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Teacher Education

Professional Diploma

Handbook

2016 / 2017

This Diploma is conducted in collaboration with the University of Jordan and in close coordination with the Ministry of Education The development of this Diploma has been supported by the UCL Institute of Education, within their capacity as education

specialists providing technical assistance to the Queen Rania Teacher Academy. Successful completion of this Diploma will lead to accreditation by Queen Rania Teacher Academy and the University of Jordan

http://www.qrta.edu.jo/

mailto:[email protected]

of 26 TEPD-Diploma Handbook_V.2.0 Final

Contents

Abbreviations ............................................................................................................................................................. 2

Welcome from the Chief Executive Officer of Queen Rania Teacher Academy .............................. 3

About this Handbook .............................................................................................................................................. 4

About QRTA ................................................................................................................................................................ 4

Overview and Structure of The Professional Diploma .............................................................................. 5

Diploma Aims and Learning Outcomes ........................................................................................................... 5

Module Descriptions, Aims and Objectives .................................................................................................... 8

Module 1 – Pedagogies for learning and teaching ................................................................................. 8

Module 2 – Subject Didactics: Teaching English/Mathematics/Science ...................................... 9

Module 3 –School Experience (Practicum) ............................................................................................ 13

Assessment ............................................................................................................................................................... 15

Pedagogy for Learning and Teaching ...................................................................................................... 15

Subject Didactics: Teaching English/Mathematics/Science ........................................................... 16

School Experience (paracticum) ............................................................................................................... 18

Teachers’ Standards ............................................................................................................................................. 19

Provisional Timetable 2016/2017 ................................................................................................................. 20

Useful Contacts ....................................................................................................................................................... 23

Virtual Learning Environment ......................................................................................................................... 24

Policies, Processes and Regulations ............................................................................................................... 24

Student Feedback .................................................................................................................................................. 25


Abbreviations

AfL Assessment for learning

CUMERC Columbia University Middle East Research Center

DS Directed Studies

F2F Face-to-Face

ICT Information and Communications Technology

TEPD Teacher Education Professional Diploma

MOE Ministry of Education

PCK Pedagogical Content Knowledge

QRTA Queen Rania Teacher Academy

SM School Mentor

SEP1 School Experience Placement 1



ST Student Teacher

STP Student Teacher Portfolio

TE Teacher Educator

VLE Virtual Learning Environment


Welcome from the Chief Executive Officer of Queen Rania Teacher Academy

On behalf of Queen Rania Teacher Academy (QRTA) I would like to welcome you to the first

Teacher Education Professional Diploma (TEPD) in partnership with the Ministry of

Education of Jordan (MOE) and University of Jordan (UJ) for the academic year of 2016/2017.

The education sector in Jordan is witnessing a shift from a system that rewards seniority to

one that recognizes merit and passion for the teaching profession. Our aim is to prepare

future educators to treat classrooms as more than mere space, but as the birthplaces of

innovation, leadership, and intellectual curiosity among Jordanian youth. You will be part of

a scholarship for the first cohort of Student Teachers (STs) starting with various primary

subject fields for grades 4 to 10 with a job from the MOE. QRTA’s TEPD offers a blended

learning approach, utilizing both sophisticated technology and international research, STs

will have the opportunity to engage in dialogue with great thinkers in education, as well as

flourish within a community of shared practice, experience, and passion for the art of

teaching.

We look forward to supporting your academic and personal success.

Haif Bannayan

CEO of Queen Rania Teacher Academy


About this Handbook

This handbook provides an overview of key aspects of the Professional Diploma and as such

provides information relevant to you during your year as a ST at the QRTA. Please use it as

your first point of call in case of any queries. The information contained in this handbook is

not comprehensive and will need to be supplemented by other sources. Your tutors and the

Course Office will be able to provide additional information and inform you of any changes

that may occur. QRTA reserves the right to make changes to the information set out here but

every effort will be made to keep these to an absolute minimum and you will be informed

about them by QRTA staff.

