University of Huddersfield

School of Education and Professional Development

In-Service Certificate, Professional Graduate Certificate and

Postgraduate Certificate in Education

(Post-Compulsory Education and Training)

DFD7130 Personal and

Professional Development
Module Handbook 2009-10
 School of Education and Professional Development
In-Service Certificate in Education and PGCE (PCET)

MODULE HANDBOOK: DFD7130 PERSONAL AND PROFESSIONAL

DEVELOPMENT

Contents

This Module Handbook contains essential documentation and resources for

the module DFD7130, Personal and Professional Development.

The module is taken in Year 1 of the programme and is worth 30 credits at

Foundation Level.

The Module Handbook contains the following:

 Introduction and module learning outcomes

 Reading list and other resources for the module

 Module assignment

 Guidance on the Reflective Journal and the Personal Skills

Presentation

 Module cover sheet

 A Learning Contract form (to be used if you hold a CTLLS award)

 Tutor feedback sheets

 Documentation relating to teaching observations

 TP1: Teaching Observation Preparation Form

 TP2: Tutor Feedback Form for ‘Generic’ Teaching Observations
 TP3: Reflections on Teaching Observation
 TP4: Specialist Teaching Observation Feedback form (to be
completed by your mentor or other person carrying out a
specialist teaching observation)

 Extract from the module specification and module assessment criteria

Paper and electronic versions of your Personal Development Plan are

available separately and will be given to you by your module tutor.

You are strongly recommended to complete your Personal Development

Plan in electronic form.

Module Handbook: DFD7130 Personal and Professional Development

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Introduction to the Module

This module develops your practical teaching abilities and provides

opportunities for you to enhance knowledge and personal skills of
professional relevance. It requires you to apply the theoretical understanding
gained in DFA7130 in a sustained way to your own teaching or training, as
well as to identify and develop appropriate personal skills. Towards the end of
the module, you will give a presentation to your peer group on your personal
skills development.

The module also develops your understanding of models of reflective practice,

and your ability to apply it over a sustained period to improve your teaching.
This reflection will include critical consideration of your development as a
subject specialist teacher. You will be observed teaching at least four times
during the module, and will reflect on the feedback you receive.

A Personal Development Plan (PDP) is an important part of your work for this
course and the PDP is located in this module as part of the overall process of
personal and professional development described above. Developing your
academic skills, including the ability to write clearly and to make appropriate
use of scholarly and professional literature, is a key element of this process. It
will help you to make the transition from Year One to the higher academic
demands of Year Two.

Module Learning Outcomes: These are what you should know and be
able to do after studying the module.

Knowledge and Understanding:

1 Distinguish theories and principles relevant to teaching and learning in
own specialist area.
2 Discuss values and principles of equality and diversity, including the
promotion of inclusivity and differentiation.
3 Analyse curriculum requirements and recognise their implications for
the design of learning programmes in the specialist area.
4 Identify ways in which language, literacy, numeracy and ICT skills
may be integrated into the subject specialist area.

Abilities:
1 Undertake guided practice in planning and enabling inclusive learning
and assessment
2 Use appropriate models of reflection and reflective practice to
evaluate and develop own teaching and assessment skills in the
specialist area.
3 Reflect on, evaluate and develop own knowledge and skills (including,
as appropriate, language, literacy, numeracy and ICT) relevant to own
teaching role and current achievement.
4 Support learners in the use of language, literacy, numeracy and ICT in
the specialist area.
5 Develop own ability to use academic and professional literature in the

Module Handbook: DFD7130 Personal and Professional Development

4
 field of post-compulsory education and training.

Module Handbook: DFD7130 Personal and Professional Development

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Reading List and other Resources for the Module

The references for DFA7130 Teaching, Learning and Assessment are also
relevant to this module. Study packs on Reflection and Differentiated Learning
are available on Blackboard or from your tutor, and the Course Reader
contains a selection of relevant journal articles. The following books will be
useful for specific issues in the module:

Avis, J., Fisher, R. and Thompson, R. (Eds) (2009) Teaching in Lifelong Learning: A
guide to theory and practice. Maidenhead: Open University Press.
Brockbank, A. and McGill, I. (2007) Facilitating Reflective Learning in Higher
Education. Revised 2nd ed. Maidenhead: Open University Press.
Brookfield, S. (1996) Becoming a Critically Reflective Teacher. New York: Jossey
Bass Wiley.
Brookfield, S. (2006) The Skillful Teacher: On Technique, Trust and Responsiveness
in the Classroom. New York: Jossey Bass Wiley.
Clarke, A. (2006) Teaching Adults ICT Skills. Exeter: Learning Matters.
Eastwood, L., Coates, J., Dixon, L., Harvey, J., Ormondroyd, C. and Williamson, S.
(2009) A Toolkit for Creative Teaching in Post-Compulsory Education. Maidenhead:
Open University Press.
Foley, G. (Ed.) (2004) Dimensions of Adult Learning. Maidenhead: Open University
Press.
Hillier, Y. (2005) Reflective Teaching in Further and Adult Education. 2nd ed. London:
Continuum International Publishing Group.
Moon, J. (2004) A Handbook of Reflective and Experiential Learning: Theory and
Practice. London: Routledge Falmer.
Loveless, A. and Ellis, V. (2001) ICT, Pedagogy and the Curriculum: Subject to
Change. London: RoutledgeFalmer.
Tett, L., Hamilton, M. and Hillier, Y. (2006) Adult Literacy, Numeracy and Language:
Policy, Practice and Research. Maidenhead: Open University Press.

