php3008: introduction to theories of therapeutic counseling · web viewyou must present the...

POSTGRADUATE CERTIFICATE IN TEACHING IN HIGHER EDUCATION

PGCert HE Stage 1

NAME

ACADEMIC YEAR 2018-2019

Postgraduate Certificate in Teaching in Higher Education Stage 1 NAME

Contents

Declaration............................................................................................................................................. 3

Teaching Philosophy........................................................................................................................... 4

Teaching Experience........................................................................................................................... 5Evidence Form.................................................................................................................................................. 5Reflective Statement....................................................................................................................................... 7

Teaching Observations....................................................................................................................... 8Observation of YOUR NAME BY an Experienced Practitioner..........................................................9Observation of YOUR NAME BY a Peer completing the PGCert HE...............................................11Observation of an experienced practitioner BY YOUR NAME........................................................13Observed of a peer on the PGCert HE BY YOUR NAME......................................................................15

Engagement with Teaching............................................................................................................ 17Example 1........................................................................................................................................................ 17Example 2........................................................................................................................................................ 18Example 3........................................................................................................................................................ 19Example 4........................................................................................................................................................ 20Example 5........................................................................................................................................................ 21

Professional Development............................................................................................................. 22Evidence of Continuous Professional Development Form..............................................................22Action Plan for Future Continuous Professional Development....................................................24UK Professional Standards Framework Form....................................................................................25Recognition and Recommendations.......................................................................................................27

References........................................................................................................................................... 28

Grade Sheet.......................................................................................................................................... 29

© Fay Short & Rosanna Robinson CELT Bangor University of 34


Declaration

Title: DR / MR / MRS / MISS / MS

Name: YOUR NAME

Academic School/Department: SCHOOL / DEPARTMENT

Academic Role: PHD STUDENT / LECTURER / SENIOR LECTURER / READER / PROFESSOR

Teaching Advisor: NAME OF TEACHING ADVISOR

CELT Personal Tutor: NAME OF PERSONAL TUTOR

I certify that this is my own work, completed in accordance with University and School regulations on plagiarism and fair practice. I confirm that I have read and understood the section in my student handbook on academic dishonesty. All data contained within this work is accurate and complete to the best of my knowledge.

Electronic Signature: INSERT YOUR SIGNATURE HERE



Teaching Philosophy

INSERT TEACHING PHILOSOPHY HERE Reflection on your experiences as a learning and teacher in your own discipline (approx.. 500wds). As a minimum, you should ensure that your teaching philosophy evidences your abilities evidences how you have met the following Learning Outcomes:

1. Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship, and the evaluation of professional practices in relation to teaching, learning, and assessment

UKPSF: Dimension A5; Descriptor 1 V & VI2. Facilitate learning through a commitment to respecting individual learners and diverse

learning communities UKPSF: Dimension V1; Descriptor 1 IV

3. Facilitate learning through a commitment to promoting participation in Higher Education and equality of opportunity for learners

UKPSF: Dimension V2; Descriptor 1 IV



Teaching Experience

Evidence Form

The table below contains evidence for teaching experience gained during the completion of this stage of the course (approx. 500wds). This form outlines teaching duties and responsibilities completed over the last year and indicates how these duties and responsibilities have developed teaching in the listed areas of activity. This form provides evidence for a minimum of 100hrs of teaching activity, and at least 25hrs were in contact with students. All of these hours were completed while registered on this stage of the course. This teaching may have been on non-credit bearing courses, but it always involved learners at the Higher Education level and the course was subject to the Bangor University quality assurance procedures. The Course Director may contact the department cited below in order to confirm this practice.

