weeks of an initial teacher training course as a way of “initiating students into a new culture, and acting as a ‘threshold’ process in altering their perceptions concerning their own interaction with their subject understanding and its use within the teaching process” (Wood, 2012, pp.85-86). We will use blogs as spaces for our trainees to develop creative ideas for later use in teaching. It is anticipated that they will be used to share hyperlinks to useful resources, to build ‘knowledge communities’ through sharing and building ideas, for reflective and exploratory writing, for reading the work of others, to post work for community comment and feedback and for the inclusion of other resources from the Internet. Trainees will use the blog to consider how aspects of subject-specialist pedagogy might be best explained and developed within a teaching situation. They will create five short videos which will be embedded within the blog. Each video will be in the format of a mini-lesson. The blog will act as a medium for ‘practising’ the role of teacher within a public domain and to rehearse aspects of pedagogy (e.g. questioning and assessment) which they will later use in their lessons. The blog will be a medium through which they can “freely develop and ‘play’ with ideas to aid their thinking about teaching and resource development” (Wood, 2012, p.95). Blogs have not been a feature of the existing qualification and are just one of a variety of Web 2.0 applications that we propose to use with our trainees. Others include Wikis and Yammer (a social networking site) to “build informed learning communities”. These will be discussed in the section on e-learning. One external examiner for academic session 2013/14 stated in his report, dated 13 07 13, that: The development of innovative teaching practices continues to be an encouraging feature of the programme that impacts on the continued development and use of teaching methods. Centres should be encouraged to continue to foster these developments and also the use of technologies that might facilitate further the ‘community of practice’. The minimum core definition of digital literacy encompasses three areas: cognitive, technical, and social. Trainees will use various platforms throughout the course such as Yammer to enhance the social element of ICT use. This online platform is designed to promote scaffolded learning experiences between trainees and their peers online. Leeds City College encouraged all new enrols in 13/14 to engage with Yammer to form online CFGs (Critical Friendship Groups) and has made this a compulsory part of the proposed new programme. It is anticipated that the Self-Guided Professional Development Activities (PDAs) that trainees are required to engage in throughout the course will include training and development related to the delivery of digitally enhanced programmes.

18. Key Assessment Methods Formative assessment ‘Feedback’ and ‘feed-forward’ are embedded in the programme. It is anticipated that formative assessment will generate information that is of benefit to trainees and their tutors. Peer feedback ‘Feedback’ and ‘feed-forward’ will be provided by peers as well as tutors as a means of


15

promoting self-regulated learning and to enhance the self-efficacy beliefs of trainees, two key aspects of the course philosophy; for example, in group-work contexts. This is a feature of all modules. Self-assessment External feedback will be provided to the trainee by course tutors, mentors, peers or others, but the formative assessment practices integrated into the proposed curriculum also aim to strengthen our trainees’ self-assessment skills. Strategies such as action planning (which require that students compare current progress against internal goals or standards) are a feature of the modules titled Demonstrating Professional Knowledge and Competence and Subject Specialist Teaching. The purpose of this is to encourage self-generated feedback information. An important aspect of self-assessment in the proposed award involves helping students to identify the assessment criteria that apply to their work and to make judgements about how their work relates to these criteria. To facilitate this reflective process, trainees will be asked to identify the strengths and weaknesses in their submissions in relation to the criteria before requesting feedback from the tutor. This is a feature of formative assessment in the first year module titled The Psychology of Teaching and Learning and will ensure that tutors’ and trainees’ conceptions of assessment criteria and performance level indicators align. Formative assessment will also be used as a means of sharing educational objectives with trainees. In the module titled Applied Behaviour Management in Education and Training, for example, trainees are asked to request the types of feedback that they would like to receive. This must be articulated in terms of the standard or level being aimed for and will encourage comparison between the actual (or current) level of performance with the required goal or standard. Feedback dialogue Strategies such as in-the-moment coaching, used in Applied Behaviour Management in Education and Training and in the practice modules, Demonstrating Professional Knowledge and Competence and Subject Specialist Teaching, will provide formative assessment by giving immediate feedback on the difficulties that trainees are experiencing. Feedback and feeedforward will be given on teaching performance in two modules: Demonstrating Professional Knowledge and Competence and Subject Specialist Teaching. Feedback and feedforward will also be given in class and on assignments. Peer Observation will be used in the module titled Demonstrating Professional Knowledge and Competence. Summative assessment Key summative assessment activities used are as follows:

Written paper

E-portfolio; student evaluation for academic session 2013/14 noted that the existing i-PDP system is “very difficult” to navigate. We have decided to substitute the i-PDP with a simplified e-portfolio system in the new award.

