Admissions Tutor Lifelong Learning

Lifelong Learning (In Service) CertEd PT - UH-000795

Candidates for the Certificate in Education must possess, or expect to possess before the start of their programme, appropriate qualifications at level 3 or 4 (or an equivalent qualification), in the subject area forming their main teaching base. Exceptionally, candidates not meeting this requirement who are recommended by their employer following a sustained period of teaching and/or training may be offered a place on the in-service programme.  In addition to the above, candidates will normally have substantial work-related or other relevant experience in their teaching fields before starting the course. This will normally imply a minimum of 2 years full-time (or equivalent) post-qualification experience related to the candidate’s main teaching area, although each application will be considered strictly on its individual merits.
All candidates will be interviewed before entry. The interview will seek to establish the potential of the candidate with regard to the demands of the Lifelong Learning sector. Particular emphasis will be placed on the ability of the candidate to demonstrate a facility to communicate both verbally and in writing to a level commensurate with the professional roles and obligations placed upon them as teachers and role models.
In-service candidates are required to provide the University with a written statement from their employer, confirming that a minimum of 150 hours teaching will be undertaken during the course. Of the 150 teaching hours, at least 100 hours must be in the trainee's subject area. The trainee must also gain experience of remote teaching. 
As part of the course, trainees should gain experience of another teaching location. This experience can include observation of practice and CPD activities rather than teaching practice. If it is not possible to source a second placement, the placement could include observation of a different subject area and/or venue (e.g. alternative provision, 6th form) in the same provider. 
The teaching engaged in by in-service candidates for the purpose of fulfilling the above requirements is required to be responsible, paid employment; voluntary teaching is normally acceptable. There are two considerations (applied at the discretion of the Course Admissions Tutor):
<ul>
<li>A candidate undertaking voluntary teaching for a registered charity may be admitted to the course;</li>
<li>A trainee undertaking voluntary teaching in an organisation which has given a written undertaking to support the trainee according to conditions specified by the University.</li>
</ul>
In addition to the above, all applicants must hold a Level 2 qualification in English and Mathematics. Applicants who do not have a Level 2 qualification in English and Mathematics will be asked to complete an equivalency test. 
Applicants who have not completed their education in an English-speaking country must satisfy the University’s language requirements before admission to a course (see http://www.hud.ac.uk/international/apply/). This requirement means that they must have a satisfactory command of the English language in terms of reading, writing, listening and speaking.

Assessment in the course centres upon the award of credit for modules successfully completed and follows the procedures set out in the University Handbook of Regulations for Awards and the Student Handbook of Regulations (see the University website for up-to-date versions of these regulations). The day-to-day management of the assessment procedures will be the responsibility of the Course Examination Tutor.

UH-000795 - Lifelong Learning (In Service) CertEd PT

Intermediate Core

Intermediate Level - Optional

Intermediate Level

Foundation Core

Foundation Level

Structure

University Certificate

Accurately assess own professional development and identify realistic and demanding targets for own professional development.

Interrogate the concept of reflective practice and its contribution to teacher learning and development

Demonstrate expertise and skill in inclusively facilitating and supporting learning, monitoring progress and providing guidance.

Consider issues of equality and diversity, inclusion and social justice in lifelong learning 

Consider research findings and professional debates to design, plan, implement and evaluate appropriate learning programmes 

Investigate policy context and its impact on practice, curriculum design, delivery and evaluation.

Demonstrate a commitment to developing a wider range of skills which might be used in a wide variety of employment settings

Draw on a range of sources including observation feedback, observing others teach, mentor and subject specialist feedback to evaluate own teaching effectiveness and establish own development targets.

Discuss principles underlying the planning and implementation of teaching, learning and assessment

Integrate and learn from theory and practice by reviewing appropriate literature and relating it to professional practice and development.

Communicate effectively using a range of media

Investigate pedagogical issues and principles in own specialist area

Demonstrate a suitable level of subject/vocational knowledge and engage in developmental activities to maintain expertise and currency

Demonstrate an inclusive approach which values equality and diversity in all written work, professional teaching experience and day to day involvement in the course.

Use concepts of reflective practice and reflexivity to reflect on own learning and development 

Design, plan, teach, assess and evaluate learning programmes, making appropriate use of English, maths and digital technologies.

Demonstrate an appropriate level of personal skills and understanding and use and apply these skills in academic writing, English, maths and digital technologies

Consider pedagogical issues relating to the use of English, maths, digital technologies and sustainability skills in teaching and learning.

Discuss the nature of professionalism in education.

Discuss important issues both in the field of lifelong learning and the social, political and cultural landscape more widely

Demonstrate appropriate skills in sourcing and analysing information and numerical data gathered from a variety of sources.