In the table below, please indicate which Learning Outcomes have been met, and how, for each activity, where L.O.1. Planning and designing learning activities UKPSF: Dimension A1; Descriptor 1 I & II, L.O.2. Teaching and supporting UKPSF: Dimension A2; Descriptor 1 I & II L.O.3. Assessing and giving feedback UKPSF: Dimension A3; Descriptor 1 I & II

Module/Course Teaching Activity and Learning Outcomes met. Hours

MODULE CODE AND NAME

SCHOOL OR DEPARTMENT

Tick below if the activity included the following:1. Planning and designing learning activities

UKPSF: Dimension A1; Descriptor 1 I & II2. Teaching and supporting

UKPSF: Dimension A2; Descriptor 1 I & II3. Assessing and giving feedback

UKPSF: Dimension A3; Descriptor 1 I & II

DESCRIBE ACTIVITY WITH REFERENCE TO HOW IT MET THE ABOVE STATED LEARNING OUTCOMES

TOTAL NUMBER








TOTAL NUMBER

MODULE Tick below if the activity included the following: TOTAL


Rosanna Robinson, 30/08/18,

I’ve reformatted this section to make the submissions more concentrated, less repetitive.


CODE AND NAME


1. Planning and designing learning activities UKPSF: Dimension A1; Descriptor 1 I & II

2. Teaching and supporting UKPSF: Dimension A2; Descriptor 1 I & II

3. Assessing and giving feedback UKPSF: Dimension A3; Descriptor 1 I & II


NUMBER








TOTAL NUMBER








TOTAL NUMBER








TOTAL NUMBER










TOTAL NUMBER

Reflective Statement

INSERT REFLECTIVE STATEMENT HERE Reflection on your experience of teaching during the last academic year (approx. 500wds). Support your points with reference to pedagogical research in order to evidence your engagement with scholarship to meet Learning Outcome 4 (UKPSF: Dimension A5; Descriptor 1 V & VI). Focus on explaining how your teaching demonstrates good knowledge of your subject and your use of appropriate methods for teaching and assessing to meet Learning Outcomes 5 and 6 (UKPSF: Dimension K1, K2; Descriptor 1 III, V, & VI).



Teaching Observations

Observation Observer Teacher Date

Observed by an Experienced Practitioner

NAME OF EXPERIENCED PRACTITIONER - USUALLY TEACHING ADVISOR, BUT CAN BE ANOTHER IN OWN OR OTHER DEPARTMENT

YOUR NAME DATE

Observation of an Experienced Practitioner

YOUR NAME NAME OF EXPERIENCED PRACTITIONER - USUALLY TEACHING ADVISOR, BUT CAN BE ANOTHER IN OWN OR OTHER DEPARTMENT

DATE

Observed by a Peer on the PGCert HE

NAME OF ANOTHER STUDENT ON THE PGCERT HE

YOUR NAME DATE

Observation of a Peer on the PGCert HE

YOUR NAME NAME OF ANOTHER STUDENT ON THE PGCERT HE

DATE



Observation of YOUR NAME BY an Experienced Practitioner

Section 1: Session Details (completed by person being observed before the session)

Name of Observer:

Name of Observee:

Name of Course/Module and Academic Level:

Date and Time (start and end) of Session:

Type of Session (e.g. workshop/lecture/seminar/etc) and Approx Number of Students:

Title of Session:

Section 2: Session Planning (completed by person being observed before the session)

What are the Learning Outcomes for this module/course?

By the end of this module/course, the student will be able to…

What are the Learning Outcomes for this session?

By the end of this session, the student will be able to…

How do the session Learning Outcomes meet the module/course Learning Outcomes?

How will you teach these Learning Outcomes in the session?

How will you assess that these Learning Outcomes have been met?



Section 3: Observation (completed by observer during/after the session ) Please expand the comments boxes as necessary.

Has the teacher…?

1.

…designed and planned learning activities (UKPSF: Dimension A1; Descriptor 1 I & II)

AREAS OF STRENGTH:

AREAS FOR DEVELOPMENT:

2.

…taught and supported learning (UKPSF: Dimension A2; Descriptor 1 I & II)

AREAS OF STRENGTH:


3.

…assessed and given feedback to learners (UKPSF: Dimension A3; Descriptor 1 I & II)

AREAS OF STRENGTH:


4.