About QRTA

QRTA is an independent non-profit organization committed to the vision of Her Majesty

Queen Rania Al Abdullah of empowering educators with the skills, recognition, and support

necessary to excel in their classrooms. QRTA was launched in 2009 under the patronage of

Her Majesty Queen Rania Al Abdullah and in partnership with Columbia University’s

Teachers College, Columbia University Middle East Research Center (CUMERC), and the MOE.

Our Vision

QRTA aims to lead the advancement in the quality of teaching and the promotion of excellence

in education in Jordan, and the region. We are guided by an ambitious vision that we aspire

to significantly contribute to through mobilizing QRTA’s intellectual resources to maintain

high standards in developing training programmes and reforming teacher policies. QRTA

simply believes that every educator should be given the skills, recognition and support to

excel.

Our Mission

QRTA’s mission is to enable every educator to positively influence the future generation of

Jordan and the Arab World by spearheading education policy reform and teacher

professional development.


Overview and Structure of The Professional Diploma

The Professional Diploma is a full-time, 24 credit hour TEPD lasting 9 months offered by

QRTA, awarded by UJ. It will be taught and assessed through a mixture of English and Arabic.

The Diploma comprises face-to-face teaching at the Academy as well as practical teaching and

related professional practice in schools linked to elements of online learning.

The diploma is made up of 3 modules:

• Module 1: Pedagogy for Learning and Teaching focuses on principles of

learning and teaching.

• Module 2: Subject Didactics: Teaching English/Mathematics/Science focuses on

subject specific pedagogy.

• Module 3: School Experience is the teaching practicum which will last 20 weeks

and during which STs will be largely based in 2 to 3 placement schools.

Diploma Aims and Learning Outcomes

The Diploma aims to:

• Examine concepts of learning and teaching through reflection of practice in the

classroom.

• Develop analytical practices in consideration of participants’ professional role

as developing teachers.

• Consolidate and extend participants’ knowledge of their subject specialism

and explore pedagogical issues of their subject specialism for grades 4 to 10 in

Jordanian schools.

• Engage with current scholarship and research on teaching, learning and

professional practice in education in general and subject pedagogy in

particular.


• Develop participants’ professional skills and a range of approaches to teaching

and learning through pedagogical activities including lesson planning,

creation of pedagogic material and evaluation of their use, and extend their

professional knowledge, skills and understanding.

• Prepare participants to meet the agreed Teachers’ Standards developed for

the Diploma.

• Foster an understanding in participants of the value of continuing professional

development.

By the end of the Diploma, participants will have met the following learning outcomes:

• Possess a good understanding of key aspects of learning and teaching in

Jordanian schools from grades 4-10, including pedagogic and subject content

knowledge.

• Have developed a good understanding of pedagogical content knowledge as it

applies to learners in their specialist subject.

• Demonstrate an ability to analyse and critically reflect on professional

practices, particularly their own.

• Evidence a critical understanding of learning and teaching, enabling them to

devise and sustain cogent arguments and reflect on the professional

challenges faced by teachers.

• Have developed a conceptual understanding of their own practice and that of

others in relation to current research in teaching, learning, pedagogy and

practice in education, and an ability to articulate this clearly through relevant

artefacts.

• Have demonstrated the ability to manage their own learning and reflect on

their practice in light of scholarly reading and discussion so as to improve

educational outcomes for their learners.


• Are able to consistently demonstrate the professional competences set out in

the Teachers’ Standards.

• Have demonstrated an ability to be creative, independent and successful in the

application of knowledge in teaching and other work with a range of learners

and colleagues.


Module Descriptions, Aims and Objectives

Module 1 – Pedagogies for learning and teaching

This module will comprise the following five themes which will be explored in cross-phase

groups; regular reference will be made to specific examples from across a range of subject

areas:

Unit 1: Planning

In this unit STs will begin to explore the challenges of planning learning for their students

including understanding of the concepts of learning objectives, learning outcomes, aims for

learning, appropriate activities and their sequencing, as well as links to assessment. With

reference to relevant professional literature, this unit will enable the development of

appropriate approaches to lesson planning.

