Staffordshire University

Diploma in Teaching and Learning in the Lifelong Learning Sector

Module 8 Wider Professional practice

15 Credits Level Five 2011/2012

Module Tutor/s:

Hand in Date: 6th February 2012 University Provisional Feedback by: 9th March 2012 Award Board date: 19 April 2012

1 Sept 2011

Aims During this module you will develop your understanding of quality assurance and improvement mechanisms Learning Outcomes Participants will be able to demonstrate their ability to: Understand the concept of professionalism and core professional values for teachers in the lifelong learning sector. (1,2,6,7,8) Understand key issues in relation to professional conduct and accountability in the lifelong learning sector. (1,2,3,4,5,6,7,8) Understand and apply principles of evaluation, quality assurance and quality improvement. (1,2,3,4,5,6,7,8) Understand and demonstrate how to contribute to QA and QI systems and procedures. (1,2,3,4,5,6,7,8) Understand how to evaluate and improve own wider professional practice. (1,2,3,4,5,6,7,8)

Indicative Content This module seeks to support participants as they take on more of the roles and responsibilities associated with being a teacher in the lifelong learning sector. Participants will explore concepts and key aspects of professionalism within the lifelong learning sector, including equality of opportunity, diversity, economic growth and community regeneration. This will lead them to consider approaches to quality assurance and quality improvement in terms of professional conduct and accountability. In particular, participants will investigate the use of action research as a tool for evaluation and improvement of professional practice. They will also evaluate the use of communities of practice in sharing and developing wider professional practice.

2 Sept 2011

Module Outline The following is a guide to how the module will be approached. Your college will adapt this outline to suit the specific needs of your learning group. You will be encouraged to engage with the content detailed for this module in relation to developing your professional practice. Subject Understand the concept of professionalism and core professional values for teachers in the lifelong learning sector Content Discuss the requirements of the assignment brief. Discuss key aspects of professionalism in the context of the lifelong learning sector. Consider the impact of own professional values and judgments on teaching and learning

Understand key issues in relation to professional conduct and accountability in the lifelong learning sector

Explain ways in which equality of opportunity and respect for diversity can be built into teaching and learning practice. Discuss the contribution of learning to personal development, economic growth and community regeneration

Understand and apply principles of evaluation, quality assurance and quality improvement

Discuss the implications and impact of government policies on teaching and learning in the lifelong learning sector. Discuss the roles of regulatory bodies and systems and inspection regimes in the operation of the lifelong learning sector. Interpret ways to apply relevant statutory requirements and underpinning principles in relation to teaching own area of specialism

Understand and demonstrate how to contribute to QA and QI systems and procedures

Consider own responsibilities in relation to policies, inspection and regulatory bodies. Review and compare a range of principles and approaches to evaluation and discuss differences and the relationship between evaluation and assessment

Understand how to evaluate and improve own wider professional practice.

Discuss the role of evaluation within quality assurance to inform and promote quality improvement. Consider the validity and reliability of data collected and the effectiveness of the methods/instruments used, with reference to own learner(s). Evaluate own approaches, strengths and development needs, in relation to professional practice and wider professional practice.

Assessment Tasks read this in conjunction with the LLUK specific criteria and also the generic level 5 assessment criteria. If you are unclear about any of the assessment components or assessment criteria please contact your module tutor for guidance.

3 Sept 2011

The assessment consists of: 1. A report on and presentation of a small scale action research, evaluating the role of enquiry in relation to your own professional practice. (100%, 2500 words) L/O 1,2,3,4,5) 2. The CPPD log in the ILP from Module 6, updated and summarising engagement with professional development and learning from this with a report from Mentor/tutor from an observation of your teaching attached. (0%, L/O5) The focus of this assignment is upon quality improvement in relationship to professional, institutional and regulatory body requirements rather than on research technique. Part one (1000 words approx): Overview of Quality Principles and Systems Referring to appropriate literature, review the roles of regulatory bodies and systems and inspection regimes that monitor quality in the lifelong learning sector. Explain the implications and impact of government policies on teaching and learning including legislation for equality and diversity. Analyse your own responsibilities in relation to the above. Analyse the role of evaluation within quality assurance to inform and promote quality improvement, explaining the differences and the relationship between evaluation models and assessment. Be careful to focus on different views in the literature. Part Two (500 words approx): Practice Select and justify an area of your current practice that you want develop in terms of the LLUK standards and your full role. Carry out a small action research project to improve this area of practice, evaluate the validity and reliability of the data collected and the effectiveness of the methods/instruments used, with reference to your own learners. Part Three (1000 words approx): Critical Reflection Use the principles of quality improvement, discussed in Part One, to analyse and evaluate your action research project in terms of your continuing professional and personal development and compare it with other quality improvement processes you are involved in. Part Four: CPPD Ensure that your CPPD log is updated and provides information about your engagement with your personal and professional development activities. Include an entry in your CPPD log detailing learning and reflection from this action research project. Present other entries in your CPPD log reflecting on their impact on your professional development, for example learning from module 6 and 7, reading and research, tutor/mentor/management observations, minimum core, self assessment etc. You also need to provide evidence of a satisfactory observation with your tutor or mentor.