Work effectively in a professional role consistent with appropriate standards of conduct for the sector and be a positive role model to students  

Mechanisms for review and evaluation:
<ul>
<li>Module evaluation by students</li>
<li>Course evaluation by students</li>
<li>Module Leader’s reports</li>
<li>Moderation events (for Consortium courses only the following needs to be included: at the University centre attended by all Network Tutors involved in the assessment process)</li>
<li>Annual course evaluation prepared by the Course Leader, considered by the Course Committee, and then by the Annual Evaluation Committee.</li>
<li>School Board</li>
<li>Annual staff appraisals</li>
<li>Peer observation of teaching</li>
<li>External Examiners’ reports</li>
<li>External Examiners’ report and responses from the course team are reported in the Course Annual Evaluation Report.</li>
<li>School Teaching and Learning Committee.</li>
<li>School Accreditation and Validation Panel approves amendments to the course, structure and module specifications</li>
<li>Subject review/revalidation</li>
</ul>
Committees with responsibility for monitoring and evaluating quality and standards:
<ul>
<li>Student Panel</li>
<li>Course Committee</li>
<li>School Board</li>
<li>School Teaching and learning Committee</li>
<li>University Teaching and Learning Committee</li>
<li>Course Assessment Board</li>
<li>School Accreditation and Validation Panel</li>
<li>Annual Evaluation Committee</li>
</ul>
Mechanisms for gaining student feedback on the quality of teaching and their learning experience:
Feedback is obtained from students through course evaluation at the end of each academic year. Student Panels provide another opportunity for student feedback. They are held twice during the academic year, and report to the Course Committee.
Staff Development:
Annual Staff Appraisals
Peer observation of teaching
Staff required to attain appropriate higher degrees
Updating professional and IT/computing developments
All staff encouraged to attain HE Academy membership
Research and scholarly activity
Network Meetings
Annual Consortium Conference

UH-000795

This specification provides a concise summary of the main features of the Programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided.  More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each module can be found in the study module guide and course handbook.  The accuracy of the information contained in this document is reviewed by the University and may be checked by the Quality Assurance Agency for Higher Education.
Equality and Diversity
The School of Education and Professional Development operates within, and has a commitment to, the University’s Disability Discrimination and Equal Opportunities policies.  This is borne out by ensuring that teaching and learning is inclusive for all students by making appropriate adjustments to teaching delivery and liaising closely with Disability Services as required.
Environmental Sustainability
The Course operates within, and has a commitment to, the School ethos for sustainability.  This is borne out by mindful use of resources, full utilisation of the University’s VLE and communicating sustainability agendas as appropriate in the context of teaching delivery.

The course begins with an induction programme. In particular, this will include an overview of the course; an introduction to teaching requirements and expectations regarding academic and professional conduct; an introduction to the University’s VLE and e-portfolio: For both the University and the Consortium centre, there will be a guide to Computing and Library Services; an introduction to study skills; an introduction to student services. It will also include an explanation of the Personal Development Planning process both at the University and within the Consortium centre
In order to ensure continuous support and guidance, each trainee has a Personal Academic Tutor (PAT) who will be an experienced teacher educator and practitioner in the field of Lifelong Learning. The PAT may make specific recommendations regarding the trainee's individual programme and will normally be a module tutor, either as a University member of staff or as a University accredited tutor employed by an institution within the Consortium.
The PAT will offer pastoral support, academic counselling and guidance, maintain an overview of academic progress, maintain an overview of problems which may lead to a claim for extenuating circumstances, coordinate the preparation of references, and refer the trainee to other university support or Consortium centre based mechanisms as appropriate.
Trainees will be provided with a Student Handbook, which contains inter alia information on university and/or partner facilities, course organisation, assessment regulations, and advice on the presentation of assignments. Trainees will also be provided with relevant information relating to their consortium centre.
The Academic Skills Tutor within the School will be available to provide academic support for a range of purposes including: support for dyslexic students; support for mature students who are returning to study; tutorials for all students covering generic academic skills and academic writing skills workshops. Trainees will receive guidance on academic support within their Consortium centre and will have access to the provision of the University and equivalent services within their consortium centre.
In addition to both the module tutor and the Personal Academic Tutor, who is an academic and experienced in teacher education, every trainee will be required to have a mentor, who will normally be an experienced subject/vocational specialist practitioner within the institution employing or providing a placement for the trainee.  The mentor and trainee will meet, normally on at least a monthly basis, to address issues arising from the trainee’s development as a teacher and progress on the course. Subject specialist pedagogy will be a key element of these discussions. The mentor will observe the trainee’s teaching on at least two occasions during the course, and provide developmental feedback. The mentor will also be involved in the formative assessment of the trainee’s work on subject specialist pedagogy.  Training and support are provided for mentors to assist them in fulfilling their role. 
The e-portfolio provides an important focus for identifying and addressing individual support needs. In particular, initial screening of English, maths and digital skills support needs is carried out in the early stages of the course and this leads, where appropriate, to specific support provided by the Academic Skills Tutor (for University-based trainees) or local specialist support (for trainees based in Consortium centres). This is based on further assessment of learning needs, including initial and diagnostic assessment as appropriate. The formal University student support mechanisms are available to all trainees. The course complies with disability legislation arising from the Equality Act 2010, the Disability Discrimination Act 2005, the Special Educational Needs and Disability Act 2001.