Websites:
Blackboard: http://virtual.hud.ac.uk
Study Skills: http://www.bbc.co.uk/learning/subjects/adult_learning.shtml
Vocational Learning: http://www.vocationallearning.org.uk/
Literacy and Numeracy: http://www.nrdc.org.uk/index.asp
http://www.bbc.co.uk/skillswise/
http://www.move-on.org.uk/

Module Handbook: DFD7130 Personal and Professional Development

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 DFD7130 Module Assignment
Your work for this assignment must show that you have addressed all the
module outcomes and met the assessment criteria

For this module, you should normally complete a minimum of 75 hours of

responsible teaching or training activity.

Maintain a Teaching Practitioner File

The file must contain the following elements:

CONTENTS PAGE

SUMMARY OF KEY LEARNING POINTS AND ACTION PLANNED

SECTION 1 (Personal Development Plan)

 A short introduction to your current teaching or training role, including

discussion of your subject specialism (use form PDP1).
 Your CV, including subject specialist qualifications and experience.
 A log of your teaching or training hours (PDP2).
 Your Initial Assessment records (PDP3)
 Your General Progress records (PDP4)
 Your Teaching Observation Progress sheets (PDP5).
 Records of discussions with your mentor, including subject specialist
issues (PDP6).
 A reflective journal based on your learning and practical teaching in this
module. The total length of your journal should be 2000-2500 words.

SECTION 2 (Assessed Teaching Observations)

A total of FOUR observations of your teaching, normally made up as

follows:

 Three generic observations. For each observed session, include the

preparation form (TP1), the tutor feedback form (TP2) and your
reflections (form TP3), together with the lesson plan and learning
materials.
 One specialist observation. In this case, include the preparation form
(TP1), the specialist tutor feedback form (TP4) and your reflections
(form TP3), together with the lesson plan and learning materials.

With the agreement of your module tutor, you may substitute a second
specialist observation for one of the generic observations.

Module Handbook: DFD7130 Personal and Professional Development

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SECTION 3 (Personal Skills Development)

 Evidence of a Personal Skills Presentation based on your development

in two skills areas – see the guidance notes for more information.
 A written paper of approximately 1000 words containing a rationale for
your choice of skills areas, targets for achievement and reflections on
your learning and its application to your practice.
 Tutor and peer feedback on the presentation and the written paper.

SECTION 4 (References)

You need to demonstrate the ability to identify and use an appropriate range
of academic and professional literature including books, journal articles,
official publications and curriculum documents. The nature and range of
references you use must show development and progression beyond the
minimum requirements explained in DFA7130. Please note carefully that
this is a module outcome (Ability Outcome 5).

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Guidance on the Reflective Journal
The purpose of this journal is to allow you to reflect on your development at
greater length than is possible in the tabular sections of the PDP, and also to
undertake specific reflective activities as set out below. It should be 2000-
2500 words in length and must refer to and use appropriate literature,
including literature on reflection. Your work should show an awareness
of models of reflection.

The structure of your journal should be as follows:

RJ1. Using reflection and feedback to improve teaching and learning

In this section, you need to demonstrate the use of regular, sustained and
independent reflection to evaluate and improve your own teaching and
inclusive practice. Your reflections must draw on feedback from others
(including learners, specialist colleagues and your mentor). As a guide, your
reflections in this section should normally cover at least six separate learning
sessions in addition to any teaching observation reflections you draw on –
however, you are encouraged to discuss different ways of approaching this
section with your module tutor.
(1200 words)

RJ2. Reflection on own specialist knowledge and skills

Review the aims and structure of one or more key qualifications within your
specialist area and identify recent curriculum developments. Discuss the aims
of these qualifications in the light of your own views on the aims and purpose
of education and training in your specialist area.

Reflect on your aspirations and development needs relating to knowledge,

skills and experience in your specialist area and relate them to your action
planning in PDP3 and PDP4.

(500 words)

RJ3. Audit of literacy, language, numeracy and ICT skills in your

specialist area

Identify literacy, language, numeracy and ICT skills which are integral to your
own specialist area and explain why they are important. Discuss the barriers
to learning that would exist for learners whose skills are not sufficiently
developed, and investigate the strategies that might be used to support such
learners.

