php3008: introduction to theories of therapeutic counseling web viewi confirm that i have read and...

POSTGRADUATE CERTIFICATE IN HIGHER EDUCATION

PGCert HE Stage 1

NAME

ACADEMIC YEAR 2017-2018

Postgraduate Certificate in Higher Education Stage 1 NAME

Contents

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

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

Teaching Experience........................................................................................................................... 5Evidence Form.................................................................................................................................................. 5Reflective Statement....................................................................................................................................... 6

Teaching Observations....................................................................................................................... 7Observed BY an Experienced Practitioner..............................................................................................8Observed BY a Peer completing the PGCert HE..................................................................................10Observed BY student completing the PGCert HE (observe experienced practitioner).........12Observed BY student completing the PGCert HE (observe a peer on the PGCertHE)............14

Engagement with Teaching............................................................................................................ 16Example 1........................................................................................................................................................ 16Example 2........................................................................................................................................................ 17Example 3........................................................................................................................................................ 18Example 4........................................................................................................................................................ 19Example 5........................................................................................................................................................ 20

Professional Development............................................................................................................. 21Evidence of Continuous Professional Development Form..............................................................21Action Plan for Future Continuous Professional Development....................................................26UK Professional Standards Framework Form....................................................................................27Recognition and Recommendations.......................................................................................................28

References........................................................................................................................................... 29

Grade Sheet: First Marker............................................................................................................... 30

Grade Sheet: Second Marker.......................................................................................................... 31

Grade Sheet: Final Grade................................................................................................................. 32

© Fay Short & Peggy Murphy CELT Bangor University of 34


Declaration

Title: DR / MR / MRS / MISS / MS

Name: YOUR NAME

Academic School/Department: SCHOOL / DEPT

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

Teaching Advisor: NAME OF TEACHING ADVISOR

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. This is my final submission.

Electronic Signature: INSERT YOUR SIGNATURE HERE



Teaching Philosophy

INSERT TEACHING PHILOSOPHY HERE 500-1000 words reflecting on your experiences as a learning and teacher in your own discipline You should consider the following learning outcomes and ensure that your philosophy evidence your abilities in most, if not all, of these elements:

1. Design and plan learning activities and/or programmes of study (UKPSF A1).2. Teach and/or support learning (UKPSF A2).3. Assess and give feedback to learners (UKPSF A3).4. Develop effective learning environments and approaches to student support and guidance

(UKPSF A4).5. Demonstrate good knowledge and understanding of the subject material in your own

discipline (UKPSF K1).6. Demonstrate appropriate methods for teaching, learning and assessing in your own

discipline (UKPSF K2).7. Understand how students learn, both generally and within your discipline (UKPSF K3).8. Use and value appropriate learning technologies (UKPSF K4).9. Respect individual learners and diverse learning communities (UKPSF V1).10. Promote participation in higher education and equality of opportunity for learners

(UKPSF V2).



Teaching Experience

Evidence Form

The table below contains evidence for teaching experience gained during the completion of this stage of the course. 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, inclusive of preparation, contact, grading, etc.

Module/Course Teaching Activity Hours

MODULE CODE AND NAME

DESCRIBE ACTIVITY

Tick below if the activity included the following:Planning and designing learning activities (PSF A1)Teaching and supporting (PSF A2)Assessing and giving feedback (PSF A3)Student support and guidance (PSF A4)

TOTAL NUMBER


DESCRIBE ACTIVITY


TOTAL NUMBER


DESCRIBE ACTIVITY


TOTAL NUMBER


DESCRIBE ACTIVITY


TOTAL NUMBER




DESCRIBE ACTIVITY


TOTAL NUMBER


DESCRIBE ACTIVITY


TOTAL NUMBER


DESCRIBE ACTIVITY


TOTAL NUMBER


DESCRIBE ACTIVITY


TOTAL NUMBER

Reflective Statement

INSERT REFLECTIVE STATEMENT HERE 500-1000 words reflecting on your experience of teaching during the last academic year (supported by pedagogical research). Focus on explaining how your teaching develops and demonstrates good knowledge of your subject (PSF K1), use of appropriate methods for teaching and assessing (PSF K2), understanding how students learn (PSF K3), and use of appropriate learning technologies (PSF K4).



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



Observed BY an Experienced Practitioner

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

Name of Observer:

Name of Teacher:

Course/Module:

Date and Time (start and end) of Session:

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

Topic 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 in the session?



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

Has the teacher….? Areas of Strength Areas for Development

A1) designed/planned activities that fit with learning outcomesA2) taught and supported learningA3) assessed and given feedback to learnersA4) created an environment that supports and guides studentsK1) demonstrated knowledge of the subject materialK2) used appropriate methods for the subject and levelK3) considered how students learn within their disciplineK4) used appropriate learning technologiesV1) demonstrated respect for individuals and diverse learnersV2) promoted participation and equality of opportunity

Did this session meet its intended learning outcomes? Yes/No

Has observing this teacher impacted on your own teaching practice? Yes/No

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

Section 4: Post-Session Reflection (completed by student/s on the PGCertHE 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?



