file · web viewcertificate in education and training. postgraduate diploma in education...

TRAINEE RECORD

(Documentation for monitoring and

Reviewing progress)

1

Certificate in Education and Training

Postgraduate Diploma in Education and Training

Diplomas in teaching ESOL, Literacy, Numeracy and Disabled Learners

Purpose and structure

2

The PPD documentation is designed to track and monitor your progress against the Professional Standards for Teachers and Trainers in Education and Training – England.

It is a springboard from which you will create the opportunity to reflect on your development as a professional teacher or trainer and become more aware of your progress. The process is designed to support you in becoming a more effective teacher.

It is ‘owned’ by you though other professionals will contribute it.

Subject Skills Audit. This is your starting point…………………………………

As a teacher or trainer in the sector you will be teaching a specific subject. To teach that subject effectively you are expected to have up to date subject specialist knowledge, skills and understanding. An essential starting point therefore in beginning initial teacher training is to identify your strengths and the areas you need to develop to teach your subject confidently and expertly.

Reviews. You will have at least 3 reviews with your tutor and 3 with your mentor. The purpose of the meetings is to review your progress on your initial teacher training programme. Topics likely to be discussed include observations, teaching practice and academic progress. However your progress against the professional standards will definitely be discussed. For this to take place you will need to complete the appropriate parts of the Review form. It is important that the reviews are seen as part of a continuous process of review and you don’t just wait until your review meeting to put together some thoughts. You are expected to do this on a continuous basis. The review is to be seen as a periodic opportunity to discuss issues in person with your personal tutor or mentor. PPD slots will also be allocated to working on this aspect of your progress so that you have dedicated class time with colleagues and tutors to develop and reflect on your practice.

3

Teaching Practice – self-grading

For various purposes we need to grade your progress over the course. The evidence for these grades will come from your tutor, your observations, your mentor, your academic progress and importantly, from yourself. These grades are given at the start of the course, after one observation and one piece of completed academic work, mid-course and at the end of the course.

You will be invited to attend a tutorial with your course tutor and we ask that you bring with you the completed review for that specific grading point. These review forms start from page 18 of this record.

Take time to complete each review reflectively so that a realistic action plan can be devised with targets to help develop your academic progress and your practical teaching skills.

Subject skills audit

What are your strengths? (include reference to your industrial/professional experience, specialist qualifications, teaching experience, membership of professional bodies and anything else which give you confidence in your ability to teach your subject)

I am currently undertaking a Postgraduate Diploma (PG dip) in education and training at Bradford College specialising in Literacy. This year (2O14) I graduated with a BA (Hons) combined in English and Education Studies with a 2:1 from Newman University Birmingham. As an English and education graduate, I possess the ability to communicate complex ideas by breaking them down into smaller units such as lesson plans. I already have experience of 100 hours which was a requirement for an undergraduate Education degree. In relation to written communication skills I am able to analyse texts critically and imaginatively in addition; to evaluate alternative perspectives in drawing logical, persuasive conclusions.

In 2006 – 2008 I was entered for GCSEs. I received 10 GCSEs from grade A-C including Maths and EnglishIn 2008 – 2010 I undertook the International Baccalaureate (Diploma: equivalent to A levels from A-C)These are the subjects I specialised in: English Literature – 4, Business Studies – 4, Mathematical Studies – 4, Biology – 4, Visual Fine Art – 6 and Theory of Knowledge – BThese set of qualifications highlight my broad academic strengths which is useful to teaching English and literacy. I am confident in my knowledge in the specialist area that I have chosen giving me the ability to teach my subject.Since the start of the PG-dip in September at Bradford college and also attending the placement. I have gained valuable experience as a teacher both through observations and formal individual teaching. In addition to teaching literacy at functional skills level.

Relevant non-teaching skills, from (April 2012 –Sept 2014) I worked as sales advisor, manager, sales supervisor at Holland & Barrett Retail Ltd. I believe as a result of this job I gained valuable skills that I found useful in the field of teaching. I have fluent and clear verbal skills and the ability to delegate to others socially in high pressure and target

4

driven environments as well as solving problems. I believe teaching is an interactive process hence it requires efficient teamwork which I gained outside teaching. Teaching is an art of persuasion, this is a skill I had to master in a business competitive environment which is target driven.

What do you need to know more about to teach your subject more effectively? (Be specific – you might want to refer to the detail of the criteria you teach/your students are assessed against)

As an English/Literacy teacher I would like to know more on differentiation and how it can help me to teach my subject effectively.I would also like to understanding the balance of spontaneity of ideas with structure, for example how flexible are lesson plans and how strictly a teacher should stick to lesson plans.Theoretically, I would like to know how much autonomy I have as teacher in a classroom, and how empowering and restrictive is the curriculum.

