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PRACTICAL TEACHING AND PROFESSIONAL DEVELOPMENT

Practical Teaching and Professional Development remains a central component of these awards, and is developing as an embedded area of the curriculum, rather than a discrete module. In order to support trainees in their development and management of practical teaching we have for produced a separate 'Guide to Practical Teaching and Professional Development' for each year of the awards.

Guide to Practical Teaching and Professional Development Year 1 - ms word and pdf - 09/10 - added 28/07/09

Guide to Practical Teaching and Professional Development Year 2 - ms word and pdf - 09/10 - added 28/07/09

 

Both include the following:

Practical Teaching File

  • What is a Practical Teaching File?

  • Planning learning and teaching

  • Learning outcomes for Practical Teaching File

  • Organisation of your Practical Teaching File

  • What should be in your Practical Teaching File?

  • Practical Teaching Observations

  • Learning outcomes

  • How is this progress and development evidenced?

  • Organisation of your Professional Development File

  • Milestone Reviews

  • Professional Development Journal (PDJ)

TEACHING EXCELLENCE

Bath Spa University Lifelong Learning Initial teacher Training (LL ITT) Team developed a shared vision about what we believe constitutes teaching excellence during 2008, and this document is the updated guidance resulting from that as of August 2009.

This Model of Teaching Excellence takes account of best practice and ideas from a variety of sources[1], and from the values and experiences of our teaching team and other teachers we have trained. 

ACHIEVING TEACHING EXCELLENCE - MS word 400k - added 26/08/09

The LL ITT team believes that excellent teachers: 

  • Understand how their students learn and use a range of resources and approaches in their teaching
  • Secure achievement and personal growth for all students irrespective of their ability, background and national origin.
  • Use student-centred teaching which promotes autonomy.
  • Promote an inclusive atmosphere and ensure equity throughout their teaching.
  • Support students who encounter difficulty in their learning for any reason.
  • Demonstrate clarity, creativity and innovation in the design, planning delivery and evaluation of learning activities and programmes.
  • Use assessment to support achievement.
  • Evaluate their teaching performance regularly and enhance their teaching and learning as a result.
  • Regularly take advantage of professional development opportunities.
  • Engage with scholarship in valued forms of knowledge related to learning and teaching.
  • Champion high quality learning and teaching in their organisation.
  • Support and collaborate with colleagues to share and promote good practice.
  • Equip their learners for life in its broadest sense.
  • Contribute to community cohesion.[1]

Supporting Documentation for practical teaching

Personal Profile (word 206k)

This document does what the title suggests, and provides a short profile of trainees, including some key information about their current teaching situation, their past experience and particular information they wish staff marking their work to know. Its is completed by trainees towards the start of the year. The Personal Profile has to be included by trainees with most submitted assessment activities across each year of the awards.

Practical Teaching Arrangements proforma (word 208k)

This document summarises the teaching arrangements of each trainee, and key names contact details for those teaching / working with / supporting trainees. Its is a key part of the central record of trainees of each centre, and the course tutor, subject specific mentor and observer will all need access to this form.

Practical Teaching Log (word 206k)

A simple proforma to record the required hours of practical teaching across each year of the awards. It also has a section for target areas for improvement and targets achieved which is another simple 'at a glance' tool for tracking trainee individual progress.

Lesson plan format (required for 3 session plans relating to LL1201 Assessment Activity 3) - 09/10 - added 28/07/09

Lesson plan help notes - 09/10 - added 28/07/09

Lesson plan completed example of above - 09/10 - added 28/07/09

Scheme of work format (an example of a 'best practice' scheme of work)

There are three different observation pro formas, and these are available below:

Practical Teaching Assessment Feedback (Generic) - 09/10 - Added 28/07/09

Practical Teaching Assessment Feedback (Specialist Area) - 09/10 - Added 28/07/09

Self Evaluation of own teaching sessions proforma - 09/10 - Added 28/07/09

Observation form for observing other teachers (word 209k) - 09/10 - Added 28/07/09

Year 2 Tracking Document for Practical Teaching File - (with thanks to Lorraine Simpson of Wiltshire College)  - added December 2009

TRACKING DOCUMENTS FOR PRACTICAL TEACHING OBSERVATIONS

For trainees to track their progress at achieving learning outcomes relating to Practical Teaching as they move through Years 1 and 2.

Practical Teaching Observations Tracking Year 1 - added December 2009

Practical Teaching Observations Tracking Year 2 - added December 2009

SUPPORTING DOCUMENTATION

Initial Individual Development Plan (word 204k)

This first version of an Individual Development Plan should be completed by trainees by the end of induction, and provides a useful summary of each trainee's starting points in all key areas of the programme.

Individual Development Plan (word 205k)

This IDP is used from induction onwards to summarise trainee progress, review priorities, establish action points and priorities and record any discussions on tutorial matters. See tutorial support

SELF ASSESSMENT TRACKING

There is an expectation that all trainees will regularly review and update their own progress against the LLUK standards, and the Minimum Core. This is a challenging load in addition to other work for assessment, but we have devised four straightforward proformas, featured below, which make this task clear and straightforward for all. The self assessment tracking will normally feature as part of Milestone Reviews.

Initial self assessment of Practical Teaching (based on LLUK standards) - use for 2009/10 induction

Self assessment of Practical Teaching (based on OfSTED criteria) - 2009/10 updated 27/10/09

Self assessment for Literacy and Language; Numeracy; ICT - 09/10 added 26/08/09

 

[1] Coffield, F. (2008) Just suppose teaching and learning became the first priority. London: Learning and Skills Network.

Collegenet Update 2 (2005) http://www.collegenet.org/ (accessed 3/2/08)

Institute of Education (2008) Criteria for defining teaching as excellent: Discussion document www.ioe.ac.uk/calendar/QualityAssur/CriteriaForTeachingExcellence.doc - Accessed 05/02/08

OfSTED (2009) Grading Criteria for the Inspection of Initial Teacher Training 2008-11. London: OfSTED

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