Observed BY a Peer completing the PGCert HE

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

Name of Observer:

Name of Teacher:

Course/Module:



Topic of Session:

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










Observed BY student completing the PGCert HE (observe experienced practitioner)

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

Name of Observer:

Name of Teacher:

Course/Module:



Topic of Session:

Section 2: Session Planning (completed by observer before the session)










Observed BY student completing the PGCert HE (observe a peer on the PGCertHE)

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

Name of Observer:

Name of Teacher:

Course/Module:



Topic of Session:

Section 2: Session Planning (completed by observer before the session)










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 course

These examples provide evidence of engagement with teaching to meet the learning outcomes of this course. Example 1 shows that I…

…designed and planned learning activities and/or programmes of study (PSF A1)…taught and/or supported learning (PSF A2).…assessed and given feedback to learners (PSF A3).…created effective learning environments and approaches to student support and guidance (PSF A4).…demonstrated good knowledge and understanding of the subject material in my own discipline (PSF K1).…demonstrated appropriate methods for teaching, learning and assessing in my own discipline (PSF K2).…understand how students learn, both generally and within my discipline (PSF K3).…used and valued appropriate learning technologies (PSF K4).…respected individual learners and diverse learning communities (PSF V1).…promoted participation in higher education and equality of opportunity for learners (PSF V2).



Example 2






Example 3



…designed and planned learning activities and/or programmes of study (PSF A1).…taught and/or supported learning (PSF A2).…assessed and given feedback to learners (PSF A3).…created effective learning environments and approaches to student support and guidance (PSF A4).…demonstrated good knowledge and understanding of the subject material in my own discipline (PSF K1).…demonstrated appropriate methods for teaching, learning and assessing in my own discipline (PSF K2).…understand how students learn, both generally and within my discipline (PSF K3).…used and valued appropriate learning technologies (PSF K4).…respected individual learners and diverse learning communities (PSF V1).…promoted participation in higher education and equality of opportunity for learners (PSF V2).



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. 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 highlights engagement with continuing professional development in both the discipline and pedagogy (PSF A5).

Date Workshop Reflection

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

Tick below if the workshop contributed to your understanding of:Planning and designing learning activities (PSF A1)Teaching and supporting (PSF A2)Assessing and giving feedback (PSF A3)Student support and guidance (PSF A4)Understanding how students learn (PSF K3)Using appropriate learning technologies (PSF K4)Respecting individuals and diverse learners (PSF V1)Promoting participation and equality (PSF V2)




Tick below if the workshop contributed to your understanding of:Planning and designing learning activities (PSF A1)



Teaching and supporting (PSF A2)Assessing and giving feedback (PSF A3)Student support and guidance (PSF A4)Understanding how students learn (PSF K3)Using appropriate learning technologies (PSF K4)Respecting individuals and diverse learners (PSF V1)Promoting participation and equality (PSF V2)






Tick below if the workshop contributed to your understanding of:Planning and designing learning activities (PSF A1)Teaching and supporting (PSF A2)Assessing and giving feedback (PSF A3)Student support and guidance (PSF A4)Understanding how students learn (PSF K3)Using appropriate learning technologies (PSF K4)



Respecting individuals and diverse learners (PSF V1)Promoting participation and equality (PSF V2)







DATE TITLE INSERT REFLECTION HERE



Explain how you will apply what you have learnt in your future teaching practice







Tick below if the workshop contributed to your understanding of:Planning and designing learning activities (PSF A1)



Teaching and supporting (PSF A2)Assessing and giving feedback (PSF A3)Student support and guidance (PSF A4)Understanding how students learn (PSF K3)Using appropriate learning technologies (PSF K4)Respecting individuals and diverse learners (PSF V1)Promoting participation and equality (PSF V2)







Action Plan for Future Continuous Professional Development

INSERT PLAN HERE 500-1000 words explaining how you will continue your professional development in teaching, 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 Associate Fellowship status of the HEA.

Areas of Activity Descriptor 1 (D1) Associate Fellow of the HEAYou must show evidence of experience in at least two of these areas.

Areas of Activity Evidence (please refer to relevant area of portfolio)A1. Designing and planning learning activities and/or programmes of studyA2. Teaching and/or supporting learningA3. Assessing and giving feedback to learnersA4. Developing effective learning environments and approaches to student support and guidanceA5. Engaging in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship, and the evaluation of professional practices

Knowledge and Understanding Descriptor 1 (D1) Associate Fellow of the HEAYou must show evidence of knowledge and understanding in at least the first two of these areas.

Knowledge and Understanding of…

Evidence (please refer to relevant area of portfolio)

K1. SubjectK2. Appropriate methods for teaching and learning in their subject at their level of studyK3. How students learn generally and in their subjectK4. Use and value of appropriate learning technologies

Professional Values Descriptor 1 (D1) Associate Fellow of the HEAYou must show evidence of professional values in all of the following areas.