Teaching observation

Reflective writing

E-presentation (via Adobe Connect)

Report

Academic poster


16

Evaluative report

Research study.

Key summative assessment activities used are as follows:

Written paper

E-portfolio; student evaluation for academic session 2013/14 noted that the existing i-PDP system is “very difficult” to navigate. We have decided to substitute the i-PDP with a simplified e-portfolio system in the new award.

Teaching observation

Reflective writing

E-presentation (via Adobe Connect)

Report

Academic poster

Evaluative report

Research study.

Observation of teaching practice Part-time route Trainees will be undertaking the following two modules in association with their practical teaching: Demonstrating Professional Knowledge and Competence in Year One and Subject Specialist Teaching in Year Two. Observations are a key assessment component of each module. Four observations will take place in Year One and four observations will take place in Year Two. The module tutor is responsible for undertaking three of the trainee’s four yearly observations. The fourth specialist observation is undertaken by the trainee’s named mentor. If the mentor has not previously conducted a joint observation with a course tutor, one of the generic observations, preferably the first, should be conducted jointly by the tutor and mentor. Full-time route Trainees will be undertaking the following two modules in association with their practical teaching: Demonstrating Professional Knowledge and Competence in Semester One and Subject Specialist Teaching in Semester Two. Observations are a key assessment component of each module. Four observations will take place in Semester One and four observations will take place in Semester Two. The module tutor is responsible for undertaking six of the trainee’s eight observations. Two of the eight observations are specialist observations and are undertaken by the trainee’s named mentor. If the mentor has not previously conducted a joint observation with a course tutor, one of the generic observations, preferably the first, should be conducted jointly by the tutor and mentor. E-portfolio Trainees’ progress through the programme, professional experience and achievement will be recorded formatively in an e-portfolio, referred to as the Record of Professional


17

Development (RPD). It is the trainee’s responsibility to maintain the RPD and to ensure that it is available for all meetings with mentors and tutors. The document will draw on a wide range of evidence, including formative and summative assessment, observation feedback and self-evaluation. It will also include a record of generic and discipline-specific Self-Guided Professional Development Activities (PDAs). The evidence in the RPD will be used to demonstrate how the trainee is progressing in all aspects of the programme. It will also chart their progress towards meeting the Programme Outcomes and The Professional Standards for Teachers and Trainers in Education and Training – England (2014), which provide a general description of the main dimensions of the roles of teaching and supporting learning within the education and training environment. Engagement in the RPD process is a course requirement. It enables the trainee to demonstrate: improvement in teaching practice through self-evaluation and observation of others; increasing autonomy and self-guided professional development; and progress towards the ETF Standards.

- 18 -

19. Programme Modules: Prof Grad Cert Education (Post-16 Education and Training)

Level 5

Code Title Credits Status

Non-Compensatable Compensatable

The Psychology of Teaching, Learning and Assessment 20 Live X

Applied Behaviour Management in Education and Training 20 Live X

Demonstrating Professional Knowledge and Competence 20 Live X

Level 6

Code Title Credits Status

Non-Compensatable Compensatable

Creative Teaching and Learning 20 Live X

Curriculum Design for Inclusive Practice 20 Live X

Subject Specialist Teaching 20 Live X

- 19 -

- 20 -

20. Programme Structure Prof Grad Cert Education (Post-16 Education and Training) (P/T in-service route) The course has a modular structure and consists of six core modules. Each module carries a credit rating of 20 credits and a total of 120 credits is required in order to gain the award. The Year One modules are at Level 5 and are tabularised below:

The Year Two modules are at Level 6 and are tabularised below:

The Teaching Practice (TP) element of the in-service part-time course is a key component of the provision. Trainees will undertake two modules in association with their practical teaching: Demonstrating Professional Knowledge and Competence in Year One (TP1) and Subject Specialist Teaching in Year Two (TP2).

