1. Reflective Practice & Supervised Teaching Experience
PC1004 The Principles of Reflective Practice (Semester 1)
PC3012 Developing Reflective Practice (Semester 2)

2. Teacher as ‘reflective practitioner’: an introduction
By the end of this session students will be able to:
Identify key components of the module
Discuss reflective processes
Define ‘reflection’ and ‘reflective practice’ in context of teaching

3. The Package Semester 2 Semester 1
6 hours observation of peers/colleagues
80 hours teaching
3 assessed sessions
Portfolio
Semester 1
6 hours observation of peers/colleagues
40 hours teaching
3 assessed sessions
Portfolio

4. STE Essential Items Conduct Dress code Professional standards
Time-keeping
Absence
Providing teaching cover
Time spent at your placement
Conduct and Practicalities
·         Dress code – be led by colleagues initially dress smarter then follow the lead of colleagues
·         Familiarise yourself with FENTOs professional standards (section g) – this is the criteria by which you will be measured (it appears in the back of the developmental review booklet)
·         Ensure that you are punctual and reliable
·         Find out what the procedures are should you need to call in sick
·         Issue of cover – what is reasonable? Some flexibility, but generally you shouldn’t have to cover without reasonable notice
·         You are expected to do at least 4 full sessions in college, you should not turn up only for teaching hours but do the equivalent of 2 full teaching days i.e. 9-5 equivalent
·         Find out where you get your ID card from
·         Can you get a car parking ticket
·         How do you arrange parking for your University tutor
·         What designated staff areas are available to you – canteen, work-room

5. STE Essential Items Practicalities ID card Car Parking
Arranging assessed visits
Staff facilities

6. STE Essential Items Resources Photocopying White board pens/paper
Audio-visual & specialist equipment
ICT support
Resources
You should check out
·         Process for getting resources copied – you are teaching classes so are entitled to copying at the colleges expense you should NOT have to pay for copying for classroom activities
·         Where to get white board pens or in some cases chalk
·         How do you book out audio-visual equipment etc.
·         ITC support

7. Structures, policies, practice
STE Essential Items
Structures, policies, practice
Policies
Student charter
Pastoral system
Student absence
Lateness
Structures, policies, practice
·         Locate policies for Equal Opps, Health and Safety
·         Student charter – outlines what expectations students can reasonably have of staff, also codes of conduct, i.e. behaviour, for students
·         Pastoral system – how do you raise a cause for concern about a student, how are student supported and counselled academically and personally
·         How does the college deal with student absence, lateness

8. STE Essential Items Enhancement Trips and excursions Extra-curricular
YOUR CONTRIBUTION - ENRICHING YOUR DEPARTMENT
Enhancement
·         What is the process for staff wanting to organise trips and excursions
·         What extra-curricular activities might you get involved in i.e. coaching football/netball team Duke of Edinburgh scheme, prodcutions
·         IDENTIFY WAYS IN WHICH YOU CAN ENRICH THE DEPARTMENT – resources, ideas etc.

9. Assessed Sessions PC1004 Semester 1
Visit 1 - Developmental Observation (University STE tutor)
You cannot fail the first observation!
Purpose of visit is to establish a starting point for development
Through discussion and negotiation you will establish action
points for review at next visit
Visit 2 Review and Subject Audit (Placement mentor)
Pass/fail
Review action plan
Audit subject specific knowledge
Visit 3 - ‘Standards Visit’
Joint observation (STE tutor & Placement mentor)
Review previous action plans
Review subject audit

10. CAUSE FOR CONCERN/AT RISK PROCEDURE MAY BE RAISED AT ANY POINT
Assessed Sessions
PC3012 Semester 2
Visit 4 -Review and Subject Audit (Placement mentor)
Pass/fail
Review action plan
Audit subject specific knowledge
Visit 5 – Review (STE tutor)
Visit 6 - ‘Standards Visit’
Joint observation and critical conversation (STE tutor & Placement mentor)
Review previous action plans
Review subject audit
Professional Report
CAUSE FOR CONCERN/AT RISK PROCEDURE MAY BE RAISED AT ANY POINT

11. Portfolio Semester 1 – PC1004
Deadlines stated within the module guide
Record of learning encounters
Personal and professional development
Reflective review of practice
Planning and evaluating learning
About the institution and a learner
Professional report on your practice and conduct and subject check by TM – written report from Teaching Mentor

12. Portfolio Semester 2 – PC3012
Record of learning encounters
Continuing personal and professional development
Reflective review of practice
Planning and evaluating learning
About the institution and support for learners
Assessment of learning
Professional report on your practice and conduct and subject check by TM – written report from Teaching Mentor

13. What is Reflective Practice?
Reflection is a form of response of the learner to experience (Boud et al 1985)
Aspects of reflective practice can include:
Reflecting on “know how” and “know what” (Technical reflection)
Reflecting on “what ought I to do?” (Practical reflection)
Reflecting on the self (Critical Reflection)
(James 1995)

14. Am I reflecting yet? How am I approaching my learning?
How will that affect the way I approach my teaching?
Can I change things?
Do I want to?
How can I tell if my students are reflecting as well?

15. Review of learning outcomes:
Conclusions
Review of learning outcomes:
Identify key components of the module
Discuss reflective processes
Define ‘reflection’ and ‘reflective practice’ in context of teaching