Unit 2: Conditions for Learning

This unit follows on from planning to explore relevant research literature behind learning

theories. It will consider the management of learning activities (following the first

practicum), explore the concepts of differentiation and inclusion, and develop an

understanding of child development and meta-learning.

Unit 3: Relationships

STs will explore student-teacher and teacher-teacher relationships and interactions for

learning. As with other elements of the entire Diploma, the unit will be informed by

experiences of pedagogical practice during the practicum. This unit, among other things, will

consider reciprocity, developing higher order questioning, discussion opportunities and the

importance of trust, interpersonal skills, listening, developing respect and learning together.

It will also focus on the language of teaching and learning and classroom discourse. The unit

will deepen STs’ understanding of aspects of classroom and behaviour management.


Unit 4: Assessing Student Progress

This unit will acknowledge summative assessment and testing (both nationally and

internationally) but it will focus on assessment for learning (AfL) and the use of assessment

processes to inform next steps and evaluate the processes of learning. Different types of

assessment will be explored and STs will reflect on the challenges of AfL and developing peer

assessment strategies.

Unit 5: Learning Environment

This final unit in Module 1 will build-on from insights gained from a focus on learning,

teaching and assessment so far, will consider wider questions about learning environments.

STs will explore the interrelationship of the physical space they might be working in, learning

resources including digital and other technologies, social relationships and the pedagogical

practices they foster as well as the agency of the teacher in their design.

Module 2 – Subject Didactics: Teaching English/Mathematics/Science

Unit 1: Curriculum

An important starting point for the unit will be the ‘subject audit’ to self-assess subject

knowledge within the curriculum. All STs will conduct a reflective audit of their subject

knowledge identifying their strengths and areas for development. These will be shared with

their peers so that Student Teachers practice a partnership-based approach to learning by

offering and receiving support to and from peers. Each ST will develop an Action Plan

identifying how they will develop their subject knowledge.

Following this initial self-assessment, STs will examine the curriculum requirements and

associated resources within their subject and begin to consider active learning opportunities

for their students. They will be given opportunities to critically examine and analyze

examples from various jurisdictions and contexts and be engaged in applying their learning

from Module 1, particularly in relation to planning in their subject area. This will include

designing teaching materials and resources for use within the classroom. In addition, STs will

examine the conceptual foundations of their subject and the knowledge, skills and attitudes

required for successful learning of their subject.


Whatever their specialism, STs will consider literacy and numeracy within their curriculum,

e.g. working with texts (the use of text within the subject area to support instruction, learning

and teaching such as in text books or worksheets), number for understanding, subject specific

language etc.

Unit 2: Pedagogical Content Knowledge

This will be explored within the subject area so that STs begin to understand further aspects

of their subject such as subject-matter knowledge, concept knowledge, skills and

understanding. Pedagogical content knowledge (PCK) is about understanding how to

represent the subject matter (e.g. functions in mathematics) so as to help others understand

the concepts. Again, this unit will build on Module 1 and will include developing a student-

centered approach to learning, exploration of misconceptions as a learning tool, reflective

teaching, situated and de-situated cognition and pedagogy appropriate to specific subjects.

The use of ICT in subject teaching will also be a key consideration and further exploration of

literacy and numeracy in the subject.

Key considerations for English, mathematics and science subjects are outlined below:

Science:

The PCK of science education recognizes the importance of explicitly making links

between the constituent building blocks of the complex and abstract ideas of science.

It supports students as they gradually construct overarching ‘Big Ideas’ in science

such as ‘evolution’ and the ‘particulate nature of matter’. Traditionally, science

education models the way that scientists work, involving students in inquiry and

experiments. Consequently, STs will be encouraged to see the role of practical work

as a way of developing both students’ understanding of scientific concepts and an

understanding of the way that science works.