Year 1: Level 5 – Prof Grad Cert Education (Post-16 Education and Training) (P/T in-service route) The delivery structure for the first year (weeks 1-30) is tabularised below. Trainees will be in attendance at the centre for one session per week. During the first year, the modules titled Demonstrating Professional Knowledge and Competence and the Psychology of Teaching, Learning and Assessment will run alongside each other in the first semester. The modules titled Demonstrating Professional Knowledge and Competence and Applied Behaviour Management in Education and Training will run alongside each other in the second semester. Trainees are expected to spend at least 4-6 hours a week in the classroom (50 hours by the end of the first TP module, Demonstrating Professional Knowledge and Competence).

Module How many

weeks? How many hours per week?

Assignment submission dates

Tutor


1-30 2 T1: Wk.13 T2: Wk.31

NS


1-15 3 T1: Wk.10 T2: Wk.15

DB


16-30 3 T1: Wk.28 T2: Wk.30

ML

Module Credits Prof Grad Cert Ed

Year One Demonstrating Professional Knowledge and Competence

20 5


20 5


20 5

Module Credits Prof Grad Cert Ed

Year Two Subject Specialist Teaching 20 6

Creative Teaching and Learning 20 6

Curriculum Design for Inclusive Practice 20 6

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Year 2: Level 6 – Prof Grad Cert Education (Post-16 Education and Training) (P/T in-service route)

The delivery structure for the second year (weeks 1-30) is tabularised below. Trainees will be in attendance for one session per week. During the second year, the modules titled Subject Specialist Teaching and Creative Teaching and Learning will run alongside each other in the first semester. The modules titled Subject Specialist Teaching and Curriculum Design for Inclusive Practice will run alongside each other in the second semester.

Module How many

weeks? How many hours per week?


Tutor

Subject Specialist Teaching 1-30 2 T1: Wk.28 T2: Wk.31

SM

Creative Teaching and Learning 1-15 3 T1: Wk.15

BK


16-30 3 T1: Wk.25 T2: Wk.29

NS

Trainees are expected to spend at least 4-6 hours a week in the classroom (50 hours by the end of the second TP module, Subject Specialist Teaching). During TP, trainees are expected to extend their teaching skills, attend meetings where appropriate and become familiar with developments taking place in their department and the college as a whole. Following the completion of TP, until the end of the course in early June, trainees may continue to attend the centre for involvement with work related to completion of the course modules. This might include involvement in activities other than teaching that constitute part of a lecturer/trainer’s professional/organisational role. Examples of suitable activities include: curriculum development (including the design of assignments), the preparation of resource based learning materials; involvement in outreach activities; undertaking action research; involvement in quality assurance or assessment procedures. Prof Grad Cert Education (Post-16 Education and Training) (F/T pre-service route) The course has a modular structure consisting of six core modules. The first three modules are at Level 5 and these are listed below:

Module Credits Level

Semester One


20 5


20 5


20 5

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The second three modules are at Level 6 and these are listed below:

The three Level 5 modules are completed in the first semester and the three level 6 modules in the second semester. Each module carries a credit rating of 20 credits and a total of 120 credits is required in order to gain the award. 60 credits at honours level are essential for the Prof Grad Cert Education (Post-16 Education and Training).

The Teaching Practice Placement (TPP) element of the pre-service full-time course is a key component of the provision. Trainees will undertake two modules in association with their practical teaching and work based placement: Demonstrating Professional Knowledge and Competence in Semester One (TPP1) and Subject Specialist Teaching in Semester Two (TPP2).

TPP1

During the first semester, weeks 1-15, trainees will be working towards the first professional practice module, titled Demonstrating Professional Knowledge and Competence. TPP1 will begin after week 8 of the programme. To give trainees a thorough grounding in pedagogy before teaching practice begins, they will attend the centre for two days per week for the first 8 weeks. The schedule for weeks 1-8 is tabularised below:

Module How many

weeks? How many days per week?