I would like to find out more about the process of teaching and researching: this will be in relation to creating opportunities for students with learning disabilities learning to students.I would like to learn more on how to best cater and help students who are dyslexic.

I would like to know more about the area of functional skills literacy in contrast to academic English. I would to know the areas of improvement in the arena but the factors that motivate the literacy learners. This would help me teach my subject effectively.I would to know how more the concept of ‘embedding’

5

What can you do to update your knowledge, skills and understanding? (Again be specific. The sort of things you could consider are shadowing other teachers and trainers, including those working for other organisations, reading/researching particular topics, finding out about current developments in your own industry/trade/ profession etc.)In order to improve on practice, I would consider shadowing two or more other experienced teachers of English for three hours a week. Co-ordinating with such experienced teachers would improve my teaching practice. For example, shadowing would help my understanding of behaviour management, time management and controlling teacher talk time.Furthermore, shadowing experienced teachers can be of immense importance in relation to assessing students but also using them as a benchmark for my own practice.

I would consider researching key aspects of teaching that intrigue me as a teacher, such as the ‘‘skill of differentiation’’ and how it important to understand the level and requirement of all your learners.

I am considering joining the TES body of teacher to share ideas and develop practice as well as other networks such as twitter, class dojo and other teacher forums.

Personally, I would like to work on the notion of reflection in and out of practice as teachers must listen, engage and act on the advice they are given in order to develop.

6

Professional Standards

(Education and Training Foundation, 2014)

Teachers and trainers are reflective and enquiring practitioners who think critically about their own educational assumptions, values and practice in the context of a changing contemporary and educational world. They draw on relevant research as part of evidence-based practice. They act with honesty and integrity to maintain high standards of ethics and professional behaviour in support of learners and their expectations. (Education and Training Foundation, 2014)

The 2014 Professional Standards: set out clear expectations of effective practice in education and training; enable teachers and trainers to identify areas for their own professional

development; support initial teacher education; and, provide a national reference point that organisations can use to support the

development of their staff.

What’s in the standards?As a professional teacher or trainer you should demonstrate commitment to the following in your professional practice.

7

Professional Standards

Professional values and attributesDevelop your own judgement of what works and does not work in your teaching and training1 Reflect on what works best in your teaching and learning to meet the diverse needs of

learners2 Evaluate and challenge your practice, values and beliefs3 Inspire, motivate and raise aspirations of learners through your enthusiasm and

knowledge4 Be creative and innovative in selecting and adapting strategies to help learners to learn5 Value and promote social and cultural diversity, equality of opportunity and inclusion6 Build positive and collaborative relationships with colleagues and learners

Professional knowledge and understandingDevelop deep and critically informed knowledge and understanding in theory and practice7 Maintain and update knowledge of your subject and/or vocational area8 Maintain and update your knowledge of educational research to develop evidence-

based practice9 Apply theoretical understanding of effective practice in teaching, learning and

assessment drawing on research and other evidence10 Evaluate your practice with others and assess its impact on learning11 Manage and promote positive learner behaviour12 Understand the teaching and professional role and your responsibilities

Professional SkillsDevelop your expertise and skills to ensure the best outcomes for learners13 Motivate and inspire learners to promote achievement and develop their skills to

enable progression14 Plan and deliver effective learning programmes for diverse groups or individuals in a

safe and inclusive environment15 Promote the benefits of technology and support learners in its use16 Address the mathematics and English needs of learners and work creatively to

overcome individual barriers to learning17 Enable learners to share responsibility for their own learning and assessment, setting

goals that stretch and challenge18 Apply appropriate and fair methods of assessment and provide constructive and timely

feedback to support progression and achievement19 Maintain and update your teaching and training expertise and vocational skills through

collaboration with employers20 Contribute to organisational development and quality improvement through

collaboration with others

8

Criteria to support the holistic assessment of teaching against the Professional Standards

These descriptors are based on The Professional Standards for Teachers and trainers in Education and Training-England (2014).

The descriptors will be used to: support tutorials and meetings with mentors by providing benchmarks against which current levels of achievement can be agreed and future targets for

improvement can be set support trainee self-assessment and reflection by helping them to identify their own strengths and areas for development formally assess the quality of a trainee’s teaching against the Professional Standards at defined points throughout the course (all judgements should be made

on a best fit basis, using a range of evidence, including input from mentors and placement providers).Professional Standard Grade 1: Excellent Grade 2: Good Grade 3: Adequate Grade 4: Emerging Insufficient

evidenceProfessional values and attributesDevelop your own judgement of what works and does not work in your teaching and training1. Reflect on what

works best in your teaching and learning to meet the diverse needs of learners.