Commitment to Professional Values

Evidence (please refer to relevant area of portfolio)

V1. Respect individual learners and diverse learning communitiesV2. Promote participation in HE and equality of opportunity for learners



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 recommendation from your teaching advisor and this letter must explicitly state that you have met the standards of teaching expected of a lecturer in Higher Education.



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



Grade Sheet: First Marker

All components and learning outcomes must be awarded either Pass or Borderline for the student to pass this portfolio and module. If either marker awards a fail for any component or learning outcome, then the student will fail the portfolio and module. The student will then be invited 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 the student to make appropriate changes and resubmit successfully. If there are no Fail grades below, please use the comments box to highlight good practice (areas graded Pass) or draw attention to strategies for improvement (areas awarded Borderline).

Component Pass Borderline

Fail

Teaching PhilosophyTeaching Experience (100hrs and reflective statement)Teaching Observation x 4Engagement with Teaching x 5Professional Development (evidence form, action plan, PSF, and recommendations)

Learning Outcome Pass Borderline

Fail

Design and plan learning activities and/or programmes of study (PSF A1)Teach and/or support learning (PSF A2)Assess and give feedback to learners (PSF A3)Develop effective learning environments and approaches to student support and guidance (PSF A4)Engage in CPD in subjects/disciplines and pedagogy, incorporating research, scholarship, and evaluation of professional practices (PSF A5)Demonstrate good knowledge and understanding of the subject material in your own discipline (PSF K1)Demonstrate appropriate methods for teaching, learning and assessing in your own discipline (PSF K2)Understand how students learn, both generally and within your discipline (PSF K3)Use and value appropriate learning technologies (PSF K4)Respect individual learners and diverse learning communities (PSF V1)Promote participation in higher education and equality of opportunity for learners (PSF V2)

Comments (extend text box as required)



Note: If grading through Turnitin on Blackboard, complete the tab for Rubric and write your final comments under a heading ‘First Marker’ in the tab for General Comments. Graders can also insert comments throughout the piece of work, if they wish.



Grade Sheet: Second Marker

All components and learning outcomes must be awarded either Pass or Borderline for the student to pass this portfolio and module. If either marker awards a fail for any component or learning outcome, then the student will fail the portfolio and module. The student will then be invited 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 the student to make appropriate changes and resubmit successfully. If there are no Fail grades below, please use the comments box to highlight good practice (areas graded Pass) or draw attention to strategies for improvement (areas awarded Borderline).

Component Pass Borderline

Fail

Teaching PhilosophyTeaching Experience (100hrs and reflective statement)Teaching Observation x 4Engagement with Teaching x 5Professional Development (evidence form, action plan, PSF, and recommendations)

Learning Outcome Pass Borderline

Fail

Design and plan learning activities and/or programmes of study (PSF A1)Teach and/or support learning (PSF A2)Assess and give feedback to learners (PSF A3)Develop effective learning environments and approaches to student support and guidance (PSF A4)Engage in CPD in subjects/disciplines and pedagogy, incorporating research, scholarship, and evaluation of professional practices (PSF A5)Demonstrate good knowledge and understanding of the subject material in your own discipline (PSF K1)Demonstrate appropriate methods for teaching, learning and assessing in your own discipline (PSF K2)Understand how students learn, both generally and within your discipline (PSF K3)Use and value appropriate learning technologies (PSF K4)Respect individual learners and diverse learning communities (PSF V1)Promote participation in higher education and equality of opportunity for learners (PSF V2)

Comments (extend text box as required)

Note: If grading through Turnitin on Blackboard, complete the tab for Rubric and write your final comments under a heading ‘First Marker’ in the tab for General Comments. Graders can also insert comments throughout the piece of work, if they wish.



Grade Sheet: Final Grade

All components and learning outcomes must be awarded a Pass or Borderline in order for the student to pass this portfolio and module.

If all grades across both markers are a Pass or Borderline grade, then the final grade for this piece of work must be a Pass.

If either marker has indicated a Fail grade for any of the components or learning outcomes, then the final grade for this piece of work must be a Fail. Failure to pass the portfolio and module will mean that the student will not be awarded an Associate Fellowship of the HEA and will not be able to progress to the second stage of the PGCert HE.

Final grade for the submitted portfolio:

Pass

Fail

Note: If grading through Turnitin on Blackboard, insert a numerical score in the upper right corner as follows: Pass = 100 out of 100, Fail = 0 out of 100

If the final grade above is a fail, the student is invited 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 student must carefully address all of the issues raised in the comments to ensure a successful resubmission.

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

If the student has any questions about the final grade or resubmission, then they should contact their Teaching Advisor, Personal Tutor, or Course Director.


php3008: introduction to theories of therapeutic counseling web viewi confirm that i have read and...

Documents