1. 2014 PASS@UQ Program Session Two

2. Before SemesterDuring Semester Session One What are the expectations for PASS leader professionalism at UQ? How do we learn? How do we facilitate PASS for learning? How do we design PASS for learning? Session Two How do we manage PASS for learning? How is my PASS leadership evaluated? What else do I need to know before I start leading PASS? Session Three What happened in my PASS classes? How can I continue to improve my PASS faciltation? Where to from here?

3. Session Two 2.1How do we manage PASS for learning? 2.2 How is my PASS leadership evaluated? 2.3 What else do I need to know before I start leading PASS?

4. Course teaching cycle (adapted from Humphries & Jolly, 2003) Graduate Attributes Learning Objectives Learning Activities Assessment Tasks Assessment Criteria & Standards Evaluated using Prepare the learner for Achieved through Measured against Demonstrate attainment of Expands to specific

5. Course teaching cycle (adapted from Humphries & Jolly, 2003) Graduate Attributes Learning Objectives Learning Activities Assessment Tasks Assessment Criteria & Standards Evaluated using Prepare the learner for Achieved through Measured against Demonstrate attainment of Expands to specific

6. Course teaching cycle (adapted from Humphries & Jolly, 2003) Graduate Attributes Learning Objectives Learning Activities Evaluated using Prepare the learner for Achieved through Measured against Demonstrate attainment of Expands to specific Assessment Tasks Assessment Criteria & Standards

7. 2.1. How do we manage PASS for learning? Learning Objectives Discuss ways to deal with difficult situations in PASS Consider proactive strategies for managing PASS Learn that the University has a statement of expectations for student behaviour as well as policies and procedures for dealing with student misconduct

8. ACTIVITY 1: Case Studies – Managing PASS What is the challenge? What strategies would you use to address it? handout

9. The fundamentals of classroom management are based upon the effective communication of goals and expectations, as well as a willingness to articulate and enforce behavioural standards.

10. The University has a Student Charter that establishes appropriate behavioural expectations and policy that outlines procedures for dealing with academic misconduct.

11. 2.2. How is my PASS leadership evaluated? Learning Objectives Consider the importance of getting feedback on your PASS leadership Identify the UQ evaluation procedure, the Student Evaluation of PASS in Economics.

13. 2.3. What else do I need to know before leading PASS? Learning Objectives Gain an understanding of broader PASS training Gain an understanding of other supports and resources in place for PASS leaders Reflect on your role as a PASS leader in making learning possible

14. Where to from here… Before SemesterDuring SemesterOngoing Tutors @ UQ Session One and Two School Induction Administration HR Information Occupational Health & Safety School Specific Learning Tutors @ UQ Session Three Course Support Coordinator support, Tutors meetings and correspondence Staff Development Programs eg “Basics of Assessment and Marking for Tutors” Reflective Practice handout

15. Question for reflection How has this session influenced your understanding of your role as a PASS leader making student learning possible?

16. 16 PASS@UQ Program