On-going insightful reflection ensures that the trainee is consistently challenging and developing their practice to ensure that all learners are treated equally and make excellent progress.

Frequent thoughtful reflection is used to develop and adapt teaching to ensure that all learners are treated equally and make good progress.

Some considered reflection on practice ensures that the needs of most learners are met most of the time and that learners have access to equal opportunities.

There is evidence of some reflection on practice but its impact on learners and the teaching choices made are not always evident. Not all learners have equal opportunities all the time.

Insufficientevidence to make a judgement.

2. Evaluate and challenge your practice, values and beliefs.

The trainee consistently questions, evaluates and critiques their position and their practice. They actively engage with areas that are pertinent to the wider educational field. They regularly discuss and share their perspectives and are keen to learn from others.

The trainee questions and evaluates their position and their practice. They demonstrate engagement with areas that are pertinent to the wider educational field. They discuss and share their perspectives and are willing to learn from others.

The trainee sometimes questions and explores their role and their practice. They demonstrate an understanding of some key, current educational topics. They are able to discuss these topics in detail and recognise that they can learn from others.

The trainee demonstrates some capacity to explore their role and practice. They are aware of some key, current educational topics. They are able to discuss these topics and sometimes demonstrate that they can learn from others.


3. Inspire, motivate and raise aspirations of learners through your enthusiasm

Teaching and learning are characterised by enthusiasm and passion for the subject area. This fully engages and captures the interest of learners

Teaching and learning are characterised by enthusiasm for the subject area. This engages learners so that they become fully involved in

Teaching and learning are characterised by a positive approach to the subject area. Most learners are engaged most of the time. Clear links are made

Teaching demonstrates a broadly positive approach to the subject area. Some learners are engaged some of the time but this is


9

and knowledge. so that they are motivated and challenged. Consistently clear, integrated links are made between the subject and other areas and to prior and future learning. Learners recognise and can articulate the importance of their learning to their wider development.

lessons. Clear, integrated links are made between the subject and other areas, links to prior and future learning are made. Learners are able to discuss the importance of their learning to their wider development.

between the subject and other areas, links to prior and future learning are made. Learners broadly recognise the importance of their learning to their wider development.

inconsistent and limited. General comments linking to future or prior learning but these are not specific enough or integrated. Learners are unclear as to the wider purpose of their learning.

4. Be creative and innovative in selecting and adapting strategies to help learners learn.

Consistently makes use of creative and original resources and strategies. Demonstrates flexibility, adaptability, changes pace, approach and teaching in response to learners.

Often makes use of creative and original resources and strategies. Demonstrates flexibility/ adaptability that takes account of the progress made by learners through the use of a range of well-chosen teaching strategies and varied pace.

Manages the learning environment and resources to enable learners to make progress. Sometimes shows flexibility to take account of learner progress; uses a variety of teaching strategies, matches pace to learning.

The management of the learning environment and resources does not enable all learners to make progress. Seldom demonstrates flexibility/ adaptability; sometimes matches their teaching to learners’ progress. Pace is not always appropriate.


5. Value and promote social and cultural diversity, equality of opportunity and inclusion.

Consistently and highly effectively encourages all learners to develop a deep understanding of diversity and its impact. Situations are approached from a wide range of stand-points taking account of varying beliefs in a sensitive and embedded manner. Actively seeks ways to include all learners in all activities.

Consistently and effectively encourages most learners to develop an understanding of diversity and its impact. Situations are approached from a range of stand-points taking account of varying beliefs. Actively seeks ways to include most learners in all activities most of the time.

Encourages learners to develop an understanding of diversity and its impact. Situations are approached from different stand-points taking account of varying beliefs. Ways to include most learners in most activities are sought.

Tries to help learners to develop an understanding of diversity and its impact but this is not always successful or effective. Situations are approached from different perspectives but this is often unconvincing. Tries to include some learners in activities some of the time.


6. Build positive and collaborative relationships with colleagues and learners.

Works effectively and consistently as part of a broader team and understands the value and importance of working and learning from others. Contributes to that team in a highly effective way.

Works effectively as part of a broader team, understands the importance of working with and learning from others. Contributes to that team in a positive way. Builds and maintains good working

Works as part of a broader team and understands the importance of working with and learning from others. Builds and maintains solid working relationships with colleagues and learners participating and

Some attempt is made to work as part of a broader team but the value of this is not always fully appreciated. Maintains some form of working relationships with colleagues and learners but


10

Builds and maintains excellent working relationships with colleagues and learners participating fully and engaging in a range of activities at the placement.

relationships with colleagues and learners and participates in the wider activities of the placement provider.

engaging with the placement setting beyond the classroom.

this is not always solid. Opportunities to become involved in the wider activities of the placement settings are not taken.