Reflect on your own personal skills and identify any significant development
needs, relating them to your action planning in PDP3 and PDP4 and to your
Personal Skills Presentation where appropriate.
(400 words)

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RJ4. Reflection on key resources in your specialist area

Evaluate the effectiveness of three key resources for teaching and learning in
your specialist area, including new and emerging technologies, drawing on
your own experience of using them. Reflect on how learning resources can be
used to promote equality, support diversity and contribute to effective
learning.
(400 words)

The word counts given here are all approximate, but the total word count for
the journal should not be less than 2000 words. You should use tables and
diagrams where appropriate. Take care to refer to appropriate literature and
also to records of your own teaching, such as lesson plans and schemes of
work.

Module Handbook: DFD7130 Personal and Professional Development

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Guidance on Personal Skills Development and its
Presentation
For your Personal Skills Development you will choose TWO knowledge/skill
areas to work on. For your Personal Skills Presentation, you will focus on
ONE of these areas. The aim is to identify topics which relate to the
improvement of your teaching, communicate what you learn and reflect on its
impact on your teaching.

A. Choice of Knowledge and Skill Areas

Your choice of knowledge and skills to work on can be quite wide, but you
should prioritise possible choices as follows:

1. Specialist subject knowledge

Addressing significant development needs in relation to your own knowledge

or skills in your specialist teaching subject.

2. Knowledge and skills related to the Minimum Core

Addressing significant development needs in relation to your personal skills in

language (including communication skills), literacy (including academic writing
skills), numeracy or ICT. If you do not already have level 2 qualifications in
literacy and numeracy (for example GCSE Maths and English at grade C or
above), then you should aim to achieve this by the end of the course.

3. Knowledge and skills in pedagogical or broader educational issues

There are many possibilities here. Some suggestions are given below:

Developing Interactive Learning Working in Appraisal Systems

Materials
E-Learning Mentoring
Using Audio-Visual Media in Working with Groups
Teaching and Learning
Study and Information Skills Management Skills
Developing Key Skills Stress Management
Promoting Inclusive Learning Assertiveness
Dyslexia Awareness Counselling
Teaching and Learning in 14-19 Developing skills in teaching English
Education as a second language
Giving Tutorial Guidance Citizenship
Sustainability and Sustainable Global Citizenship
Development in Education

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B. Negotiating a Learning Contract

When you have a clear idea of the two areas you will be working on, draw up
a learning contract in consultation with your module tutor (use the form in this
handbook).

The learning contract should identify:

 The two areas to be worked on

 Your initial expectations of what you want to achieve
 How you will undertake your development in the two areas (for
example, by attending a formal course; by attending staff development
activities; by working with your mentor; by individual study)
 The impact you expect the work to have on your teaching
 The form you expect your presentation to take (e.g. a ‘live’
presentation; a web page; a poster presentation)

C. Undertaking the Work

Obviously, the next step is to actually do the work. The amount of time you
spend on this will depend to a certain extent on the topics chosen and your
exact needs. As a guide, you should plan to devote approximately one-third
of the time you spend working on this module to the work connected with
Personal Skills Development and the Presentation (including negotiating a
learning contract and planning/preparing the presentation itself).

D. The Presentation

The practical arrangements for this will need to be negotiated locally with your
tutors. Some time will need to be set aside for trainees who wish to deliver a
‘live’ presentation, while display space and group time will need to be
arranged for poster presentations, access to web pages etc.

You will be assessed mainly on the content of your presentation, although

there are also some simple criteria for the presentation itself (see below). The
content of the presentation must include:

 Clear identification of the area you are focusing on in the presentation

 What you wanted to achieve in this area and why
 What you learned about this area – this should be the main focus of the
presentation. Refer to key theories and literature that you used or
learned about
 The impact your work in this area has had on your teaching and the
learning of your students

Please ensure that you read the module assessment criteria when preparing
your presentation.

Module Handbook: DFD7130 Personal and Professional Development

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The foundation level criteria require you to:

 Communicate the results of [your] study/work accurately and reliably,

with structured and coherent arguments.

In the context of the Personal Skills Presentation, this will be interpreted as

requiring you to:

 Complete the presentation within agreed timescales, space and

resource constraints as appropriate. For a ‘live’ presentation, a total of
20-30 minutes including time for questions and discussion is
suggested.

 Use an appropriate variety of visual, audio and other media to enhance

the presentation (within the constraints of the format agreed)

 Use clear and structured explanations and illustrations

 Engage your audience in appropriate ways and elicit feedback on your

presentation

E. The Written Paper

A written paper of at least 1000 words must accompany your presentation. It

should explain your work in both knowledge/skill areas. Please ensure that it
refers to appropriate theories and literature. It must provide a rationale for the
skills areas you chose, the targets for achievement you set, and reflections on
your learning and its application to your practice.

