Teaching and Training Partnership Programme

University of Warwick

Teaching and Training Partnership Programme

Open Studies Award

Preparing to Teach in the Lifelong Learning Sector

2010-11

Professional Development Portfolio

(Including Student Handbook)

Levels 3 and 4

Trainee teacher’s name
Course tutor
Trainee support/mentor
College/Employer
Line manager
Course dates:
University of Warwick student reference number:

This document is an important part of your teaching programme. In here will be evidence of your professional development as a teacher; it is a vital part of the overall course assessment. Should you choose to continue your teacher training, this document will provide valuable evidence of what you have achieved to date.

The portfolio is made up of three sections:

Section 1 / Information about the course
Section 2 / Information about the trainee teacher
(Your Individual Learning Plan)
Section 3 / Assessed coursework: Task Sheets

Section 1 Course Information

University of Warwick

Centre for Lifelong Learning

September 2009

Dear Course Member

Welcome to the Open Studies Introductory Certificate in Preparing to Teach in the Lifelong Learning Sector.

This unique qualification aims to address current government strategy and initiatives relating to teaching and training in state-funded organisations by developing the capacity of practitioners in the lifelong learning sector to work effectively with learners in a work environment.

This handbook outlines the structure, content regulations and administration of the course. The handbook also contains details of the syllabus and assessment strategies. The information provided in the handbook will be supplemented periodically with additional information provided by tutors during the course.

If there are any course-related issues that you would like to discuss with us please do not hesitate to make contact.

Best wishes and good luck.

Fergus McKay

University of Warwick

Course Aims

For new teachers, this course will provide the starting-point for understanding how learning takes place and how teachers and trainers can work best with the process of learning.

There are five learning outcomes which relate to this course:

1. Understand own role, responsibilities and boundaries of role in relation to teaching
2. Understand appropriate teaching and learning approaches in the specialist area
3. Demonstrate session planning skills
4. Understand how to deliver inclusive sessions which motivate learners
5. Understand the use of different assessment methods and the need for record keeping

Course Outline

Some of the themes which will be investigated are:

• Roles and responsibilities of the teacher
• Developing effective teaching and learning strategies
• Creating effective learning environments
• Assessment activities
• Supporting learners
• Developing effective resources

What will you do?

Once you join this course, you will

Take part in a number of core sessions, following the Course Programme which you will receive

Take part in an initial assessment of your skills, knowledge and experience, which will form the basis of your Individual Learning Plan

Join in tutorials where you will be able to discuss your career aspirations and the planning for your ILP

Carry out several assessed classroom-based activities with your peers.

Do individual reading and research to develop your own understanding of the course sessions

Complete a portfolio of evidence, based on the Task Sheets which are part of your Professional Development Portfolio

Assessment

In order to complete this award, you must successfully complete your Professional Development Portfolio containing the coursework tasks which meet the assessment criteria. Details of the assessment appear below. This portfolio must be completed and handed to you tutor within seven days of the final course session.

On-course support

Whilst on the course you will be allocated a personal tutor. Please feel free to contact the tutor if you would like guidance or reassurance on a course-related matter.

Code of Practice

Attendance

It is expected that all group members will attend all group sessions. Please inform your tutor if you cannot attend. Please arrange with other course members to provide you with the course material you miss.

Submission of coursework

Course work must be submitted on time. The hand-in dates for the assessment tasks will be negotiated with you. Your portfolio must be completed and handed to you tutor within seven days of the final course session. If you cannot meet this date, you should request an extension. The university requires formal approval of extension for medical reasons or for extenuating circumstances. Appropriate evidence will be required.

Withdrawal

If you have an academic or personal problem that is affecting your performance on the course then you should speak to the course tutor. You can request permission to withdraw either temporarily or permanently. Please keep your tutor informed.

Standard of behaviour

Please listen to and respect the views of others and be careful to avoid the use of sexist or racist language.

Plagiarism and cheating

You are reminded that material submitted for assessment should be your own work. Your work should be properly referenced using the Harvard system; quotations should be clearly marked and details of the writer should be given. Work which has already been submitted as part of the assessed work for an accredited course may not be re-submitted for any other course.

Discipline

The University and partner institutions reserve the right to refuse admission and/or exclude students subject to a candidate’s previous study or disciplinary record

Equal opportunities

Warwick and the partner institutions are committed to equality of opportunity, as stated in our Equal Opportunities Policy. We welcome applications from anyone with the potential to succeed in teaching and training. The university and the partner institutions aim to avoid unfair discrimination on whatever grounds.