Professional knowledge and understandingDevelop deep and critically informed knowledge and understanding in theory and practice7. Maintain and

update knowledge of your subject and/ or vocational area.

Understands the need to, and is committed to, constantly updating and developing subject specialist knowledge and knowledge of the education sector. Is proactive in finding and engaging with a broad range of CPD opportunities and actively collaborates with colleagues in a highly effective way to expand knowledge and understanding.

Understands the need to constantly update and develop subject specialist knowledge and knowledge of the education sector. Is positive in engaging with a range of CPD opportunities that are offered and collaborates effectively with colleagues to expand knowledge and understanding.

Recognises the need to update and develop subject specialist knowledge and knowledge of the education sector. Engages with CPD opportunities when they are provided and will sometimes work effectively with colleagues to expand knowledge and understanding.

Is aware of the need to update and develop subject specialist knowledge and knowledge of the education sector but does not act on this. Will engage with some CPD opportunities when they are explicitly provided but does not use these to their full advantage. Will occasionally work with colleagues to expand knowledge and understanding but this area requires development.


8. Maintain and update your knowledge of educational research to develop evidence-based practice.

Demonstrates high and sustained levels of engagement with suitable professional and educational literature. Maintains a detailed and developed understanding of changes to the specific subject area, the sector and the individual placement setting. Application to practice is highly effective and demonstrates a deep understanding.

Demonstrates detailed levels of engagement with suitable professional and educational literature. Maintains a good overview and understanding of changes to the specific subject area and/or the sector and/or the individual placement setting. Application to practice is effective and demonstrates a thoughtful understanding.

Demonstrates detailed levels of engagement with suitable professional and educational literature. Maintains a good overview and understanding of changes to the specific subject area and/or the sector and/or the individual placement setting. There is some clear application to practice that demonstrates a solid understanding.

Demonstrates an awareness of suitable professional and educational literature. Maintains some overview and understanding of changes to the specific subject area and/or the sector and/or the individual placement setting. There is limited application to practice that demonstrates some understanding.


9. Apply theoretical understanding of effective practice

There is a consistent and developed engagement with educational research and

There is a consistent and measured engagement with educational research and

There is a solid engagement with educational research and literature. Engagement with

There is evidence of some attempts to engage with educational research and

Insufficientevidence to make a

11

in teaching, learning and assessment drawing on research and other evidence.

literature. Engagement with theory results in its considered and thoughtful application to practice to develop the breadth and range of teaching approaches. There is evidence of considered and developed reflection and evaluation made in relation to theoretical understanding.

literature. Engagement with theory results in its some examples of thoughtful application to practice to develop teaching approaches. There is evidence of considered reflection and evaluation made in relation to theoretical understanding.

theory results in some level of application to practice to develop teaching approaches. There is evidence of some reflection and evaluation made in relation to theoretical understanding.

literature. There is some limited application of theory to practice to help develop some aspects of classroom practice. There is some limited evidence of reflection and evaluation made in relation to theory.

judgement.

10. Evaluate your practice with others and assess its impact on learning.

Works in a highly effective and sustained way with others to reflect on and assess practice. Works collaboratively in a proactive and enthusiastic way to trial, improve and develop approaches and practice.

Works in an effective and consistent way with others to reflect on and assess practice. Works collaboratively in a positive and adaptable way to trial, improve and develop approaches and practice.

Works well with others to reflect on and assess practice. Is prepared to work collaboratively in a positive way to trial, improve and develop approaches and practice.

Has demonstrated some evidence of the ability to work with others to reflect on and assess practice. There are limited attempts to improve and develop approaches and practice by working collaboratively with others.


11. Manage and promote positive learner behaviour.

Consistently has exceptionally high expectations of learning, engagement and behaviour. Acts as an exemplary role model and explicitly models in a very effective way. Manages the learning environment in a highly effective way to create a positive and proactive learning environment and develop autonomy and skills in learners.

Has high expectations of learning, engagement and behaviour. Acts as a good role model and actively models effectively. Manages the learning environment in an effective way to create a very positive learning environment that supports the development of autonomy and skills in learners.

Usually maintains high expectations of learning, engagement and behaviour. Acts as a good role model. Manages the learning environment to create a positive learning environment that often supports the development of autonomy and/ or skills in learners.

