Initial Professional Development & School-Based Training: Curriculum, Assessment and Data - DHB5340

Assessment 1: Other

Tutors will visit students during their school based training placements and provide feedback on the quality of their teaching and the development of their professional development portfolios (PDP).

Other

Assessment 1: Portfolio

Trainees will carefully select a ‘bundle’ of evidence from their e-portfolio to demonstrate that they meet each of the Teachers’ Standards for the award of Qualified Teacher Status. They will critically evaluate how their knowledge, skills and understanding in relation to each standard have enabled them to impact on pupils’ progress over time.

Portfolio

In this module you will continue to work on your progress review and the tracking process using the Personal Development Portfolio; rigorously evaluating the impact of teaching on pupils’ progress, and securely evidencing your successful engagement with the whole programme and demonstrating your ability to meet the Teachers’ Standards, in readiness for entry into the ECT year 1. Through debate, group work and the presentation of teaching files, evaluations and reflections; you should demonstrate a philosophy and approach to practical teaching and learning that demonstrates a professional commitment and the ability to teach diverse pupils and in a variety of contexts.
As part of this module you will undertake a block of School-Based Training, lasting ten weeks. For assessment, you will critically evaluate how your skills in relation to each standard have enabled you to impact on pupils’ progress over time.

School of Education and Professional Development

http://library.hud.ac.uk/my/DHB5340

DHB5340 - Initial Professional Development & School-Based Training: Curriculum, Assessment and Data

Initial Professional Development & School-Based Training: Curriculum, Assessment and Data

Articulates a systematic knowledge of the statutory and non-statutory requirements for teaching and learning in the EYFS and across the primary age range 

Uses theory to critically, reflectively inform philosophy, ideology and practice 

Evaluates the impact of teaching on the progress of learners

Demonstrates a secure knowledge, the ability to use and to evaluate a range of formative and summative assessment strategies. 

Examines issues from a range of perspectives with reference to established theoretical frameworks, policy and research.