Continuing personal & professional development

May 10th, 2010

Laura Aston

EMOM12 ©

Sport and Exercise Sciences

Autobiography: My CPD Practice &

Experience; peer observation

Student: What does it look like to the student? Impact etc

‘Critical Incident questionnaire’

Peer: discussion validates our trials & successes and provides us with new perspectives

Theoretical: helps us to

understand our experiences by

naming & describing them

There are many reflective models that can be used.

These include:-Brookfield

- Kolb-Gibbs

Serving the needs of learners’, employers &

community

Roles are accompanied by responsibilities

contributing to the adoption of a professional approach.

Learner attendance & achievement

Working in a context which is diverse & rapidly changing

Being aware of and upholding current

legislation & codes of practice

Being aware of professional boundaries &

personal limitations.

As a Trainee

Committed, punctual, approachable, respectful,

caring etc

Core professional valuesIn April, 2008, a ‘Code of Professional Practice’ was introduced:

1. Integrity 4. Practice

2. Respect 5. Care

3. Disclosure 6. Responsibility

Engagement in CPD Puzzle Maker: Very simple yet effective!!

Must be careful not to make the puzzle to complex!

Current:

(Placement)

Future:

(Subject Knowledge)

Future:

(Teaching & Learning)

Future:

(Policy Knowledge)

-Closer to the edge

-Voice gym

-Bodies revealed

-Observations

-Safe Guarding L2

-VTCT sports massage-Coaching

awards-QTLS

-Subject specifications

-Summer work-Functional skills training (14-19)

pre 16 & post 16.-Meetings

-Changes to A levels

Adult education

-14-19 Diplomas (Sept 2010)

Safeguarding

ECM

-Spreadsheet workshop

-Communicative activity workshop

-Sports workshop

-Parents evening-Interactive whiteboard

-Dropbox.com

-Emerging technologies

i.e. voting systems & whiteboard

3 x priorities:

1. Whiteboard

2. Classroom management

3. Enthusiasm

4. Knowledge of disability in sport.

Update knowledge via TV (Teachers’

TV)

-Free education for 19-25year

olds

-Skills 2020

With this I have worked on ‘tone’ &

‘pitch’ whilst on practice

With this I have been able to

create a variety of resources

With this I would hope to use it in future ‘sport science’

positions

Be aware of new syllabus,

specification, delivery

methods etc.

I have been able to Share ideas & resources with other people (IfL;

guidelines for CPD)

A negative of this however, is that some resources

are not that good .

Gaining QTLS (mandatory)

4. Downloaded PDF version of ‘declaration of suitability’ & complete supporting testimony

3. Confirmation of numeracy & literacy skills (uploaded on REFLECT).

1. Completion of PGCE (June)

2. Expression on intent (Sept 1 – Oct 31)

Gaining QTLS (personalised)1. Subject Specialist knowledge (uploaded on REFLECT):

To complete:

2. Knowledge of teaching/learning

3. Self-evaluation (S.W.O.T)

4. Professional development planning

5. Reflective practice.

QA and QI systems & Procedures

QUALITY ASSURANCE is concerned with…Checking, monitoring & maintenance of courses. This

involves evaluation checks at the end of a topic, module or session. There is also an end of course report.

QUALITY INFORMATION is important for....Legal & funding reasons. Also valuable in QA discussions.

Data includes; recruitment, retention & achievement. This data isDiscussed in end of year course reports.

Evaluations (end of a lesson). How well individual topics went.Order of topics within a module. Acceptable grading for a pass,

merit or Distinction. Individual learner progress (portfolios).

Recruitment (interviews/open days), retention(emails, texting, phoning), achievement (portfolios),

Attendance (registers).

References

• Coles, A., (2004). Teaching in Post-compulsory Education; Policy, Practice and Values. 1st ed. London: David Fulton.

• Hillier, Y., (2002) Reflective teaching in Further and Adult Education. 1st ed. London: Continuum.

• Petty, G., (2009). Teaching Today: A Practical Guide. 4th ed. Cheltenham: Nelson Thornes Ltd.

• Reece, I. & Walker, S., (2007). Teaching, training & learning. A practical guide. 6th ed revised. Tyne and Wear: Business Education Publishers Ltd.

• The Institute for Learning. 2010. REfLECT: your learning space. Available at: http://www.ifl.ac.uk/cpd/reflect [Accessed 26 April 2010].