Module Handbook: DFD7130 Personal and Professional Development

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Assessment Criteria for the Module

This is a Foundation Level module, so the Foundation Level criteria apply as

well as the specific assessment criteria taken from the LLUK Units of
Assessment.

FOUNDATION LEVEL CRITERIA

Trainees presenting modules at foundation level must show that they have
addressed the module outcomes and reached a satisfactory standard. In
particular, they will be expected to:
 Demonstrate knowledge of the underlying concepts and principles
associated with their area of study;
 Interpret this knowledge and understanding within the context of the area
of study;
 Present and interpret qualitative and quantitative data;
 Develop lines of argument;
 Make sound judgements in accordance with basic theories and concepts
of their area of study;
 Evaluate the appropriateness of different approaches to solving problems
related to their area of study and/or work;
 Communicate the results of their study/work accurately and reliably, with
structured and coherent arguments.

SPECIFIC ASSESSMENT CRITERIA

The following assessment criteria are taken from the Units of Assessment
produced by LLUK as the ‘building blocks’ for all programmes of initial teacher
training leading to QTLS. In order to be endorsed by LLUK/SVUK, the course
needs to show that all of these assessment criteria are incorporated into our
modules.

The following table lists the criteria relevant to this module and shows where,
in your assessed work for the module, you would expect to meet them. Before
each of your teaching observations, and when updating your PDP and
Reflective Journal, you should refer to these criteria to ensure that you are in
a position to meet them.

Assessment Criteria Meet within

1 Establish and maintain an inclusive learning environment. TP1; TP2
2 Plan the appropriate use of a variety of delivery methods, TP1; TP2.
justifying the choice.
3 Identify and evaluate opportunities for learners to provide TP1; TP2

Module Handbook: DFD7130 Personal and Professional Development

16
 feedback to inform practice.
4 Select/adapt, use and justify a range of inclusive learning TP1; TP2
activities to enthuse and motivate learners, ensuring that
curriculum requirements are met.
5 Analyse the strengths and limitations of a range of Reflective
resources, including new and emerging technologies, journal
showing how these resources can be used to promote
equality, support diversity and contribute to effective
learning.
6 Identify literacy, language, numeracy and ICT skills which Reflective
are integral to own specialist area, reviewing how they journal
support learner achievement.
7 Select / adapt, use and justify a range of inclusive TP1; TP2
resources to promote inclusive learning and teaching.
8 Use and evaluate different communication methods and TP1; TP2
skills to meet the needs of learners and the organisation.
9 Evaluate own communication skills, identifying ways in PDP; Reflective
which these could be improved including an analysis of journal
how barriers to effective communication might be
overcome.
10 Identify and liaise with appropriate and relevant parties to PDP; Records of
effectively meet the needs of learners. meetings with
mentor
11 Understand and demonstrate knowledge of the minimum PDP; Reflective
core in own practice. journal
12 Use regular reflection and feedback from others, including Reflective
learners, to evaluate and improve own practice, making journal; PDP
recommendations for modification as appropriate
13 Establish and maintain an appropriate environment for TP1; TP2
assessment to maximise learners’ opportunities for
success.
14 Record, and report on learner progress and achievement, TP1; TP2
using organisational and/or awarding body protocols and
procedures as required.
15 Justify and use appropriate skills and approaches in giving TP1; TP2
verbal and written feedback to learners.
16 Justify and use appropriate skills and approaches to TP1; TP2
negotiate targets and strategies for improvement and
success for learners.
17 Plan and take up appropriate development opportunities to PDP
improve own practice in relation to formal and informal
assessment.

Module Handbook: DFD7130 Personal and Professional Development

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18 Evaluate own strengths and development needs in relation Personal Skills
to the application of theories and principles of learning and Presentation
communication.
19 Identify ways to adapt and improve own practice with Personal Skills
reference to theories and principles of learning and Presentation
communication drawing on feedback from learners.
20 Plan and take up opportunities to develop and improve Personal Skills
own performance in integrating theory into practice. Presentation
21 Review key aims of education and training in own Reflective
specialist area journal
22 Summarise the aims and structure of a range of key Reflective
courses and qualifications in own specialist area. journal
23 Justify how own approach to the planning and preparation TP1; TP2
of a particular course or qualification in own specialist area
enables the identified aims to be met.
24 Review a range of learning and teaching resources, Reflective
including new and emerging technologies, discussing their journal
effectiveness in meeting individual learning needs.
25 Explain and justify the inclusiveness of own use of a range Reflective
of resources. journal
26 Review the impact of liaison with other teachers and PDP, mentor
trainers within own specialist area on own practice. meetings;
Reflective
journal
27 Review own approaches, strengths and development Reflective
needs in relation to own specialist knowledge and skills. journal;
Personal Skills
Presentation
28 Discuss ways to develop and update own specialist Reflective
knowledge and skills. journal;
Personal Skills
Presentation

Module Handbook: DFD7130 Personal and Professional Development

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 School of Education and Professional Development
In-Service Certificate in Education and PGCE (PCET)

MODULE COVER SHEET

This form should be the first page of the work you submit for final assessment in a
module.