There is some evidence that expectations of learning, engagement and behaviour are sometimes appropriate. An attempt to act as a good role model but this is not always effective. Some attempt to manage the learning environment to create a positive learning environment.


12. Understand the teaching and professional role and your responsibilities.

Demonstrates a clear and developed understanding of the roles and responsibilities of a teaching role and its professional responsibilities. Maintains excellent and detailed levels of current knowledge linked to statutory

Demonstrates a clear understanding of the roles and responsibilities of a teaching role and its professional responsibilities. Maintains levels of current knowledge linked to statutory frameworks, policy,

Demonstrates some understanding of the roles and responsibilities of a teaching role and its professional responsibilities. Works towards maintaining levels of current knowledge linked to some aspects of: statutory frameworks;

There is evidence of some limited understanding of the roles and professional responsibilities of a teacher. There is some evidence of working towards maintaining a limited understanding of some aspects of: statutory


12

frameworks, policy, curriculum, assessments, and institutional requirements.

curriculum, assessments, and institutional requirements.

policy; curriculum and assessments; institutional requirements.

frameworks; policy; curriculum and assessments; institutional requirements.

Professional skillsDevelop your expertise and skills to ensure the best outcomes for learners13. Motivate and

inspire learners to promote achievement and develop their skills to enable progression.

Motivates and enthuses learners, developing their subject specific knowledge, independence and employability skills in a positive and integrated way. Accurately and sensitively identifies and builds on strengths whilst supporting and developing weaknesses through highly effective target setting so that learners achieve highly and make excellent progress. Consistently highlights and develops transferable skills and encourages learners to recognise and apply these to a range of different contexts.

Motivates learners, developing their subject specific knowledge, independence and employability skills in a clear and recognisable way. Identifies and builds on strengths whilst supporting and developing weaknesses through effective target setting so that learners achieve well and make good progress. Helps to develop transferable skills and encourages learners to recognise and apply these to different contexts.

Helps learners to develop their subject specific knowledge, independence and employability skills. Identifies and builds on some strengths whilst supporting and developing some weaknesses through appropriate target setting so that learners achieve and make expected levels of progress. Takes some opportunities to develop some transferable skills and encourages learners to recognise these.

Helps learners to develop some limited aspects of their subject specific knowledge, independence and employability skills. Evidence that there is some attempt to build on some strengths whilst supporting and developing some weaknesses through limited target setting so that some learners make some progress. Takes some opportunities to identify some transferable skills.


14. Plan and deliver effective learning programmes for diverse groups or individuals in a safe and inclusive environment.

Actively and consistently promotes equality and diversity through the creation of safe and very positive learning environments. A sensitive recognition of the needs of individual learners; learning is very effectively personalised to meet these varying needs. Ensures that all learners are included and actively involved in the learning process at all times.

Promotes equality and diversity through the creation of safe and positive learning environments. Recognises the needs of individual learners; learning is personalised to meet these varying needs. Ensures that all learners are included and actively involved in the learning process most of the time.

Is aware of equality and diversity and this is evident in teaching through the creation of safe and generally positive learning environments. There is some identification of the needs of individual learners; learning is sometimes personalised to meet these needs. Ensures that most learners are included and actively involved in the learning process some of the time.

There is some awareness of equality and diversity. There is some attempt to ensure learning environments are positive and safe. There is some recognition of the needs of individual learners; learning is occasionally personalised to meet these needs. Makes some limited attempts to include most learners in some activities.


13

15. Promote the benefits of technology and support learners in its use.

Integrates technology very effectively to enhance, vary and support learning and teaching. Highly effective use of technology to ensure that resources are produced and presented to the highest standards; that data tracking is accurate and reliable and that communications are professional and effective. Consistently updates and improves skills and supports and encourages learners to do the same.

Integrates technology to enhance, vary and support learning and teaching. Often effective use of technology to ensure that resources are produced and presented to a good standard; that data tracking is accurate and that communications are professional. Is prepared to frequently update and improve skills and supports learners to do the same.

Sometimes uses technology to enhance, vary and support learning and teaching. Sometimes uses technology to ensure that resources are produced and well presented; that data tracking is accurate and that communications are professional. Sometimes updates and improves skills, may suggests that learners to do the same.

There are some limited attempts to use technology to enhance, vary and support learning and teaching. Evidence of the limited use of technology to help create resources; track data or aid communication. Some limited attempts to update and improve skills.


16. Address the mathematics and English needs of learners and work creatively to overcome individual barriers to learning.

Embeds literacy and numeracy skills consistently and in highly effective ways. Has a detailed and developed understanding of the skills underpinning these areas and is able to develop these skills effectively in learners. Has very high expectations of all learners at all times to ensure that literacy and numeracy are developed effectively and consistently.