How many hours per week?


Tutor


1-8 1 8 T1: Wk.8 T2: Wk.18

NS


1-8 0.5 4 T1: Wk.13 T2: Wk.15

DB


1-8 0.5 4 T1: Wk.14 T2: Wk.16

ML

After 8 weeks, trainees will attend the centre for one day per week and spend the rest of the time in placement. The schedule for weeks 9-15 is tabularised below:

Module How many

weeks? How many days per week?



Tutor


9-15 1

2 T1: Wk.8 T2: Wk.18

NS


9-15 3 T1: Wk.13 T2: Wk.15

DB


9-15 3 T1: Wk.14 T2: Wk.16

ML

Module Credits Level

Semester Two

Subject Specialist Teaching

20 6


20 6


20 6

- 23 -

The focus of TPP1, the first block placement, will be on developing skills in the classroom, learning centre, or workshop. Trainees will be expected to build up to taking responsibility for 4-6 hours per week of class contact time (50 hours by the end of this first module), and to be present in the college during the normal working day.

Trainees are encouraged to take part in collaborative (paired) teaching during TPP1. They will teach approximately half of their timetabled lessons on their own, but for the other half of that time they should work with other trainees (as a pair in the same classroom) or with other teachers. Where they have been placed with another trainee in the same department, the independent teaching can be as a pair. If they have not been paired with another trainee in the same subject, they will be encouraged to support trainee colleagues in other subject departments in accordance with the Critical Friendship Group (CFG) framework. When trainees are not teaching, they will have time to prepare for their classes, observe other classes, and find out about the resources that are available at the placement institution. During TPP1, 50% of the trainee’s timetable will be protected time to enable the trainee to:

Prepare lessons and resources.

Engage in collaborative/team teaching with a paired trainee teacher or class teacher.

Teach whole lessons or parts of lessons, as appropriate.

Engage in Self Directed Professional Development Activities (PDAs).

Prepare for tutorials with tutor and subject-specialist mentor.

Observe, reflect on and evaluate their own and others’ teaching.

Read and research for the assignments for the Psychology of Teaching, Learning and Assessment and Applied Behaviour Management in Education and Training modules.

The proportions of observation, team teaching, support and full class teaching will vary according to the needs of the trainee teacher. Trainees are not advised to take responsibility for whole groups until later in TPP1 when you have developed confidence in classroom practice. Formative feedback on the planning and delivery of episodes of lessons during TPP1 and structured activities to develop micro-teaching skills in the trainee’s centre will support this process. TPP2 TPP2 takes place between Weeks 16-30. Trainees will attend lessons at the centre for a total of 8 contact hours. The schedule for Weeks 16-30 is tabularised below:

Module How many weeks?

How many days per week?



Tutor

Subject Specialist Teaching 16-30

1

2 T1: Wk.25 T2: Wk.31

SM


16-30 3 T1: Wk.29 BK


16-30

3 T1: Wk.24

T2: Wk.30

NS

During TPP2, trainees will increase their teaching load to 8 to 10 hours per week (a further 50 hours of class contact is required in this second module), but are expected to extend their teaching skills, attend meetings where appropriate and become familiar with developments taking place in the department where they have been placed and the college as a whole.

- 24 -

TPP2 evidences the ability to engage in sustained teaching practice. Trainees will receive formal feedback on teaching, which will inform target setting for the Record of Professional Development (RPD). Trainees will take full responsibility for the development of subject resources and take part in the self-evaluation of practice, needs analysis and professional dialogue with their subject-specialist mentor.

During TPP1 and 2, trainees will be expected to follow the college’s holiday pattern, and to attend college when it is open on the days that they are programmed to be on placement. Following the completion of TPP2, until the end of the course in early June, trainees may continue to attend the centre for involvement with work related to the completion of the course modules. This could consist of involvement in activities other than teaching that constitute part of a lecturer/trainer’s professional/organisational role. Examples of suitable activities include: curriculum development (including the design of assignments), the preparation of resource based learning materials; involvement in outreach activities; undertaking action research; and involvement in quality assurance or assessment procedures.