Module Code: Credit & Level Name of Trainee:

DFD7130 30 F
Module Title: Module Tutor:

PERSONAL AND PROFESSIONAL

DEVELOPMENT

Assessment route Tick ONE Notes

only
I have used the standard assignment for the Standard assignments for modules will be found in the Course
module Handbook.

Evidence for achievement of the module Please ensure that you include a copy of the learning contract in
outcomes was negotiated with my tutor. your work.

APL claim for specific credit: evidence for A separate document is required to submit this claim. Please
achievement of ALL the module outcomes will consult your tutor.
be based on Accreditation of Prior Learning
(APL).

BEFORE handing in work, please STATEMENT ON PLAGIARISM AND CONFIDENTIALITY

check that:
You have included a contents page
Your work has addressed all the learning
outcomes specified in the module
You have completed the work specified
in the module assignment and/or
learning contract
(√)
I confirm that I have read the section on plagiarism in the
Course Handbook and that the work submitted is my own.
All quotations and extracts from other work I have used are
properly acknowledged.
I confirm that I have obtained appropriate permissions to
use any student work or organisational information and that
no other individual is identified in my work.

Your work has integrated theory and Signature of Trainee:

practice

Your work contains evidence of Date:

reflection

Your module work may be used by the University (in

Your work is well-presented and anonymised form) for the purposes of educational
accurate research, unless you indicate that you do not wish this to
happen.

Module Handbook: DFD7130 Personal and Professional Development

19
Referencing has been used correctly Please tick the box if you AGREE to your work being used
and a complete bibliography is included in this way.

School of Education and Professional Development

In-Service Certificate in Education and PGCE (PCET)

LEARNING CONTRACT FOR HOLDERS OF CTLLS

Use this form if you have already achieved CTLLS (Certificate in Teaching in the Lifelong Learning
Sector) and wish to claim exemption from part of module DFD7130.

Name of Trainee: Module Code:

DFD7130
Details of learning contract:

The evidence I will submit for this module will be:

(a) Evidence that I completed successfully an award containing CTLLS (e.g. City &
Guilds 7304)

(b) The standard assignment for this module, modified as follows:

 My Personal Development Plan (PDP) for the Cert Ed/PGCE course

will include and follow on from the reflection, action and outcomes of
my CTLLS Individual Learning Plan together with my reflective journal
pages;

 My 75 hours of practical teaching will be made up of at least 45 hours

for the Cert Ed/PGCE together with evidence from the 30 hours
completed for CTLLS;

 My four teaching observations will include at least one teaching

observation for the Cert Ed/PGCE as well as the three observations
for CTLLS;

 My Personal Skills presentation may draw on work done for the

Option Modules completed as part of CTLLS.

Amendments negotiated with module tutor:

Module Handbook: DFD7130 Personal and Professional Development

20
Signature of Trainee: Signature of Tutor: Date:

Module Handbook: DFD7130 Personal and Professional Development

21
 School of Education and Professional Development
In-Service Certificate in Education and PGCE (PCET)

PROFORMA FOR FEEDBACK ON PERSONAL SKILLS PRESENTATION

Title of Personal Skills Presentation and Name of Trainee:

Synopsis of Presentation and Rationale for Chosen Format:

Self-Evaluation, including reference to peer feedback:

Tutor Evaluation (including feedback on supporting written paper):

Successful Delivery of agreed Personal Skills Presentation:

Module Tutor’s Signature:

Date:

Module Handbook: DFD7130 Personal and Professional Development

23
 School of Education and Professional Development
In-Service Certificate in Education and PGCE (PCET)

MODULE ASSESSMENT FORM

Module Code: Credit & Level: Name of Trainee:

DFD7130 30 F
Summary of formative assessment, including action points:

Tutor’s signature: Date:

SUMMATIVE ASSESSMENT

Module Outcomes Achieved (please circle one): YES / NO

General Comments, including: overall quality of work; integration of theory and practice; quality of reflection

Feedback on literacy, numeracy and ICT (including comments on the trainee’s personal skills; recommendations for
improvement in personal skills; knowledge/understanding of the embedding of these areas in the trainee’s own practice)

Please tick this box if the trainee needs to seek support with academic writing skills

Module Handbook: DFD7130 Personal and Professional Development

24
Referencing and use of literature (tutors should comment on the quality, breadth and relevance of the literature used as well as
the accuracy of referencing)

Points for Consideration and/or Further Development (including development in literacy, numeracy and ICT):

If tutor re-assessment applies, please give date for final submission of work. A result should not be recorded below until this final
submission takes place.

