Initial Professional Development and School-Based Training 2 - DIB6230

Assessment 1: Exhibition/critique

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).

Exhibition/critique 

Assessment 1: Portfolio

Trainees will carefully select a bundle of evidence from their e-portfolio to demonstrate progress in their professional practice, articulating how their developing knowledge, skills and understanding of creative and inclusive practice has impacted on pupils’ learning. They will reflect on their overall progress and devise an action plan for further professional development during the final assessed teaching phase.

Portfolio

This module supports you to further develop your skills of critical reflection and professional development planning. You will extend your knowledge of theory, research, policy and practice furthering your ability to demonstrate your own professional identity and educational philosophy. Through practical sessions you will also develop your Personal Development Portfolio. The module is practice based; all students undertake an eight week assessed block of School-Based Training, involving planning, teaching and assessing children’s learning. Assessment is typically via the submission of a teaching file to include lesson planning, evaluations of your own teaching, assessments for learners, feedback from trainers/mentors, a record of professional development activities and an impact study to show learner progress.
For assessment, you will critically evaluate how your developing knowledge and skills enabled you to impact on pupils’ learning and progress.

School of Education and Professional Development

http://library.hud.ac.uk/my/DIB6230

DIB6230 - Initial Professional Development and School-Based Training 2

Initial Professional Development and School-Based Training 2

Evaluates and critiques the impact of teaching on the progress of their learners.

Make secure progress in their professional practice in line with expectations for this stage of the course.

Recognises the obligation to set high standards which inspire, motivate and challenge, applies to all pupils for whom teachers have a responsibility Demonstrate sound knowledge of, and evaluate, a range of formative and summative assessment strategies.

Demonstrates how theoretical principles of learning, improve the effectiveness of teaching and learning.