Developing inquiry skills, mathematical skills, practical techniques and a range of

other skills practiced by expert scientists is part of the PCK of science and involves

regular practice and application. Science inquiry skills, scientific ideas and ideas


about science apply across many different contexts and applications. The module

aims to develop these aspects of science through encouraging problem-solving in as

many different contexts as possible. This might include historical contexts which

illustrate how the knowledge base of science developed.

Active approaches, and discussion between students support the collaborative

development of understanding of scientific concepts. More formal argumentation

approaches emphasize the structure of scientific arguments, where theories are

supported or refuted through data. The module will look at ways to develop

collaboration and discussion in the classroom.

Finally, developing scientific literacy involves approaches which make links between

the abstract concepts of science and the applications and implications of science and

technology in society. The PCK for scientific literacy often involves contextual

storylines or examples of every day applications. Real life problems are used to

motivate students and drive a ‘need’ for learning specific concepts. This will be

further developed in Unit 5.

Mathematics:

The PCK of mathematics education acknowledges the difficulty of understanding

abstract mathematical concepts. In this module STs will learn to start with concrete

examples, to help students construct their understanding of mathematics by

providing multiple representations of mathematical concepts, demonstrating the

links between these representations and the connections between different topics.

There are many aspects of working mathematically, including exploring patterns, working

systematically, generalizing, making conjectures and justifying them through logical

reasoning, constructing proofs, and communicating mathematical ideas.


Problem-solving activities will be an integral part of the module to encourage students to

engage with real problems and work through them mathematically, helping students make

sense of mathematics, and modelling the ways in which expert mathematicians work.

Finally, the module will consider collaborative approaches that require students to present,

justify and convince others of their mathematical ideas, strengthening their own

understanding, exposing misconceptions and highlighting the need for correct use of

mathematical language.

English:

The approach to PCK of English in this module considers ways in which foreign

language education can actively contribute to opening up new horizons for learners

through an exploration of how people communicate and engage with each other and

learn about themselves through the medium of English. The module will examine

some contextual factors and conditions of language learning as a journey of personal

and societal transformation.

The subject is arguably unique in that the target language is the medium of instruction

which has significant implications for many aspects of teaching and learning

including, among other things, the interaction between the teacher and learners and

between learners as well as the orchestration of the learning environment into an

acquisition-rich and experientially productive physical and conceptual space.

The module problematizes how English as a foreign language in the school curriculum

is embedded within a wider set of educational aims and focuses on the teaching and

learning of speaking, listening, reading and writing with an emphasis on the

development in learners of communicative and pragmatic competence. Particular

consideration is also given to grammatical and cultural awareness and the use of a

range of authentic material including literature and digital resources.


Unit 3: Assessment in English/Mathematics/Science

STs will investigate and critically analyze opportunities for assessment within their subject,

including a consideration of the purpose and principles of assessment. This will build on what

has been learnt in Module 1, Unit 4 by investigating the role of summative and formative

assessment in the curriculum, including; marking, giving feedback, promoting progress,

creating subject-specific assessment and questioning to elicit high order thinking within the

subject area.

Unit 4: Subject-Based Systematic Inquiry

STs will work with Subject Tutors to identify an area to be investigated within their subject.

The focus will normally be on pedagogical content knowledge and be informed by personal

targets set in School Experience Practicum 2 (SEP2). The inquiry will focus on personal

professional practice and be undertaken during SEP3 and STs will be expected to present

their findings at the end of the course. Tutors will support this unit with development of STs’

understanding of inquiry methods to explore and investigate practical settings.

Unit 5: English/Mathematics/Science for the Future

STs will explore recent developments within their specialist subject and explore the

implications for their personal professional development needs and plans. The affordances

and uses of digital technologies within their subject will be considered. Additionally, STs will

consider the implications of the targets identified throughout the Diploma for their own

continuing professional development as they enter the profession as a newly qualified

teacher.

Module 3: School Experience (Practicum)

Module 3 will consist of three School Experience Placements (SEPs) with ‘partnership’

schools (SEP1, 2 and 3). SEP1 and SEP2 may be in a public school or a private school and all

STs will normally experience both settings. SEP3 will normally be in a public school, and in

some cases, STs will return to the partnership placement school they spent SEP1 or SEP2 in.