…demonstrated knowledge of the subject material (UKPSF: Dimension K1; Descriptor 1 III)

AREAS OF STRENGTH:


5.

…used appropriate methods for the subject and level (UKPSF: Dimension K2; Descriptor 1 III)

AREAS OF STRENGTH:


6.

…demonstrated respect for individuals and diverse learners (UKPSF: Dimension V1; Descriptor 1 IV)AREAS OF STRENGTH:


7.

…promoted participation and equality of opportunity (UKPSF: Dimension V2; Descriptor 1 IV)

AREAS OF STRENGTH:


Did this session meet the intended Learning Outcomes? Yes/No

Please add other relevant comments, for example feedback from students.




I’ve reformatted this table as the previous format meant very long tables with large black areas.


Section 4: Post-Session Reflection (approx. 300wds by PGCertTHE participant after the session)

Have you discussed the observation feedback? Yes/No

Has the observation impacted on your teaching practice? Yes/No

If yes, how will you change your practice following this observation?



Observation of YOUR NAME BY a Peer completing the PGCert HE

Section 1: Session Details (completed by person being observed before the session)

Name of Observer:

Name of Observee:




Title of Session:












Has the teacher…?

1.


AREAS OF STRENGTH:


2.


AREAS OF STRENGTH:


3.


AREAS OF STRENGTH:


4.


AREAS OF STRENGTH:


5.


AREAS OF STRENGTH:


6.



7.


AREAS OF STRENGTH:









Section 3: Observation (completed by observer during/after the session)

Has the teacher…? Areas of Strength Areas for Development

…designed and planned learning activities (UKPSF: Dimension A1; Descriptor 1 I & II) …taught and supported learning (UKPSF: Dimension A2; Descriptor 1 I & II) …assessed and given feedback to learners (UKPSF: Dimension A3; Descriptor 1 I & II)…demonstrated knowledge of the subject material (UKPSF: Dimension K1; Descriptor 1 III)…used appropriate methods for the subject and level (UKPSF: Dimension K2; Descriptor 1 III)…demonstrated respect for individuals and diverse learners (UKPSF: Dimension V1; Descriptor 1 IV)…promoted participation and equality of opportunity (UKPSF: Dimension V2; Descriptor 1 IV)








Observation of an experienced practitioner BY YOUR NAME

Section 1: Session Details (completed by observer before the session)

Name of Observer:

Name of Observee:




Title of Session:












Has the teacher…?

1.


AREAS OF STRENGTH:


2.


AREAS OF STRENGTH:


3.


AREAS OF STRENGTH:


4.


AREAS OF STRENGTH:


5.


AREAS OF STRENGTH:


6.



7.


AREAS OF STRENGTH:









Observed of a peer on the PGCert HE BY YOUR NAME

Section 1: Session Details (completed by observer before the session)

Name of Observer:

Name of Observee:




Title of Session:












Has the teacher…?

1.


AREAS OF STRENGTH:


2.


AREAS OF STRENGTH:


3.


AREAS OF STRENGTH:


4.


AREAS OF STRENGTH:


5.


AREAS OF STRENGTH:


6.



7.


AREAS OF STRENGTH:









Engagement with Teaching

Example 1

INSERT EXAMPLE EVIDENCING YOUR ENGAGEMENT WITH TEACHING e.g. innovative lecture materials and podcast of that lecture or workshop resources and recorded class activities; original assessment, including question/instructions, guidelines, marking criteria, and support structures; novel evaluation methods designed to assess the effectiveness of teaching methods, improve time-detail balance of feedback, or encourage the student voice; quality assurance or validation documents at programme or module level for an innovative new courseENSURE THAT YOU EXPLAIN HOW YOU HAVE MET THE LEARNING OUTCOMES BELOW IN YOUR DESCRIPTION OF YOUR EXAMPLE

This example provides evidence for…

…successfully engaging in appropriate teaching and practices related to designing and planning learning activities and/or programmes of study