Forefronts and highlights literacy and numeracy skills consistently and ensures that they are addressed well in teaching. Has a good understanding of the skills underpinning these areas and is able to support the development of these skills in learners. Has high expectations of all learners to ensure that literacy and numeracy are a clear focus and developed consistently.

Identifies some literacy and numeracy skills and ensures that they are explicitly addressed in teaching. Has some awareness and understanding of the skills underpinning these areas and is able to support the development of these skills in learners. Expects accuracy in learners to ensure that literacy and numeracy are a clear focus and developed consistently.

Identifies some literacy and numeracy skills though there is limited explicit teaching of these areas. There is some awareness of the broad skills underpinning these areas but knowledge is brief and inaccurate. Expects some accuracy in learners but this is not consistently applied or challenged.


17. Enable learners to share responsibility for their own learning and assessment, setting goals that stretch and challenge.

Very high expectations are set for all learners at all times. Targets set for learners are aspirational and consistently provide stretch and challenge and demonstrate personalisation where appropriate. All learners are

Frequently has high expectations for all learners most of the time. Sets challenging targets that encourage stretch in learners and are personalised where appropriate. Learners are actively engaged in the

Has suitable expectations of learners. Sometimes sets challenging targets that encourage stretch in learners and are sometimes personalised where appropriate. Learners are often engaged in the learning process. Encourages learners to

Tries to have suitable expectations though these are frequently lower than they should be. Sometimes sets targets that are effective. Makes some attempts to engage learners in the learning process.


14

actively engaged in the learning process at all times. Actively develops the skills in learners to enable them to identify their own strengths and areas for development and act upon these autonomously.

learning process most of the time. Helps to develop the skills in learners to enable them to identify their own strengths and areas for development and act upon these.

identify their own strengths and areas for development.

18. Apply appropriate and fair methods of assessment and provide constructive and timely feedback to support progression and achievement.

Has a detailed and developed understanding of assessment and its impact on the progress of learners. Assessment is used in highly effective and varied ways to inform future teaching, ensure effective personalisation of learning and to set appropriate targets. Verbal and written feedback is focused, precise, considered and constructive. Assessments are highly effective, considered and appropriate for the context.

Has a detailed understanding of assessment and its impact on the progress of learners. Assessment is frequently used in effective ways to inform future teaching, ensure effective personalisation of learning and to set appropriate targets. Verbal and written feedback is often precise, considered and constructive. Assessments are usually effective, considered and appropriate for the context.

Has a solid understanding of assessment and its impact on the progress of learners. Assessment opportunities are provided that may help inform future teaching, ensure effective personalisation of learning and to set appropriate targets. Verbal and written feedback is adequate but could be more precise. Assessments are usually appropriate for the context.

Has some limited understanding of assessment and its impact on the progress of learners. Limited assessment opportunities are provided that may help inform future teaching, ensure some personalisation of learning and to set targets that are sometimes appropriate. Verbal and written feedback is given but lacks development. Assessments are carried out but are rarely appropriate for the context.


19. Maintain and update your teaching and training expertise and vocational skills through collaboration with employers.

Works collaboratively with others, in a highly positive and constructive way to improve and build upon professional skills. Actively engages with and contributes to wider CPD opportunities. Develops highly effective working relationships with employers, appropriate professional bodies and the wider community and uses the insight and knowledge gained through these to make effective improvements to practice and challenge professional

Works collaboratively with others, in a positive way to improve and build upon professional skills. Engages with and contributes to wider CPD opportunities. Develops effective working relationships with employers, appropriate professional bodies and the wider community and uses the insight and knowledge gained through these to improve practice.

Works collaboratively with others to improve and build upon professional skills. Engages with wider CPD opportunities. Develops solid working relationships with employers, appropriate professional bodies and the wider community and uses these to improve practice.

Makes some attempt to work collaboratively with others to improve. There is evidence of limited engagement with wider CPD opportunities. There is some limited attempt to develop appropriate working relationships with employers or appropriate professional bodies or the wider community.


15

perceptions.20. Contribute to

organisational development and quality improvement through collaboration with others.

Actively and positively works with colleagues to implement, improve and develop the systems, structures and approaches of the organisation. Actively and positively executes and contributes to the quality assurance processes in place. Engages with learners and the organisation in highly effective ways to actively improve the quality of delivery, teaching, learning, relationships and other activities.

Works positively with colleagues to implement, improve and develop the systems, structures and approaches of the organisation. Adheres accurately and contributes to the quality assurance processes in place. Engages with learners and the organisation in effective ways to contribute to and improve the quality of delivery, teaching, learning, relationships and other activities.