21. Support for Students and Their Learning The award adopts the following approach to student learning support:

School study skills website and student learning support.

Thorough Information, Advice and Guidance prior to application.

Three workshops delivered at the induction. The first workshop will be titled “Forming an Academic Identity”. A key aim of the workshop is to help to remove the barriers that exist for a number of our students when transitioning onto a degree programme (particularly mature students embarking on higher education programmes). The workshop will not focus on literature associated with education and training. Instead, it will use autobiographical fiction from leading essayists to: (1) model the importance of finding a voice; (2) improve students’ confidence in accessing academic literature; and (3) examine the ways in which we use voice to articulate the complexities of our practice, expertise and knowledge and to persuade others. The workshop will highlight the importance of critical autobiography as a gateway into practitioner research. This intervention does link to one of the defining principles of an Education Studies degree outlined in the revised Subject Benchmark Statements for ‘Education Studies’ (2015), which is to “promote a range of qualities in students including intellectual independence and critical engagement with evidence”.

The second workshop will be titled “Becoming an Independent Learner” and will aim to develop students’ understanding of the key elements of self-regulated learning. Both workshops are designed to enhance the transition experience of our students (mostly mature) into academic life. The third workshop will be titled “Academic Formats” and will develop students’ understanding of the modes of learning in HE.

A thorough Induction Programme that introduces the educational aims of the programme, including the importance of belonging to an e-professional community will take place. It considers the key concepts that underpin the course and identifies the attributes and aptitudes that learners already have and those that they would like to develop. Learners are also introduced to the concept of a Critical Friendship Group (CFG) at the induction stage and will form a supportive CFG with group members.

Students informed at induction of Leeds City College’s complaints procedure and how they might make suggestions or raise concerns about the course/college.

Student Handbook with module guides and procedures for accessing the VLE.

Leeds City College Handbooks relating to the support services (Student Services, Library, Careers etc).

Timely and extensive formative and summative feedback and return of assessed work.

One-to-one academic guidance from personal tutors in instances where areas for

- 25 -

improvement and future learning needs and actions are identified.

Use of professional supervisors and workplace mentors to facilitate development and provide constructive feedback.

A discursive approach to learning and problem-solving through action learning sets, CFGs and online collaborative discussion through Yammer.

Participants will manage own Personal Development Plan and update in response to development need.

Extensive library and other learning resources, as well as resources available in centres. Students will receive initial guidance on how to identify, locate and use learning materials in libraries and elsewhere.

Access to student support services such as Careers Guidance, Financial Services, Counselling and Health and Wellbeing services in the college.

Students will be invited to sit on course committees, which will be held bi-annually. The Department of Teacher Education (FE) recruits a wide range of students from very

diverse settings, backgrounds and organisations. Developing a learner involvement strategy is thus key to our current and future success. Our commitment to this strategy is evidenced in various learner voice initiatives within the department that have been used and/or developed.

Learner involvement initiatives are incorporated into curriculum planning, delivery and review, including tools for consulting learners.

All cohorts have a learner representative and regular forums held.

Students are encouraged to share their own agendas for change on course committees.

The co-design of schemes of work is promoted.

Students are invited to participate in annual course reviews. Departmental evaluation reports and Quality Improvement Plans include the views of students

and that students views are acknowledged when action planning.

IAG to be given in the final year of the course.

22. Distinctive Features Leeds University and Leeds Trinity University offer ITET relating to learning and teaching in schools only. Bradford College offers ITET for Primary Education, Secondary Education and Post Compulsory Education (Teaching 14-19 & Adults). We believe that our award is distinctive because of the teaching and learning strategies that are used. As stated in section 5 above, role modelling strategies (such as in-the-moment coaching) are cited as an element of outstanding practice by Ofsted in its Good Practice Example: Initial Teacher Education (ITE) – Edge Hill University (2015). However, these strategies (along with other strategies such as Joint Practice Development with subject-specialist mentors) have never been formally integrated into our existing curriculum. These strategies do not feature in the provision of other providers in the region either. The use of such strategies will feature in our marketing for the proposed award.