Communication

We believe that successful operation of the certificate depends on effective communication between students and staff. For this reason there is a staff-student liaison committee which meets once per term to provide a forum for discussion of issues of common interest. Formal minutes are kept and a final report is submitted to the University.

Resources

You may find the following useful as background reading, especially if you are new to teaching:

Armitage, A. et al (2003) Teaching and Training in Post-Compulsory Education, Open University Press, Milton Keynes.

Cantor, L et al, (1986 & 1995) A Guide to F.E in England and Wales, Cassell, London.

Crawley, J. (2005) In at the Deep End, Fulton, London.

Curzon, L...B. (2004) Teaching in Further Education Continuum Books, London.

Coles, A. (2004) Teaching in Post-Compulsory Education, Fulton, London.

Ecclestone, K. (2002) Learning Autonomy in Post 16 Education, Routledge Falmer, London.

Ecclestone, K. (2004) Understanding Assessment and Qualifications in Post CompulsoryEducation, NIACE.

Francis, M. and Gould, J. 2009 Achieving Your PTLLS Award Sage

Huddleston, P. and Unwin, L. (1997) Teaching and Learning in Further Education,

Routledge-Falmer, London

Keeley-Browne, E. (2007) Training to Teach in the Learning & Skills Sector, Pearson Longman, Harlow

Petty, G. (2004) Teaching Today, Stanley Thornes, Cheltenham

Pritchard, A. (2009) Ways of Learning David Fulton

Reece, I. and Walker, S. (2003) Teaching, Training and Learning: A Practical Guide Routledge, London

Rogers, J. (2001) Adults Learning, Open University Press, Milton Keynes.

Section 2 Information about you.

Trainee Teacher’s Contact Details

Name

Address

Home telephone number

Home e-mail address

Current employment

Address

Telephone (work)

Email address (work)

Additional information to help contact you in an emergency

A copy of this should be given to your tutor once you have completed it

Record of Tutorials

Date / Discussion / Action proposed / Signatures

PTLLS Professional Development Portfolio 2010-11Page 1

Section 3 Assessed coursework

Trainees will compile a portfolio containing the following tasks:

PTLLS Assessment Scheme

This group of tasks relates to Personal Aspects / This group of tasks relates to Professional Activities
1 / Reflection on Individual Learning Plan and Curriculum Vitae / 5 / Preparing the Learning Environment
2 / Professional Responsibilities: research and talk to group / 6 / The Process of Learning:
3 / Micro-teaching and self-evaluation / 7 / Session plan
4 / Summative: reflective thinking / 8 / Assessment
What do I have to do to pass?
Guidelines for trainee teachers taking a PTLLS course.

Preparing to Teach in the Lifelong Learning Sector is a course devised for new teachers and trainers, although we hope that more experienced teachers without any teaching qualification may join the group, as their experience will enrich the course for those who have not taught before. The main teaching and learning strategy for the course is to stimulate all group members to discuss with others their experience and ideas about the process of teaching and learning, so a range of backgrounds, experience, subjects and interests can only improve the experience for all.

You will be assessed on the course by producing a portfolio. You will be set eight tasks which will come to you in your Professional Development Portfolio. Once these tasks are completed, they should be handed in to your tutor. One week after the last day of the course is the final date for the hand-in of your portfolio. If you have any concerns about any of the tasks you have done, you should ask your tutor to look at them in advance of the hand-in date for some feedback. The aim of the portfolio is to give you an opportunity to show what you know about the teaching and learning experience; your understanding of what it is to be an effective teacher. Each task has definitive criteria to help you to understand what you need to do. If in doubt, talk to your tutor to check you have got it right.

It is possible to pass at either Level 3 or Level 4 (NQF) depending on the level of your coursework. Please remember that many people are teaching or training who do not come from an academic background. It is important that all who are teaching or training in the lifelong learning sector are able to access teacher training and qualifications; this is why the course is assessed at two levels.

These three areas provide the framework for the assessment of your portfolios. The various tasks you are asked to complete give you an opportunity to show your professional knowledge and understanding of teaching and learning and of everything you have discussed during your course. For a Level 3 pass, a description of your understanding will be sufficient: you will demonstrate that you have understood such issues as setting up a learning environment so that an adult learner will be encouraged to learn effectively. If you wish to achieve a Level 4 Pass, you will be expected also to be able to show reflective and analytical skills as you work with the professional knowledge you have assimilated so that you demonstrate clear understanding of the implications of these issues for you as a teacher. You will also be able to look at a topic through differing perspectives, for example, the learner, the manager and other teachers.