Works solidly with colleagues to implement, improve and develop the systems, structures and approaches of the organisation. This working may require some detailed direction. Adheres to some of the quality assurance processes in place with direction and guidance. Engages with learners and the organisation to contribute to and improve the quality of delivery and/or teaching and/ or learning and/or relationships and/ or other activities.

Attempts to work with colleagues to implement, improve and develop the systems, structures and approaches of the organisation. This working will require detailed direction. Attempts to adhere to some of the quality assurance processes thought this is likely to require significant direction and monitoring. Makes some limited attempts to engage with learners and the organisation in ways that could potentially contribute to and improve the quality of delivery or teaching or learning or relationships or other activities.


16

REVIEW 1 - EntryName: Date: December 2014Evidence of progress against the standards – where is the evidence to show that you have met the professional standardsIn my opinion, I have always had high standards for myself and my students. I have always been committed to raising achievement. I have had high expectations of others in a respectful manner in relation different cultures and backgrounds. As a teacher I am welcoming and approachable in and outside the classroom, this helps to build a sense of belonging and trust for students. Thus cultivating a culture of respect, caring and inclusion of differences.However, I have had an issue raised to me by my mentor with regards to professional standards concerning body odour. I believe I have reflected on this positively and become a better teacher.I believe I have created a positive and collaborative relationship with other colleagues; I am still observing my mentor and teaching when given a chance. I would say that we have a workable relationship.

Professional values and attributesDevelop your own judgement of what works and does not work in your teaching and training1. Reflect on what works best in your teaching and learning to meet the diverse needsof learners2. Evaluate and challenge your practice, values and beliefs3. Inspire, motivate and raise aspirations of learners through your enthusiasm and knowledge4. Be creative and innovative in selecting and adapting strategies to help learners to learn5. Value and promote social and cultural diversity, equality of opportunity and inclusion6. Build positive and collaborative relationships with colleagues and learners

In my opinion what works best in my teaching practice and specialism is my outstanding knowledge of my subject. In my micro-tech and in my first formal observation both my mentor and curriculum manager who observed my lessons acknowledged this as a positive. However, they both agreed that I will need to break my knowledge and understanding in a schematic way so that all my learners are engaged and catered for. (See observation one and Reflection one available at ekinvictus.wordpress.com )

However, I still struggle with finding the balance between teaching easy materials

Professional knowledge and understandingDevelop deep and critically informed knowledge and understanding in theory and practice7. Maintain and update knowledge of your subject and/or vocational area8. Maintain and update your knowledge of educational research to develop evidence-based practice9. Apply theoretical understanding of effective practice in teaching, learning and assessmentdrawing on research and other evidence10. Evaluate your practice with others and assess its impact on learning11. Manage and promote positive learner behaviour12. Understand the teaching and professional role and your responsibilities

17

that all learners understand and teaching harder topic and using difficult language which alienates others.The Sutton Trust published a report that reviews the research into effective teaching, it reported that there were six main elements to great teaching and one of the most important one was ‘subject knowledge’.For me this provides confidence however, I need to learn more on how negotiate the levels and requirements of English in the vocational context within the theme of functional skills and the notion of embedding. This will help motivate my vocational and less academically gifted students.I have proved in my first observed lesson that I have “Professional and approachable presence in the classroom, understood andKept the vocational focus for the tasks which is motivating for students” I also proved that I can and write a “detailed planning that enabled a good paced session with varied tasks.” This allows for “students participated verbally and did all tasks required with minimal guidance”

However, according to my course manager who observed me she suggested that I need more work on “setting expectations for group and individuals, extending tasks to reduce possibility of down-time” and finally to show “differentiating for stretch and challenge” the learners.

Personally, I believe that in my classroom and practice I work tirelessly to create and implement a free open and safe space. So that all my learners feel that are catered for and not prejudiced as a result of their sexuality, gender or ethnicity. As proof and evidence, I have completed Bradford online

18

course on safeguarding as well as having theoretical knowledge and high standards on safeguarding from my previous education experience. (see, my undergraduate degree script)

I believe, I need to improve on the aspects of research in order to develop an evidence based practice focusing mainly on vocational and functional skills aspect of my teaching.

I believe, I am good at motivating my learners however it has been suggested to me by my mentors and assessors that I need to praise my student more. This will enhance motivation levels and that students will engage more in the lesson effectively and productively.

As an English teacher, I have strongly worked with individual students to improve and cater for their barriers in English. For example working on spelling methods for dyslexic students and academically less able student.However, I feel I need to embed more maths in my teaching.

In my observation, I have scored low in embedding maths; I need to look at ways to introduce maths in an English class to add value to the lesson.