Each placement or school experience will be for six weeks. STs will, therefore, normally

complete a minimum of 18 weeks of teaching practice during their Diploma. SEP3 will have a

further two weeks for assessment purposes against the Teachers’ Standards.


School Experience Placement 1 (SEP1)

STs will begin by shadowing their School Mentor (SM), observing and reflecting upon

teaching. They will normally work with small groups of students to support the class or

subject teacher in the placement setting beginning in the second week. They will plan

episodes for learning with the teacher and gradually build up to teaching and evaluating their

classroom practice with students. By starting with parts of lessons, such as introductions to

a topic or theme, or plenary sessions. By the end of their six weeks, all STs will have planned

and taught at least 2 full lessons; most STs will have planned and taught 10 full lessons; and

some STs will have planned and taught a set of lessons for one week.


STs will begin their new placements in a similar way, including observing teaching by the SM,

but move more rapidly towards full teaching responsibility. It is likely that in the first week

or two they will shadow their SM but then move to taking more responsibility in their subject

area. By the end of SEP2, all STs will be capable of planning and teaching a set of lessons for

one week, whereas some will achieve this for longer. During this placement STs will be

expected to take a wider responsibility in the school, such as sharing other duties teachers

normally carry out.


For most STs this will take place in a public school (private schools will only be used for SEP3

where no suitable public school placement is available) and all STs will normally be expected

to take on a 60% teaching timetable by Week 3 of the placement. Those who struggle to

achieve the Teachers’ Standards may have to complete additional time in schools. During

SEP3 STs will carry out their evidence-based inquiry.


Assessment

Pedagogy for Learning and Teaching

This assignment should be an analytical and discursive piece of writing which demonstrates

that the criteria for the Professional Diploma have been met in relation to some aspects of the

five units of Module 1.

You will be provided with a choice of essay titles, which you will be asked to write an answer

to under timed conditions of 2.5 hours. In order to provide a full and considered response,

you will be given 48 hours to prepare your answer. In that time, you are expected to gather

appropriate evidence to be used in your answer and will be permitted to bring in one page of

handwritten notes as an aid but this should not be used to write a pre-prepared response.

Both your notes and essay will be submitted for marking.

Rubric:

1. Your answer should be structured in a way that shows a cogent line of

argument and reaches a logical conclusion.

2. In your answer, you should refer to a range of sources of evidence, including:

• What you have learnt from your studies in module one.

• What you have observed and experienced during your time in SEP 1.

• Relevant literature that you have read and researched in response to

this question.

3. You should write in an analytical and discursive way, showing awareness of

the strengths and limitations of the evidence you cite.

4. Your response should be reflective, showing that you are able to synthesise

the evidence that you have gathered and come to some personal conclusions.

5. Your answer should refer to a range of educational ideas, concepts or theories.


Examples of essay questions:

• Critically discuss the role of formative assessment in the classroom.

• Reflect on the importance of the learning environment to promote student

engagement.

• Discuss the extent to which learning theories should inform planning.

• Reflect on what you have learnt about how teacher-student relationships

affect teaching and learning.

• Evaluate the importance of short, medium and long term planning for student

progress.

Subject Didactics: Teaching English/Mathematics/Science

This assignment is based on a small-scale practice-based inquiry which demonstrates that

the criteria for the Professional Diploma have been met in relation to some aspects of the five

units of Module 2.

Unit 4 of Module 2 requires you to engage with the methods and evidence base for inquiry-

based practice to develop an appropriate question to be systematically explored within your

subject area. The question should engage aspects of pedagogical content knowledge learnt in

Unit 3 and be informed by targets set in SEP2 for classroom practice. The question will be

investigated through your own classroom practice in SEP3 and you will be expected to gather

relevant evidence for use in your assignment.