Professional Communication covers both verbal and written skills. You will be asked to write more for a Level 4 Pass; the nature of what you write will also differ, as outlined below. Your work will be error-free at Level 4 whilst for a Level 3 Pass, your work will be marked for the content and your attention will be drawn to any technical errors which may exist in your work, for your own reference. The two oral tasks for PTLLS also make demands on your professional communication skills. A Level 3 Pass will be given to all those who complete these two tasks and the accompanying work. For a Level 4 Pass, a confident and effective presentation will be given which meets all the assessment criteria for the level.

As a general guide:

For a Level 3 pass:
Most of what you write is description of events, situations and ideas. You state your opinions of events and theories and make links between your ideas and what you have seen or done that has led you to that opinion. You focus on your own experience.
For a Level 4 pass
You give detailed descriptions of events and ideas. These comments are then analysed as you begin to consider the possible reasons for what you have described. You move on further to reflect on the significance for you as a teacher or a learner of what you have discussed.
You show objectivity in your responses because you are able to disengage your own feelings sufficiently to discuss situations from the perspective of others.
You show some evidence of reading about teaching and learning.

Assessment criteria are set out at the end of each task and those for a Level 3 and then a level 4 pass are described. Your assessor will use these to decide if you have achieved a Pass for the task and then decide on the level you have reached.

The Task Sheets spell out what you need to do to pass each Task. You are first set a task which might be a group task or an individual task. Group tasks will be carried out during the taught session and you will share ideas on these with your group. You can complete these during the session. Fill in the appropriate boxes or type up your own version afterwards, using your notes from the class. Individual tasks you do on your own, usually at home. Follow the instructions about what to do and then decide whether you want to work at Level 3 or Level 4. Some tasks ask for different things depending on the level. It’s your choice with help from your tutor. Now look at the assessment criteria for each level and check that you have done what the criteria ask for. If you have not, that Task will not pass.

The codes you will see (LSW 1/2/3/4) in the Task Sheets identify those places where the Minimum Core of Literacy, Language and ICT expected from trainee teachers can be demonstrated as you complete the task.

The Task Sheets follow this.

Task 1 Individual Learning Plan

Your Individual Learning Plan will be started as you begin your course and will continue with you through your programme of Initial Teacher Training. One important aspect of the plan considers your readiness to take up a teaching role. The entry qualifications required to move into the profession are steadily increasing and may affect your career aspirations. This task asks you to consider your own qualifications, skills and professional development needs, testing these out when necessary. There are three parts to this task: the first relates to your ILP when you are at the start of your course and you explore with your tutor your current situation. The second is your Curriculum Vitae so that you may consider the qualifications and experience you have in your teaching subject. The third concerns your personal skills in literacy, numeracy and ICT which will be assessed appropriately as you begin the programme, discussed with your tutor so that together you may plan an appropriate course of action for skills development. In different subject areas, the demands made on teacher and learner in respect of these skills may differ so you are asked as part of this investigation to consider what level of functional skills will be appropriate for the learners you will teach and consequently the skills a teacher should also possess.

1a Complete and discuss with your tutor

Planning your Learning
1 What are you hoping to achieve?
Target qualification 1
Date to Achieve
Target qualification 2
Date to Achieve

(Check Level 2/3 qualification in subject area)

2 Skills check
Qualification / Date achieved / Qualification / Date achieved
Literacy Level 1 / Numeracy Level 1
Literacy
Level 2 / Numeracy
Level 2
Alternative
qualification
ICT
3 Barriers to learning
Details of any potential barriers to achievement or special considerations: i.e. health, home life, previous learning.
Action to be taken
4 Current teaching or training responsibilities if relevant or
the area of teaching or training where you hope to work

1b. Curriculum Vitae

Individual Task

Produce a Curriculum Vitae (CV) which gives details of your professional and teaching experience so that your assessor can see what skills, knowledge and experience you bring to this course. Please ensure that you have updated it recently as it is easy to forget to include your most recent qualifications or experience.

There are many formats you might choose to use for your CV. You are advised to do a little research about different ways in which this information might be documented. A CV is quite an individual document and personal preferences should be taken into consideration. You should take expert advice on your CV from an appropriate person who can guide you as to the presentation and contents of your CV. Your tutor will be able to do this; you may also have other contacts.