Cambridge Professional Development Zohaib Nazir

Presenter’s Name Job Title Date Space for subtitle 20pt Overview This presentation will give you all the background information you will need to enjoy your professional development qualification and to be a successful candidate. It covers:  Cambridge PDQ Overview  Syllabus Overview  Assessment Overview  Course Structure  Mentors and Mentoring Some Programme Leaders have found it useful to write a handbook as a point of reference for everyone involved in the delivery of the Cambridge PDQ. This presentation could act as a starting point for that document.

CIE Professional Development Qualifications (PDQs) being offered at BSS: DTL- Diploma in Teaching and Learning

ELIGIBILITY CRITERIA for DTL A practicing BSS teacher Teaching for a full academic year, for a minimum of 24 weeks / 6 hours per week Teaching a group of a minimum of six learners Teaching the same learners group for the activities planned for module 1, 2 & 3 Successfully completed BSS Induction and Foundation Courses i.e. TFC/BTP/DRP Successfully completed BSS Mentoring in Action Course

CIE- PDQS OFFERED AT BCR Cambridge International Diploma in Teaching & Learning (DTL) Exploring T eaching and L earning- Module 1 Teaching and L earning in A ction- Module 2 Developing P rofessional P ractice- Module 3

PROGRAMME PURPOSE (DTL) The key purpose is to enable teachers to: develop their professional thinking and practice in terms of teaching & learning enhance the quality of their teaching and learning with reflective practice enriched by critical engagement with self and peers.

Presenter’s Name Job Title Date Space for subtitle 20pt Module 1 – Exploring teaching and learning An introductory course to teaching Unit 1 Understanding principles of learning and teaching Unit 2 Teaching an effective lesson Unit 3 Facilitating active learning through effective teaching

Presenter’s Name Job Title Date Space for subtitle 20pt Module 2 – Teaching and Learning in Action Encourages a deeper understanding of the values of Excellent teaching and aims to engage teachers more critically in the elements introduced in Module 1

Presenter’s Name Job Title Date Space for subtitle 20pt Module 3 – Developing Professional Practice Aims for teachers to critically engage with key learning theories and allow learners to reflect on their own professional practises in detail

Module 3 QUALIFICATION STRUCTURE (All PDQs) Certificate Diploma Module 1 Module 2 Pass or Distinction

GENERIC TERMS Programme Leaders - Course trainers responsible for teaching sessions, managing administrative matters, and providing facilitation throughout to the course participants Candidates - participants on the course (teachers / mentees) Mentors - teachers identified at school who are skilled in providing instructional support to the mentees attached to them (experienced colleagues) Learners - students in the classroom Learning context - candidate’s / mentee’s /mentor’s own working context (respective to their school) Learning session – lessons or occasions at school where they’ve used digital technologies

PROGRAMME PLAN (DTL) Module 1 Exploring teaching and learning Module 2 Teaching & Learning in Action Module 3 Developing Professional Practice Learning hours in preparation 120* spread over 4 months 120 spread over 4 months Assessment Portfolio of evidence of practice, learning and reflection Evidence length 3600 words with work-based records 2400 words with work-based records

Learning Hours Guided Learning – workshops, tutorials (learning time with specific guidance) Individual Study - reading, research and reflective writing (learning time spent by individual) Collaborative learning – discussions, peer observations, study lessons (learning without supervision) Work-based Learning – mentoring, gaining feedback from colleagues, observing and interviewing colleagues, portfolio activities (learning in school – practice > portfolio for assessment)

PDQ Programme Design … Kolb’s Cycle of Active learning & Reflective practice

SPIRAL OF LEARNING BY BRUNER Integration Orientation Exploration Observation Reflection Learning from experienced colleagues/ mentors

MODEL OF LEARNING PROCESS Orientation Module 1 Exploration Module 2 Integration Module 3

MENTOR MENTEE RELATIONSHIP Mentors Facilitate effective learning relationships focusing on meeting mentee learning goals and objectives. Create and maintain a supportive climate that promotes the conditions necessary for learning to take place. Provide constructive feedback that help mentee to relate learning directly to their self-development. Mentees Contribute as an active partner in the learning relationship focusing on achieving their own learning goals and objectives. Ensure involvement in diagnosing, planning, implementing and evaluating their own learning. Need to be committed and self- directed, and responsible for their own learning. Source: The Mentor’s Guide by Lois J. Zacbary

phpapp01/95/mentoring-with-meaning jpg?cb= An effective mentor is able to stay flexible to the needs of mentee and offer the appropriate types of assistance in a particular situation. Starr J. 2014

