Subject specialist teaching Dominic Brockway

Intro This module provides an opportunity for students to develop Subject Pedagogical Knowledge and practice, with reference to key issues relating to the specialist area and the implications for teaching, learning and assessment.

Assessed? The module will be assessed by a research study and a subject specialist teaching file that records on-going professional and subject specialist learning and Self-Guided Professional Development Activities (PDAs).

Teaching Practice Placement Term 2 During TPP2, you will increase your teaching load to 8 to 10 hours per week (a further 50 hours of class contact is required in this second module), but you are expected to operate as a full time member of staff, extending your teaching skills, attending meetings where appropriate and becoming familiar with developments taking place in the department where you are placed and the college as a whole.

dialogue During this term, as part of this module, you will receive formal feedback on teaching, which will inform target setting for your Record of Professional Development (RPD). You will take full responsibility for the development of subject resources and take part in the self- evaluation of practice, needs analysis and professional dialogue with your subject-specialist mentor.

Continue at centre   Following the completion of TPP2, until the end of the course in early June, you may continue to attend the centre for involvement with work related to your completion of the course modules.

More activities This could consist of involvement in activities other than teaching that constitute part of a lecturer/trainer’s professional/organisational role. Examples of suitable activities include: curriculum development (including the design of assignments), the preparation of resource based learning materials; involvement in outreach activities; undertaking action research; involvement in quality assurance or assessment procedures.

The aims Critically analyse the theoretical concepts of innovation and creativity in teaching and learning. Adopt inclusive approaches to teaching and learning which address issues of inequality. Develop professional identify as a reflective practitioner. Complete a subject specialist teaching file to record on- going professional learning and development activities. Critically evaluate current pedagogical practices within their specialist subject area.

The knowledge Plan, undertake and evaluate a negotiated, self- managed research project. (KU1) Engage critically with key pedagogical principles relating to own specialist area including the embedding of English and Mathematics. (KU2) Critically appraise a range of theoretical concepts of innovation and creativity in education and skills and their application to the specialist area. (KU3) Evaluate the impact of own subject specialist knowledge in inspiring, motivating and raising the aspirations of learners. (KU4)

Are you cognitive....?   Appraise and evaluate models of reflective practice to make independent judgements relating to professional and learning activities.(C1) Question orthodoxy relating to reflective practice using balanced, logical and supported argument. (C2) Identify key areas of problems and demonstrate intellectual flexibility and openness to new ideas including the benefits of technology within the context of the specialist area. (C3) Demonstrate confidence and flexibility in identifying and defining complex practice problems and the application of appropriate knowledge and methods to their solution. (C4)

Practically speaking   Operate ethically in complex and unpredictable contexts within the specialist area which requires selection and application from a range of standard or innovative techniques. (PP1) Act autonomously with limited supervision or direction within agreed guidelines.(PP2)

Transferable .....to what? Plan, manage and evaluate the acquisition of new knowledge and skills as part of a lifelong learning strategy.(T1) Demonstrate both employment potential and ability to manage future professional development. (T2) Communicate clearly, fluently and effectively in a range of styles appropriate to the context. (T3) Engage effectively in academic discussion and present arguments in a professional manner. (T4) Select and evaluate software applications for different tasks within the context of the discipline. (T6) Recognise and evaluate factors which enhance group processes and team-working and modify and evaluate own personal effectiveness within a team. (T7)

Task 1 Research Study The Research Study will be presented on the 30th March 2017 2000 words 40% of mark

Task 1 Task 1: Produce and present a research study on your own subject specialism

Presented to..... This research study is to be presented to your peers electronically. Your research study should demonstrate the following and will:

What does it include.....? Critically examine the key factors affecting your own subject-specialist practice. Engage critically with key pedagogical principles relating to your own specialist area, including the embedding of English and Mathematics. Question orthodoxy relating to reflective practice using balanced, logical and supported arguments.

Technically the outcomes are.... 2. Engage critically with key pedagogical principles relating to own specialist area including the embedding of English and Mathematics. (KU2) 6. Question orthodoxy relating to reflective practice using balanced, logical and supported argument. (C2) 10. Act autonomously with limited supervision or direction within agreed guidelines.(PP2) 14. Engage effectively in academic discussion and present arguments in a professional manner. (T4)

Task 2 Your subject specialist teaching file will be submitted no later than the week commencing Thursday 8th of June 2017: 3000 words 60% of mark

Task 2: A subject specialist teaching file

The file.... A teaching file that documents personal and professional development during the second semester. This will include the following sections: Appendix 1: Record of Self Directed Professional Development Activities (PDAs) Appendix 2: Record of Professional Review Meeting (PRM) Appendix 3: Peer Observation Report Appendix 4: Placement Report Form (TPP2) Appendix 5: Action Plan

Teaching file As part of your professional development as a teacher you will need to maintain a teaching file which should be available for discussion with your tutor.   Your file should include relevant lesson documentation such as lesson plans, learner profiles, resources, monitoring and assessment processes as well as your observed lessons, observation preparation, tutor feedback and evaluations.

Your file Your file should show the range of teaching and assessment which you have completed in your first block of teaching practice and should cover a range of different courses, lessons, levels and learners.

Observations... You must include at least four successful observations of your teaching, normally made up as follows:   Three observations by your module tutor One observation from a subject specialist teacher in your placement

Observations should...... One of the three generic observations, preferably the first, should be conducted jointly by your tutor and your mentor.   For each observed session, you must include: The tutor feedback form Your reflections Relevant lesson documentation such as: lesson plans, learner profiles, resources, monitoring and assessment processes.

Reflective journal A reflective journal based on your learning and practical teaching in this module that evidences an engagement in professional development in the workplace, including the ability to generate own answers to practice problems. The journal must draw on models of reflective thinking.

Personal development For this element of the assessment process, you will need to submit the following: A record of Self Directed Professional Development Activities (PDAs) that demonstrates a realistic match between career aspirations and personal aptitudes, interests and motivations. Three records of Professional Review Meetings (PRMs) (see Appendix 4) with your subject-specialist mentor that evidence engagement in professional development in the workplace and an ability to generate own answers to practice problems.  

Personal development...contd.... One record of peer observation that evidences an ability to support trainee colleagues in the same, or other, subject departments in accordance with the Critical Friendship Group (CFG) framework.   A Placement Report Form (TPP2) which must be completed towards the end of Teaching Practice Placement 1 (50 hours).

More personal d....Action plans!!!! An action plan for your development in relation to your personal skills and relevant Education and Training Foundation (ETF) standards. Drawing on discourses surrounding professional practice in the education and training sector, you must identify your key strengths and areas for improvement at this point in your training.

References You need to demonstrate the ability to identify and use an appropriate range of academic and professional literature including books, journal articles, official publications and curriculum documents. Your reference list should include at least four texts, with at least one being a recent journal article (2012 onwards) and at least one text specifically dealing with assessment.