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Stage Outcomes

Prof Grad Cert Education (Post-16 Education and Training)

NO Programme Outcome Level 6 Stage/Level 5(1)

K1 Critically review and select from alternative research methods with the aim of improving educational opportunities for all students in more complex educational settings.

Critically review and select from alternative research methods with the aim of improving educational opportunities for all students in more complex educational settings.

K2 Apply the skills of empirical enquiry to the practice of teaching and learning.

Apply the skills of empirical enquiry to the practice of teaching and learning.

K3 Demonstrate a detailed knowledge of core pedagogical practices and the complex relationship between learning and teaching.

Demonstrate a detailed knowledge of core pedagogical practices and the complex relationship between learning and teaching.

K4 Critically analyse a variety of conceptual frameworks associated with teaching and learning across a range of contexts.

Critically analyse a variety of conceptual frameworks associated with teaching and learning across a range of contexts.

K5 Evaluate appropriate empirically-grounded and theoretically-informed knowledge in the field of education and training.

Evaluate appropriate empirically-grounded and theoretically-informed knowledge in the field of education and training.

- 27 -

NO Programme Outcome/Level 6(2) Stage/Level 5(1)

C1 Draw on a coherent set of findings about teaching and learning in the education and training sector and apply to a variety of practical situations.

Draw on a coherent set of findings about teaching and learning in the education and training sector and apply to a variety of practical situations.

C2 Provide a balanced, logical and supported account of some of the major concepts and categories that have emerged from research on learning and teaching in a range of contexts.

Provide a balanced, logical and supported account of some of the major concepts and categories that have emerged from research on learning and teaching in a range of contexts.

C3 Consider and evaluate alternative perspectives on how to provide high quality teaching and learning and apply these concepts in a variety of practical situations.

Consider and evaluate alternative perspectives on how to provide high quality teaching and learning and apply these concepts in a variety of practical situations.

C4 Choose appropriate methods for the resolution of practice problems in a considered manner.

Choose appropriate methods for the resolution of practice problems in a considered manner.

PP1 Operate within a complex professional context adhering to ethical constraints and using a wide range of variably appropriate and innovative practitioner-based techniques.

Operate within a complex professional context adhering to ethical constraints and using a wide range of variably appropriate and innovative practitioner-based techniques.

PP2 Demonstrate intellectual and professional autonomy drawing upon tacit knowledge and generating own answers to practice problems with limited supervision and within agreed guidelines.

Demonstrate intellectual and professional autonomy drawing upon tacit knowledge and generating own answers to practice problems with limited supervision and within agreed guidelines.

- 28 -

NO Programme Outcome/Level 6(2) Stage/Level 5(1)

T1 Plan, manage and evaluate the acquisition of new knowledge and skills as part of a lifelong learning strategy.

Reflect systematically on performance to further develop learning.

T2 Demonstrate both employment potential and ability to manage future professional development.

Demonstrate a realistic match between career aspirations and personal aptitudes, interests and motivations.

T3 Communicate clearly, fluently and effectively in a range of styles appropriate to the context.

Select and use a range of communication methods appropriate to the context.

T4 Engage effectively in academic discussion and present arguments in a professional manner.

Prepare, deliver and evaluate presentations to an audience.

T5 Select, apply and evaluate appropriate numerical and statistical methods for complex and open-ended tasks.

Apply numerical and statistical skills in more complex disciplinary contexts.

T6 Select and evaluate software applications for different tasks within the context of the discipline.

Use a range of specialist software appropriate to the discipline.

T7 Recognise and evaluate factors which enhance group processes and team-working, and modify and evaluate own personal effectiveness within a team.

Adopt a range of roles within a team and contribute to the effective working of the team.