Presenter’s Name Job Title Date Space for subtitle 20pt Selecting a Mentor  Mentors cannot be the programme leader or another candidate on the programme  Choose a colleague whom you respect and believe they can help support your development  Mentors should be willing to allow observation of their practise and willing to take on the demands of the role from the PDQ course  A subject specific mentor may help with particular conversations – but this is not a prerequisite  The mentor has to be an experienced colleague

Presenter’s Name Job Title Date Space for subtitle 20pt Mentoring Moments Mentoring moments is the term Cambridge gives to the meetings where mentors can make a real difference to the practice of the mentee  There is no expectation that these are formally recorded  You may find a more detailed copy of discussion topics in the course handbook  There will be an orientation day for mentors when the course begins

Presenter’s Name Job Title Date Space for subtitle 20pt Mentoring Tools : GROW Model There are many mentoring toolkits available to the avid Mentor – the GROW model is a famous example which will be used as part of the Mentor training for this PDQ. This model is useful in framing mentoring moment discussions:

SUPPORT PROVIDED TO CANDIDATES BY SCHOOL LEADERSHIP Allow time for guided learning sessions and support the mentoring process Nurture collaborative learning Encourage the progress and achievement of the candidates as learners Integrate learning from diploma into their schools’ professional development culture.

SUPPORT PROCEDURE Recommended reading from literature Support discussions online (through PLC/Edmodo) Reflection rounds during training sessions Support of an experienced colleague as mentor throughout Discussion on assignment specification Individual tutorial to guide on assignment Online sessions to support academic skills development Feedback of candidates / end module evaluations (quality assurance procedure)

KEY RESOURCES All candidates will be provided with: A folder to be used to keep workbooks, hand outs, references and excerpts from professional literature provided during sessions/modules guided learning The Candidate’s Handbook Section 1 The Candidate’s Handbook Section 2 (A Guide to Academic Writing) CIE PDQ Syllabus Guide for the respective PDQ Access to the online group account on Edmodo/PLC CIE Portfolios templates

EXPECTATIONS Attend learning sessions with full participation Engage in adequate reading and preparation throughout the programme Carry out investigations, plans, homework tasks and reflect on experiences (teaching practice) Record ideas, experiences & outcomes (through maintaining reflective logs) Collect evidence/s for assignments (maintain portfolios) and Submit homework regularly Contribute to the course activities including review rounds and online discussions on PLC (Edmodo group) Observe punctuality and regularity throughout (manage portfolios and meet deadlines) Demonstrate responsible and professional behavior throughout

RESULTS AND RESUBMISSION Modules are assessed separately and the results achieved in modules are stored on the Cambridge database. A candidate has one year from the submission of Module 2 to make an entry for Module 3. A candidate who is awarded a Fail in a module may retake the module at a later date in order to achieve a Pass or Distinction grade. A candidate who has achieved a Pass in a module cannot retake the module to gain a better grade.

GRADING AND CERTIFICATES A candidate who has achieved a Pass or Distinction in the qualification as a whole, according to the award rules, will be awarded a certificate. Certificates will be issued ‘with Distinction’ if a grade of Distinction is achieved. BSS is offering CIE PDQs at the diploma level only.

LOGISTICS Attendance will be recorded for each day. (must to do) Participants will fill in an evaluation form for each day. (must to do) Late comers will not be entertained, until informed other wise. Adhering to the attendance policy for the diploma is mandatory. Signature on the attendance sheet at the gate at the time of arrival is mandatory. Participants needs to wear their name tags for identification purposes. Meeting colleagues and officials is discouraged during the time of the training. Refrain from going to areas other than the ones specified for the training (i.e. training room, lunch area, prayer room and the allocated washrooms)

Qualification Increment All candidates who pass all 3 modules of any CIE PDQ being offered will be entitled to a qualification increment to be given out in the next appraisal cycle from completion of PDQ.

Thank you