Date of First Assessment: Final Submission Date:

Tutor’s Recommendation: Tutor’s Signature: Date:

(Pass, Refer or Fail)

Module Handbook: DFD7130 Personal and Professional Development

25
 Documentation
for
Teaching Observations
(Reference only: Electronic versions are available for individual printing)

Module Handbook: DFD7130 Personal and Professional Development

27
 School of Education and Professional Development
In-Service Certificate in Education and PGCE (PCET)

PREPARATION FOR TEACHING OBSERVATION (TP1)

THIS FORM MUST BE COMPLETED BEFORE EACH TEACHING OBSERVATION

Teaching Observation: Module Code (please tick): Trainee:

(please circle)
DFD7130 DHD7230
1 2 3 4 5 6 Observing Tutor:
DID7230 DMD7230
Date: Group:

Time: Subject/Topic: Institution:

Teaching skills development points from your last observation, and the action you have taken to address them:

Any other areas on which you would like specific feedback:

Background information on the session:

Discuss how you will assess learning in the session, and how feedback will be given to learners:

Module Handbook: DFD7130 Personal and Professional Development 29

 Discuss how you will support differentiated learning during the session:

Identify the literacy and numeracy issues that will arise during the session and discuss how you will address them:

Module Handbook: DFD7130 Personal and Professional Development 30

 School of Education and Professional Development
In-Service Certificate in Education and PGCE (PCET)

TUTOR FEEDBACK ON TEACHING OBSERVATION (TP2)

Generic Teaching Observation: Module Code (please tick): Trainee:

(please circle)
DFD7130 DHD7230
1 2 3 4 5 6 7 8
DID7230 DMD7230
Date: Course/Group being taught: No. of Students in
Group:

Time of Session: Subject/Topic:

From: To:

Duration of Observation: Location of Session:

From: To:

Observing Tutor: Observing Tutor’s Signature:

Summary of Key Strengths and Development Points:

The observing tutor will complete this section towards the end of the session, noting your strengths and the main areas where
you need to develop.

Strengths:

Teaching Skills Development Points:

Other Development Points / Issues for Consideration:

Teaching Observation Form University of Huddersfield 2009-10

Planning and Preparation for the Learning Session: Feedback may include comments on the lesson plan (e.g. aims
and objectives, learning activities, topic sequencing, assessment activities); teaching and learning resources; quality of learning
materials; identification of learning needs; the physical environment; health and safety issues etc.

Opening/Introduction of the Learning Session: How clearly was the learning session introduced? What impact was
made? How was previous learning assessed? Administrative aspects? (e.g. registration/notices etc.).

Teaching & Learning Methods: Materials Used in the Session: [tick to indicate use]

Assignment Work ( ) Audio Tape ( )

Buzz Groups ( ) Computers ( )
Computer Based Learning ( ) Electronic Board ( )
Case Study ( ) Flip Chart ( )
Demonstration ( ) Handouts ( )
Games ( ) Magnetic Board ( )
Group Discussion ( ) Mobile Phones/PDAs ( )
Ideas-storming ( ) Models ( )
Illustrated Talk ( ) Overhead Projector ( )
Internet/VLE ( ) Posters ( )
Lecture ( ) Photographs ( )
Role Play ( ) Powerpoint Presentation ( )
Seminar ( ) Real Objects ( )
Student Presentations ( ) Textbooks ( )
Small Group Work ( ) Video/DVD ( )
Tutorials ( ) White Board ( )
Whole Group Teaching ( ) Worksheets ( )

Other(s): _____________________ Other(s):__________________________

Comments:

Quality of Communication and Classroom Interactions: Feedback may include: use of voice; appropriateness of
language; inclusiveness of language; quality of whiteboard work and/or visual aids; body language and use of gesture; eye

Teaching Observation Form University of Huddersfield 2009-10

contact; listening and observation skills; confidence/ “presence”; use of question and answer; ability to enthuse and motivate
learners; evidence of active learning; handling of class management issues.

Assessment, and Provision of Feedback to Learners, in the Session: Including records and reports on learner
progress and achievement.

Differentiation: how individual needs and achievement were recognised and addressed; learner support by tutor and peers;
specific strategies for differentiation.

Subject Knowledge:

Teaching Observation Form University of Huddersfield 2009-10

Support for Language, Literacy & Numeracy Needs of Learners: Language, literacy & numeracy issues arising
from the session; the way in which the trainee supports learners in addressing these issues; how the trainee uses opportunities
for developing skills in the context of the subject etc.

Inclusive Learning: cultural and language related issues; disability awareness/issues; focus on equality of opportunity
etc.