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Map of Outcomes to Modules

Level 5

Stage 2 Outcome Key

Module Name KU1 KU2 KU3 KU4 KU5 KU6 C1 C2 C3 C4 PP1 PP2 T1 T2 T3 T4 T5 T6 T7


A A A A A A A A A A A A A


A A A A A A A A A A A A A A


A A A A A A A A A A A A A A

Level 6

Stage 2 Outcome Key

Module Name KU1 KU2 KU3 KU4 KU5 C1 C2 C3 C4 PP1 PP2 T1 T2 T3 T4 T5 T6 T7


A A A A A A A A A A A A A


A A A A A A A A A A A


A A A A A A A A A A A A A A A A A

- 30 -

Map of Teaching and Learning Methods

Level 5

Learning

Circles Critical

Friendship Groups (CFGs)

Collaborative Teaching

Blogs Metaphor Analysis

Suggestion Circles

Experiential Learning Method

Storytelling Video Analysis

Professional Supervision and Subject-Specific

Mentoring

Master Lecture

Self-Regulated

Learning and Research


Joint Observation and Tripartite

Dialogue (JOTD)

Problem Solving

Protocols

Peer Observation

Critical Incident Method

Vicarious Teaching

and Learning

The Psychology of Teaching and Learning

X

X

X

X

X X

Managing the Learning Environment

X X X X X X


X

X

X

X X

X

X

X

Level 6


Critical Friendship

Groups (CFGs)

Self-Guided Professional Development

Activities (PDAs)

Blogs Research Festival

Discussion seminars

Self-Regulated

Learning and Research

In-the-moment coaching

Professional Supervision and Subject-

Specific Mentoring

Critical Dialogue Spaces

Problem Solving

Protocols

Joint Observation and Tripartite

Dialogue (JOTD)

Critical Thinking Method

Master Lecture


X

X

X

X

X


X X X X


X

X

X

X

X

X

X

X

X

- 31 -

Map of Assessment Methods

Level 5

Microteach E-portfolio Report Academic

poster

E-presentation Case study

The Psychology of

Teaching, Learning

and Assessment

60%

2500 words

40%

1500 words

Demonstrating

Professional

Knowledge and

Competence

50%

2000 words

50%

2000 words

Applied Behaviour

Management in

Education and

Training

40%

1500

words

60%

2500

words

Level 6

Research study E-portfolio E-presentation Evaluative report

Creative Teaching and

Learning

100%

5000 words

Curriculum Design for

Inclusive Practice

60%

3000 words

40%

2000 words

Subject Specialist

Teaching

40%

2000 words

60%

3000 words

- 32 -

- 33 -

ASSESSMENT CHART

Prof Grad Cert Education (Post-16 Education and Training) (P/T)

Module Name Formative Assessment Type and Week of Completion Summative Assessment

Type and Week of Submission

Level 5: Year 1

Demonstrating Professional Knowledge and Competence (Semesters 1 and 2:

Weeks 1-30)

Individual and whole-class feedback through discussion seminars; peer discussion within study syndicates (e.g. Critical Friendship Groups) either face-to-face or via the e-learning environment; blogging in study syndicates (e.g. Critical Friendship Groups); feedback and feedforward

from subject-specialist mentor; feedback and feedforward

from Joint Observation and Tripartite Dialogue (JOTD); observation of Vicarious Teaching and Learning.

Task 1: Micro-teach 50% - 20 mins 2000 words equivalent. Submission: Week 13. Task 2: E-portfolio

50% - 2000 words.

Submission: Week 31.


(Semester 1: Weeks 1-15)

Observation of contributions to Learning Circles; teacher-learner and peer dialogue through the Experiential Learning Method; group summary of key issues in Video

Analysis; discussion around exemplars; group summary of key issues; literal to higher-order questioning; tutorials, including brief review checks through planned or spontaneous questioning.

Task 1: Poster 40% - 1500 words. Submission: Week 10

Task 2: Report 60% - 2500 words Submission: Week 15

Applied Behaviour

Management in

Education and Training (Semester 2: Weeks 16-30)

Observation of performance during collaborative teaching;

observation of responses and contributions to classroom

dialogue during Suggestion Circles; observation of performance in Problem Solving Protocols; discussion with the tutor using the Critical Incident Method.

Task 1: E-presentation

40% - 1500 words.

Submission: Week 28 Task 2: Case Study 60% - 2500 words Submission: Week 30

Level 6: Year 1

Subject Specialist Teaching (Semesters 1 and 2: Weeks 1-30)

Individual and whole-class feedback through discussion seminars; peer discussion within study syndicates (e.g. Critical Friendship Groups) either face-to-face or via the e-learning environment; feedback and feedforward generated from in-the-moment coaching; feedback and

feedforward from subject-specialist mentor; observation of contributions formulated in Critical Dialogue Spaces; feedback and feedforward from Joint Observation and Tripartite Dialogue (JOTD); observation of responses

generated using the Critical Thinking Method.