You will use your knowledge and understanding of inquiry-based practice and relevant

evidence to write a reflective report of 3,500 words summarising your findings. In addition

to the report, you are expected to prepare and present a poster summarising the key aspects

of your findings, but you will not be formally assessed on this poster presentation.


Rubric:

1. Your report should include the following subheadings:

• Introduction including an initial inquiry question (400 words)

• Literature review leading to a refined inquiry question (800 words)

• Overview of process of the inquiry (500 words)

• Ethical considerations (500 words)

• Findings (800 words)

• Reflective discussion (500 words)

2. Your report should refer to a range of sources of information, including:

• What you have learnt from your studies in Module 2.

• What you have observed and experienced during your time in SEP 2

and 3.

• Relevant literature that you have engaged with in response to this

question.


the strengths and limitations of the evidence you cite.

4. Your response should be reflective, showing that you are able to synthesise

the evidence that you have gathered and come to some personal conclusions.


Example of Inquiry Questions:

• How can group work help students with reading fluency?

• How can images help students to understand probability?

How can paired questioning techniques help students engage with the concept

of gravity?


School Experience (practicum)

The assessment for this module is based on the successful completion and the online

submission of a Student Teacher Portfolio (STP) which demonstrates that the Teachers’

Standards have been met. In addition, you must submit three reflective pieces of writing one

at the end of each SEP on your progress towards the Teachers’ Standards together with a final

statement demonstrating, through reference to evidence in the online portfolio, that you have

met the Teachers’ Standards. The three reflections and final statement should demonstrate

that the criteria for the Professional Diploma have been met.

Rubric:

The three pieces of reflective writing (one at the end of each practicum) should reflect on

your progress towards meeting the Teachers’ Standards. Each should be 1,000 words in

length and should:

1. Refer to a range of sources information, including:

• What you have learnt from your studies on Module 1 and/or 2 (you

may make reference to writing within Module 1 or 2 assignments).

• What you have observed and experienced during your time in SEP

1/2/3

• Relevant literature that you have engaged with to write your

reflections.


opportunities and challenges for your own professional development.

3. Your writing should be reflective, showing that you are able to synthesise the

evidence that you have gathered and come to some personal conclusions.


The final statement should clearly demonstrate that all aspects of the Teachers’ Standards

have been met and should evidence this through reference to selected items from the online

STP.


Teachers’ Standards

The standards STs are required to reach by the end of the Diploma are outlined in the School

Experience Handbook. They not only guide students’ practical teaching experience (Module

3) but also inform most aspects of Modules 1 and 2.


Provisional Timetable 2016/2017

Legend:

Induction week – all STs will be in QRTA for teaching (mix of directed study via the VLE (DS) and Face to face teaching in QRTA (F2F)

Module 1 – all STs will be in QRTA for teaching (mix of DS and F2F)

Practicum – STs will be working in schools. Teacher Educators (TEs) will be visiting them in school

Module 2 – STs will be in QRTA for teaching (mix of DS and F2F)

Public School break

National holiday

Independent study for STs

Week Week

beginning SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY

1 16/10/16

Induction Induction Induction

2 23/10/16 Module 1

Guest lectures Module 1 Module 1

3 30/10/16 Module 1


4 6/11/16 Module 1


5 13/11/16 Practicum 1 Practicum 1 Practicum 1 Practicum 1 Module 1




9 11/12/16 Practicum 1

Practicum 1

Al Mawled Al Nabawe

Practicum 1 Practicum 1 Module 1


Week Week



11 25/12/16 Christmas Module 1


12 1/1/17 New Year’s Day Module 1


13 8/1/17 Module 1


14 15/1/17 Module 2


15 22/1/17 School Break School Break School Break School Break School Break

16 29/1/17 School Break School Break School Break School Break School Break

17 5/2/17 School Break School Break Module 2 Module 2 Module 2




21 5/3/17 Practicum 2 Practicum 2 Practicum 2 Practicum 2 Practicum 2



24 26/3/17 Module 2


25 2/4/17 Module 2




Week Week


27 16/4/17

Practicum 3

Palm Sunday (Christian

School)