Progress in Teaching Skills: How effectively have the teaching skills development points identified in TP1 been
addressed? Comments on other feedback areas identified in TP1? Any other evidence of progress in practical teaching?

Teaching Observation Form University of Huddersfield 2009-10

Consolidation of the Learning Session: Evidence of extension activities? How effectively was the learning session
concluded?

Overall Quality of Student Learning:

_________________________________________________________________________________
CONFIRMATION OF SATISFACTORY ACHIEVEMENT, WITHIN THE SESSION OBSERVED:

Module DFD7130: The trainee has, on the basis of the session observed, demonstrated progress towards acceptable
professional standards of practical teaching.

YES ( ) NO ( ) [please tick]

Assessor’s signature _________________________________

Modules DID7230/DHD7230: The trainee has, on the basis of the session observed, demonstrated acceptable professional
standards of practical teaching.

YES ( ) NO ( ) [please tick]

Assessor’s signature _________________________________

Note: This report may only be used as evidence relating to the module indicated above and on the front sheet of this form.

Teaching Observation Form University of Huddersfield 2009-10

 School of Education and Professional Development
In-Service Certificate in Education and PGCE (PCET)

REFLECTIONS ON TEACHING OBSERVATION (TP3)

THIS FORM MUST BE COMPLETED AFTER EACH TEACHING OBSERVATION

Teaching Observation: Module Code (please tick): Trainee:

(please circle)
DFD7130 DID7230
1 2 3 4 5 6 Observing Tutor:
DHD7230 DMD7230
Date: Group:

Time: Subject/Topic: Institution:

Record here your own reflections on the session and on the feedback you received:

Action points:

Module Handbook: DFD7130 Personal and Professional Development 37

 School of Education & Professional Development
In-Service Certificate and Post-Graduate Certificate in Education (PCET)
SUBJECT SPECIALIST
TEACHING EVALUATION & FEEDBACK FORM (TP4)

DFD7130 Personal and Professional Development 

DID7230 Teaching a Specialist Subject 
DHD7230 Studies in Teaching a Specialist Subject 
DMD7230 Advanced Studies in Teaching a Specialist Subject 

Trainee Observed: Subject Specialism

Tutor/Mentor Observing:

Topic: Group:

Date of Observation: Duration of Observation:

Location of Observation: Number in group:

Summary review of strengths and weaknesses.

Suggested actions for improvements (actions responding to these suggestions to be recorded in

PDP).

Module Handbook: DFD7130 Personal and Professional Development

39
Subject Specific Knowledge YES NO Developmental Comments/Suggestions
Application of subject
knowledge demonstrated
Currency of subject knowledge

Accuracy of subject knowledge

Application of Subject
Knowledge
Subject knowledge applied to
learners and topic
Use of appropriate examples
and explanations
Delivery of subject
knowledge
Sharing of clear and relevant
learning outcomes
Method used

Resources used

Appropriate language,
numeracy and communication
skills related to subject

Examples of creativity and

innovation

Evidence of inclusivity

Evidence of differentiation

Use of Assessment &

Feedback
Relevance to topic

Relevance to group

Example of formative
assessment

Example of summative
assessment

Satisfactory standard of Subject specific pedagogy demonstrated YES NO

Tutor/Mentor Signature:________________________

IMPORTANT NOTE FOR THE SPECIALIST OBSERVER: Please complete the details
overleaf.

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40
 Details of the Specialist Tutor/ Practitioner/Mentor carrying out the observation.

Name: …………………………………

Job Role: …………………………………Organisation: ……………………………

Teaching Qualification Yes / No

If yes please give title of qualification ……………………………….

Guidance Notes for Specialist Observer

The specialist observation of trainee teachers on the Certificate in Education /PGCE

is designed to enable a specialist practitioner to feed back on the accuracy and
currency of the trainee’s teaching in their specialism and to provide helpful
suggestions for how specialist knowledge and skills may be taught. This specialist
observation is in addition to two other observations where programme tutors will
provide feedback on the more generic aspects of the trainee teacher’s approach to
teaching and learning.

Ideal practice for observations on the Cert Ed/PGCE is for the observer to arrive a
little before the teaching session and to discuss with the trainee teacher what they
intend to achieve in this session. The observer should be given a copy of an
appropriate type of session plan with identified learning outcomes (plans may differ
according to the type of session and the number of students) plus any handouts etc.
to be used in the session. Normally the observer sits unobtrusively and watches the
session and then spends a little time after the session discussing what they have
observed with the trainee. If possible the observer should try to complete the
observation form actually during the session, then the trainee can take it away with
them when they leave. If this is not possible, then feedback and the form should be
given as soon as possible after the session.