4 Sept 2011

Any appended evidence used to support the assignment should be clearly sign posted within the assignment.

5 Sept 2011

LLUK Assessment Criteria

ALL of the criteria must be met, at level 5 Pass (40-59%): The following criteria could be met through: o o o o o observation and feedback including developmental and action points signposted appended evidence presentation notes and feedback (if appropriate) CPPD log written assignment

1. Evaluate own approaches, strengths and development needs, in relation to professional practice 2. Discuss the implications and impact of government policies on teaching and learning in the lifelong learning sector 3. Discuss the roles of regulatory bodies and systems and inspection regimes in the operation of the lifelong learning sector 4. Interpret ways to apply relevant statutory requirements and underpinning principles in relation to teaching own area of specialism 5. Analyse the role of evaluation within quality assurance to inform and promote quality improvement 6. Review and compare a range of principles and approaches to evaluation 7. Explain differences and the relationship between evaluation and assessment 8. Work with others to develop and improve the effectiveness of evaluation processes 9. Explain ways in which equality of opportunity and respect for diversity can be built into teaching and learning practice 10. Discuss the contribution of learning to personal development, economic growth and community regeneration 11. Discuss key aspects of professionalism in the context of the lifelong learning sector 12. Analyse the impact of own professional values and judgments on teaching and learning 13. Evaluate the validity and reliability of data collected and the effectiveness of the methods/instruments used, with reference to own learner(s) 14. Plan and take up opportunities to develop and improve own wider professional practice 15. Analyse own responsibilities in relation to the above CPPD log 16. Included a satisfactory observation from your tutor or mentor covering the period of the module (Use the University template) 17. Used Harvard referencing appropriately

6 Sept 2011

Merit (60-69%) Students will have achieved all of the above and will have: referred to a good range of relevant literature and practice evidence, with few flaws in referencing technique made clear links between the literature and their own practice related suggestions for developing practice clearly and justified reasons for proposed development.

Distinction (70-100%) Students will have achieved all of the above and will have: selected from a wide range of relevant literature including contrasting views. referenced with a high degree of accuracy. written fluently, using English accurately. treated literature, own practice and proposed development critically and objectively

7 Sept 2011

Assessment Submission Details Assignment Your assignment should conform to the word requirement; an assignment of more than 10% above or below the word limit will be penalised. Please enter the number of words on the Assignment Submission Receipt. Penalties: 1-10% excess no penalty 11-20% excess 10% reduction in mark 21-30% excess 20% reduction in mark 31% + excess work capped at Pass (40% grade point 4). You should type or word process your assignments using a clearly legible font and size (Arial 12, for example) spacing the lines by 1 or double; you should number the pages. Do not submit your work in plastic wallets. In the interest of fairness the University assesses work anonymously and retains copies of your written work for later inspection. You should hand in completed assignments to your College Reception on or before the specified submission dates. Do not hand in your assignments to your college tutors. Reception staff will issue you with a receipt and record the date of delivery. The receipt is your proof of submission and must be retained. Please note: final assignments must not be submitted by e-mail.

8 Sept 2011

Referring to Texts Do not worry if this list seems excessively long. This module covers a wide range of texts and you may find that you only need to read short sections of the texts listed (or from other texts that you may find in libraries or journals). Your tutor will advise you on the relevant texts and sections of texts to read. Several of the texts exploring teaching and learning in the Lifelong Learning sector are relevant to all elements of the Award (s). We recommend that you browse the books on the following list before you purchase those most relevant to your teaching and learning context. However, remember that it is important to show you have considered views from a wide range of sources. Recommended Texts Bell, J (2005) Doing Your Research Project: a guide for first-time researchers in education and social science; Maidenhead, Open University Press Field, J (2000) Lifelong Learning and the New Educational Order, Staffordshire, Trent ham Books Sails, E (2002) 3rd End, Total Quality Management in Education, London, Kogan Page Ltd Sharp J, Ward S, & Hankin L, (2009) Education Studies, An issues-based approach, Exeter, Learning Matters Wallace S (2007) Teaching, Tutoring and Training in the Lifelong Learning Sector, Exeter, Learning Matters Journal of Further and Higher Education http://www.tandf.co.uk/journals/titles/0309877X.asp Quality Improvement Agency http://www.qia.org.uk/index.html

9 Sept 2011

10 Sept 2011