Practicum 3 Practicum 3 Practicum 3 Practicum 3

28 23/4/17

Practicum 3

Easter Sunday (Christian

School)

Practicum 3 Practicum 3 Practicum 3 Practicum 3

29 30/4/17 Practicum 3 Practicum 3

Labor Day Practicum 3 Practicum 3 Practicum 3

30 7/5/17 Practicum 3 Practicum 3

Practicum 3 Practicum 3 Practicum 3


32 21/5/17 Practicum 3 Practicum 3 Practicum 3 Practicum 3

Practicum 3

Independence Day


34 4/6/17 Module 2


35 11/6/17 Module 2


36 18/6/17 Module 2



Useful Contacts

The following individuals will be able to offer support on academic and pedagogical matters

to you during your time as a ST:

Teacher Educators (TEs) are QRTA staff who will provide Centre-based subject specialist and

professional studies tuition. TEs also carry out some observations of practical teaching during

the practicum and they will support and assess coursework. In addition to their teaching

roles, TEs tend to have specific leadership roles in relation to certain aspects of the Diploma,

e.g. Diploma or module leadership etc. TEs will act as Subject Tutors in their respective

specialisms as well as in the role of Professional Tutors to a small number of STs.

School Mentors (SMs) are school-based staff who will provide ongoing support in relation to

pedagogical practice during the practicum by supporting lesson planning, observing and

feeding back on lessons, target setting and review etc.

For administrative matters, please contact the Course Office ([email protected]).

Working hours from Sunday till Thursday:

9:00am - 12:00pm

1:00pm - 4:30 pm

mailto:[email protected]


Virtual Learning Environment

The Diploma will be supported by a Virtual Learning Environment (VLE) which will enable

participants to engage with resources and directed study tasks provided by the Academy,

curate personal course-related artefacts and take part in a professional community of

practice. Participants will be expected to actively engage with the VLE throughout the

Diploma.

Policies, Processes and Regulations

This handbook should be read in conjunction with the policies and regulations set out on the

QRTA website (https://itep.qrta.edu.jo/) as well as other relevant handbooks: please see

the Code of Professional Conduct section outlined within the School Experience Handbook.

The Diploma will provide teaching, supervision and tutorial support and offer you the

opportunity to meet the learning outcomes set out above including the Teachers’ Standards

governing the professional practice element of the course. This will include feedback from,

and regular meetings with SMs.

In schools, you will be provided with opportunities to take an active part in the work of the

school through a range of activities, principally around observation and teaching of classes.

You will also receive some visits from QRTA staff in school who will observe and feedback on

some of your teaching.

You will receive written feedback on formally assessed pieces of work and student work will

be internally and externally moderated.

Should you not make satisfactory progress, targeted support will be made available (see

Mentor Handbook). Should you be at risk of not meeting the required standards you will

receive written notification from QRTA.

You will be expected to conduct yourself in a professional manner at all times and to maintain

a good record of attendance.

https://itep.qrta.edu.jo/


You will need to check your QRTA e-mail account regularly and to keep QRTA informed of

any changes in your contact details etc. as soon as they occur.

Importantly also, you will be expected to adhere to good practice in academic writing and

referencing as well as scholarship. Failure to submit work by the published deadlines without

approved extenuating circumstances will constitute insufficient progress having been made.

You will be entitled to resubmit academic work on one occasion where the initial submission

has been judged to have failed. There is no automatic entitlement for re-assessment of the

practical teaching component. This will require formal approval of the Board of Examiners.

You will have the opportunity to lodge genuine complaints which will be investigated by

QRTA. Issue arising should initially be discussed informally with relevant QRTA staff who will

be able to advise on the formal process should it not be possible to resolve the matter at that

stage.

Student Feedback

QRTA considers its work with STs and schools to be a partnership in training and an

important part of building a community of professional practice in Jordan and the Region. As

a result, QRTA is keen to foster effective student participation through feedback from all

students and representation on decision-making groups as decided by QRTA management

policies.

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