UKPSF: Dimension A1; Descriptor 1 I & II…successfully engaging in appropriate teaching and practices related to teaching and supporting learning

UKPSF: Dimension A2; Descriptor 1 I & II…successfully engaging in appropriate teaching and practices related to assessing and giving feedback to learners

UKPSF: Dimension A3; Descriptor 1 I & II…demonstrating appropriate core knowledge and understanding of the subject material in your own discipline

UKPSF: Dimension K1; Descriptor 1 III…demonstrate core knowledge and understanding of appropriate methods for teaching, learning and assessing in your own discipline

UKPSF: Dimension K2; Descriptor 1 III…facilitating learning through a commitment to respecting individual learners and diverse learning communities

UKPSF: Dimension V1; Descriptor 1 IV…facilitating learning through a commitment to promoting participation in Higher Education and equality of opportunity for learners




Example 2













Example 3













Example 4













Example 5













Professional Development

Evidence of Continuous Professional Development Form

This form indicates attendance and reflection on at least ten out of the fifteen workshops (approx. 1000wds). This form may also include additional evidence for engagement with any other teaching-related continuous professional development events (e.g. workshops, conferences, etc). This evidence should highlight your engagement with continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship, and the evaluation of professional practices in relation to teaching, learning, and assessment to meet Learning Outcome 4 (UKPSF: Dimension A5; Descriptor 1 V & VI).

Date Workshop Reflection

DATE TITLE INSERT REFLECTION HEREExplain how you will apply what you have learnt in your future teaching practice









Action Plan for Future Continuous Professional Development

INSERT PLAN HERE Explanation of how you will continue your professional development in teaching (approx. 500wds), including plans for attending workshops/conference/etc, plans for developing new evaluations of your own teaching, plans for new teaching interventions based on what you have learnt, etc (could also include your plan for Stage 2 here). This reflective account should explain how you will continue to engage in professional development in your subject and pedagogy, incorporating research, scholarship, and the evaluation of your practice (UKPSF A5).



UK Professional Standards Framework Form

This form maps experiences on the course against the requirements of the UK Professional Standards Framework for HEA Associate Fellowship status.

Areas of Activity for Descriptor 1 (I & II) You must show evidence of successful engagement in appropriate teaching and practice related to the following areas of activity.

Areas of Activity Evidence A1. Design and plan learning activities and/or programmes of study

EXPLAIN HOW YOUR PRACTICE MEETS THIS CRITERIA AND DIRECT TO THE SECTION OF THIS PORTFOLIO CONTAINING EVIDENCE

A2. Teach and/or support learning EXPLAIN HOW YOUR PRACTICE MEETS THIS CRITERIA AND DIRECT TO THE SECTION OF THIS PORTFOLIO CONTAINING EVIDENCE

A3. Assess and give feedback to learners


A5. Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship, and the evaluation of professional practices


Core Knowledge for Descriptor 1 (III) You must show evidence of appropriate knowledge and understanding across the following aspects of core knowledge.

Core Knowledge Evidence K1. Subject material EXPLAIN HOW YOUR PRACTICE MEETS THIS

CRITERIA AND DIRECT TO THE SECTION OF THIS PORTFOLIO CONTAINING EVIDENCE

K2. Appropriate methods for teaching and assessing in the subject area at the level of the academic programme


Professional Values Descriptor 1 (IV) You must show a commitment to the following professional values in facilitating others’ learning.

Professional Values Evidence V1. Respect individual learners and diverse learning communities


V2. Promote participation in HE and equality of opportunity for learners




Scholarship Descriptor 1 (V) You must show evidence of relevant professional practices, subject and pedagogic research and/or scholarship within your teaching activities.

Scholarship Evidence Reference to subject and pedagogic research, theory, and scholarship


Engagement in evidence-based practice and evaluating outcomes


Professional Development Descriptor 1 (VI) You must show successful engagement in professional development activity related to teaching, learning and assessment responsibilities.