Module Handbook: DFD7130 Personal and Professional Development

41
DFD7130 Personal and Professional Development

Module Code DFD7130

Module Title Personal and Professional Development

Credit rating 30 F

Professional body Lifelong Learning UK Standards, including

requirements Minimum Core Requirements in Language,
Literacy and Numeracy; HE Academy

Synopsis
The module provides an opportunity for trainees to develop their ability to
enable learning, supported by development of wider personal knowledge and
skills in a professional context. Trainees will learn how to identify and respond
to learners’ needs, and use suitable teaching, learning and assessment
strategies. They will evaluate their teaching effectiveness and develop and
apply an understanding of reflective practice. They will engage in personal
and professional development planning; through this process they will
recognise and develop relevant personal knowledge and skills. As part of this
process, trainees will continue coverage of the Minimum Core for Language,
Literacy and Numeracy.

Outline syllabus
A minimum of normally 75 hours practical teaching or training, which may
include up to 15 hours observing or assisting other teachers in a range of
contexts in PCET. This will provide experience in the following areas:

 Applying theories and principles of learning and assessment to the

selection and use of effective teaching, learning and assessment
strategies. Negotiation of learning needs and ways of encouraging and
enabling the progress of all learners.

 Planning and use of teaching, learning and assessment activities to

meet learner needs and curriculum requirements. The interpretation of
curriculum documents and the use of models of topic analysis in the
design of learning programmes. Design and use of resources to
support teaching and learning, including ICT and other new and
emerging technologies. Development of communication and classroom
management skills. Promotion and development of equality, diversity,
differentiation and inclusivity within teaching and learning.

 Recognising and supporting learners’ language, literacy and numeracy

needs within the context of the specialist subject. Liaising with other
professionals to support learners’ needs.

Concepts and models of reflection and reflective practice: simple models such

Module Handbook: DFD7130 Personal and Professional Development

43
as that of Gibbs; levels of reflection; Brookfield’s ‘critical lens’ model; Schön’s
reflection ‘on action’ and ‘in action’; critical incident analysis; Mezirow’s
‘disorientating dilemma’ model of self-reflection.

Use of models of reflection to improve own teaching and the progress of

learners. Review and evaluation of own teaching, reflecting on and using
research findings and relevant literature to inform and develop future practice.
Development of own ability to read and make informed use of academic or
professional literature.

Personal development planning in the context of initial teacher training for

PCET. Analysis of own knowledge and skills requirements within the context
of the specialist area. Identification of priorities for development and
appropriate work on priority areas. These priorities will normally relate to
knowledge and skills in language, literacy, numeracy and ICT but may be
drawn from other areas according to trainees’ own needs.

Learning Outcomes
Knowledge and Understanding:
1 Distinguish theories and principles relevant to teaching and learning in
own specialist area.
2 Discuss values and principles of equality and diversity, including the
promotion of inclusivity and differentiation.
3 Analyse curriculum requirements and recognise their implications for
the design of learning programmes in the specialist area.
4 Identify ways in which language, literacy, numeracy and ICT skills
may be integrated into the subject specialist area.

Abilities:
1 Undertake guided practice in planning and enabling inclusive learning
and assessment
2 Use appropriate models of reflection and reflective practice to
evaluate and develop own teaching and assessment skills in the
specialist area.
3 Reflect on, evaluate and develop own knowledge and skills (including,
as appropriate, language, literacy, numeracy and ICT) relevant to own
teaching role and current achievement.
4 Support learners in the use of language, literacy, numeracy and ICT in
the specialist area.
5 Develop own ability to use academic and professional literature in the
field of post-compulsory education and training.

Summative Assessment:
The trainee will produce evidence that they have achieved the module
outcomes (equivalent to 4,500 – 5,500 words approximately).

Assessment 1. A Teaching Practitioner File, containing

Tasks:  A Personal Development Plan

Module Handbook: DFD7130 Personal and Professional Development

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  Records of, and tutor reports on, four observations of
Both tasks the trainee’s teaching
must be  A structured reflective journal, containing reflective
passed. tasks dealing with issues including: equality, diversity
and inclusiveness; integration of language, literacy and
ICT; implementation of curriculum requirements. The
journal will refer to appropriate literature and will be
supported by evidence drawn from records of the
trainee’s own teaching (e.g. lesson evaluations, lesson
plans and schemes of work).
(Equivalent to 2,500-3,000 words and covering outcomes K1-
K4, A1, A3, A5)

2. A Personal Skills Presentation, giving a reflective account

of how the trainee identified appropriate learning outcomes,
the knowledge and skills development achieved and how it
enhances the trainee’s practice. The presentation may take
the form of a seminar, a poster presentation, a website or
another appropriate form. It should normally be accompanied
by a short paper of approximately 1,000 words, referenced to
appropriate literature.
(Equivalent to 2,000-2,500 words and covering outcomes A1-
A4)

Assessment  Meets descriptors of HEQF

Criteria:  Meets specific criteria drawn from LLUK Units of
Assessment (these appear in full in the module
assignment)

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