Task 1: Research Study 40% - 2000 words. Submission: Week 28. Task 2: E-portfolio 60% - 3000 words.

Submission: Week 31.

Creative Teaching and Learning (Semester 1: Weeks 1-15)

Blogging in study syndicates (e.g. Critical Friendship Groups); individual and whole-class feedback through discussion seminars; observation of performance in Problem Solving Protocols.

Task: Report 100% - 5000 words Submission: Week 15

Curriculum Design for

Innovative Practice (Semester 2: Weeks 16-30)

Individual and whole-class feedback through discussion

seminars; discussion around exemplars; group summary of key issues; literal to higher-order questioning; tutorials, including brief review checks through planned or spontaneous questioning.

Task 1: E-presentation

40% - 2000 words. Submission: Week 24 Task 2: Research Study 60% - 3000 words Submission: Week 30

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Prof Grad Cert Education (Post-16 Education and Training) (F/T)

Module Name Formative Assessment Type and Week of Completion

Summative Assessment

Type and Week of Submission

Level 5

Demonstrating Professional Knowledge and Competence (Weeks 1-8)

Individual and whole-class feedback through discussion seminars; peer discussion within study syndicates (e.g. Critical Friendship Groups) either face-to-face or via the e-learning environment; blogging in study syndicates (e.g. Critical Friendship Groups); feedback and feedforward from subject-specialist mentor; feedback and feedforward from Joint Observation and Tripartite Dialogue (JOTD); observation of Vicarious Teaching and Learning.

Task 1: Microteach50% 2000 words equivalent. Submission: Week 8. Task 2: E-portfolio 50% - 2000 words. Submission: Week 18.

The Psychology of Teaching, Learning and Assessment (Weeks 1-15)

Observation of contributions to Learning Circles; teacher-learner and peer dialogue through the Experiential Learning Method; group summary of key issues in Video Analysis; discussion around exemplars; group summary of key issues; literal to higher-order questioning; tutorials, including brief review checks through planned or spontaneous questioning.

Task 1: Poster 40% - 1500 words. Submission: Week 13 Task 2: Report 60% - 2500 words Submission: Week 15

Applied Behaviour Management in Education and Training (Weeks 1-15)

Observation of performance during collaborative teaching; observation of responses and contributions to classroom dialogue during Suggestion Circles; observation of performance in Problem Solving Protocols; discussion with the tutor using the Critical Incident Method.

Task 1: E-presentation 40% - 1500 words. Submission: Week 14 Task 2: Case Study 60% - 2500 words Submission: Week 16

Level 6

Subject Specialist Teaching (Weeks 16-30)

Individual and whole-class feedback through discussion seminars; peer discussion within study syndicates (e.g. Critical Friendship Groups) either face-to-face or via the e-learning environment; feedback and feedforward generated from in-the-moment coaching; feedback and feedforward from subject-specialist mentor; observation of contributions formulated in Critical Dialogue Spaces; feedback and feedforward from Joint Observation and Tripartite Dialogue (JOTD); observation of responses generated using the Critical Thinking Method.

Task 1: Research Study 40% - 2000 words. Submission: Week 25. Task 2: E-portfolio 60% - 3000 words. Submission: Week 31.

Creative Teaching and Learning (Weeks 16-30)

Blogging in study syndicates (e.g. Critical Friendship Groups); individual and whole-class feedback through discussion seminars; observation of performance in Problem Solving Protocols.

Task: Report 100% - 5000 words Submission: Week 29

Curriculum Design for Innovative Practice (Weeks 16-30)

Individual and whole-class feedback through discussion seminars; discussion around exemplars; group summary of key issues; literal to higher-order questioning; tutorials, including brief review checks through planned or spontaneous questioning.

Task 1: E-presentation 40% - 2000 words. Submission: Week 24 Task 2: Research Study 60% - 3000 words Submission: Week 30