Professional Development Evidence Engagement in CPD activities EXPLAIN HOW YOUR PRACTICE MEETS THIS

CRITERIA AND DIRECT TO THE SECTION OF THIS PORTFOLIO CONTAINING EVIDENCE

Engagement with teaching feedback, moderation, or observation activities




Recognition and Recommendations

INSERT RECOGNITION AND RECOMMENDATIONS HERE Letters/emails/evaluations from colleagues/students/externals that relate directly to this course or are general recognition of good teaching (e.g. thank you letters, module evaluations, etc). You MUST include a letter of reference from your teaching advisor in this section. You must present the contents of this portfolio to your teaching advisor when you request this reference letter. Their letter must explicitly verify that this portfolio presents a fair and honest reflection of your practice meeting the requirements of Descriptor 1 of the UKPSF. This letter must be clearly unique to you (not a standard template copy) so it must refer to examples of your individual practice.



References

INSERT REFERENCES FOR ANY CITATIONS INCLUDED IN YOUR PORTFOLIOYou should aim to include some pedagogical literature in your portfolio, particularly in your teaching philosophy and reflective statements. You may format this reference list in your preferred professional style (e.g. Harvard, APA, Chicago).



Grade Sheet

All Components and Learning Outcomes must be awarded Pass or Borderline to pass this assessment. If there is a fail for any Component or Learning Outcome, then the assessment must be graded as a fail. An invitation will then be issued to resubmit the revised portfolio for re-grading after making the essential changes outlined in the comments box. Please ensure that comments relating to a failed component are clear and precise to enable appropriate changes and resubmit successfully. If there are no Fail grades below, please use the comments box to highlight good practice (Pass) or draw attention to areas for improvement (Borderline).

Component Pass Borderline FailTeaching PhilosophyTeaching Experience (100hrs and reflective statement)Teaching Observation x 4Engagement with Teaching x 5Professional Development (evidence form, action plan, UKPSF form, and reference)

Learning Outcome Pass Borderline FailSuccessfully engage in appropriate teaching and practices related to designing and planning learning activities and/or programmes of study

UKPSF: Dimension A1; Descriptor 1 I & IISuccessfully engage in appropriate teaching and practices related to teaching and supporting learning

UKPSF: Dimension A2; Descriptor 1 I & IISuccessfully engage in appropriate teaching and practices related to assessing and giving feedback to learners

UKPSF: Dimension A3; Descriptor 1 I & IIEngage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship, and the evaluation of professional practices in relation to teaching, learning, and assessment

UKPSF: Dimension A5; Descriptor 1 V & VIDemonstrate appropriate core knowledge and understanding of the subject material in your own discipline

UKPSF: Dimension K1; Descriptor 1 IIIDemonstrate core knowledge and understanding of appropriate methods for teaching, learning and assessing in your own discipline

UKPSF: Dimension K2; Descriptor 1 IIIFacilitate learning through a commitment to respecting individual learners and diverse learning communities

UKPSF: Dimension V1; Descriptor 1 IVFacilitate learning through a commitment to promoting participation in Higher Education and equality of opportunity for learners




Comments (extend text box as required)

Final Grade

A pass grade can only be awarded if all criteria achieve a Pass or Borderline. The fail grade MUST only be given if the assessment has received a fail on any component or learning outcome.

Pass

Fail

Note: When grading through Turnitin on Blackboard, complete the tab for Rubric and insert a numerical score in the upper right corner as follows: Pass = 100 out of 100, Fail = 0 out of 100. Write your feedback in the tab for General Comments and you can also insert comments throughout the piece of work, if you wish.

If the final grade above is a fail, there will be an invitation to resubmit the revised portfolio for re-grading after making the essential changes outlined in the comments boxes completed by the first and second marker. The resubmitted work must carefully address all of the issues raised in the comments to ensure a successful resubmission.

If the grader has any questions or comments about the course or grading process, then they should contact the Course Director.


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