I have continued to offer constructive feed back to my students. This can be traced from my marking of exam practice paper for my functional students in preparation for their real exams.

I will need to work more collaboratively with vocational expertise and collect ideas that will positively inform on my practice.

Professional skillsDevelop your expertise and skills to ensure the best outcomes for learners13. Motivate and inspire learners to promote achievement and develop their skills to enableprogression14. Plan and deliver effective learning programmes for diverse groups or individuals in a safeand inclusive environment15. Promote the benefits of technology and support learners in its use16. Address the mathematics and English needs of learners and work creatively to overcomeindividual barriers to learning17. Enable learners to share responsibility for their own learning and assessment, setting goalsthat stretch and challenge18. Apply appropriate and fair methods of assessment and provide constructive and timelyfeedback to support progression and achievement19. Maintain and update your teaching and training expertise and vocational skills throughcollaboration with employers20 Contribute to organisational development and quality improvement through collaborationwith others

19

Tutors comments (including evidence from observations and academic work

Academic work – passed the first module and a good micro-teach delivered.Your observations aren’t uploaded to WordPress but I have seen those from your mentor and PCET tutor and I agree with comments you have made in your self-assessment.

Entry Grade (and justification for grade) = 3I have given a grade 3 based on your self-assessment, comments on observations from mentor, your last PCET observation and your general progress on the course and using the Ofsted criteria. I felt that you provided an adequate learning environment. There was evidence of clear planning for the session and you shared the learning outcomes, though this could have been given a better verbal explanation. You are raising motivation and interest in the topic for the majority of the learners but this could be improved by breaking the session into smaller “chunks” to keep learners focused. You give sound explanations for the majority of the time and show good subject knowledge. During the session you did check learning with some formative assessment but this can be developed more as can the use of praise and use of learner’s names. Some more opportunities for embedding numeracy need to be created and in a literacy session this is usually quite easy to achieve. Maybe your mentor can assist in examples? Your own resources were effective but note comments about the improvement for this. Questioning is basic and there is room to improve this by more direct questions to named learners. You show sensitivity to equality and diversity issues. The curriculum was obviously used to meet the course standards. Please note comments on academic feedback and observers comments on lessons to complete the issue and action plan section below.

ACTIONS RESULTING FROM 1 ST REVIEW IssueSetting expectations for group and individuals

Specific action/sNeed to divide and create different resources for my learners who are different levels. This way, I would have differentiated but also set higher expectations for groups and individuals.

Issue

Slow down, wait for answers, don’t ask rhetorical questions

Specific action/sThis is a personal fear of mine, due to my accent as English is not my first language. I tend to speak first when am not comfortable, I need not find ways to learn about my learners so that I am and they are comfortable with me.Research on methods and techniques on question- (re-visit Bloom for key words)

20

IssueUse peer assessment

Specific action/sResearch the concept of peer assessment.Find activities that students will engage in when peer assessing each other.Observer mentor whilst she is facilitating peer assessment.

REVIEW 2 – Mid-pointName: Date: April 2015Tutor review of progress:It is hard to do a review if you don’t complete the issues and action plan from last time. Please can you make this a priority. Congratulations in getting paid hours working with the GCSE English team here at college. Your mentor did raise some concerns about working with lower level learners and your expectations from them when comparing to level 2 groups. From this meeting I noted that you have agreed to go back to observing how Sandra works with the group with a view go resuming your teaching soon.However, some good feedback from the PCET literacy specialist. Please can you complete the issues and action plan.

Evidence of progress against the standards – where is the evidence to show that you have met the professional standardsIn the vocational and functional skills area what works best is having activities that students relate to and can use to reflect their knowledge and preference. For example in my placement classes where student are studying automotive they prefer to study English that will benefit them in their practice all get a job.

The challenge is to find continuous resources to fuel their demand and keep them motivated. This also requires the teacher to go off the set curriculum in search for resources. I also believe that working with vocational students on how to and methods of passing exams is a great motivator but has got its limit.

Professional values and attributesDevelop your own judgement of what works and does not work in your teaching and training1. Reflect on what works best in your teaching and learning to meet the diverse needsof learners2. Evaluate and challenge your practice, values and beliefs3. Inspire, motivate and raise aspirations of learners through your enthusiasm and knowledge4. Be creative and innovative in selecting and adapting strategies to help learners to learn5. Value and promote social and cultural diversity, equality of opportunity and inclusion6. Build positive and collaborative relationships with colleagues and learners

21

Students always want to pass exam but get bored and disengaged quickly by doing exam practice. In my English GCSE classes I believe I have performed better at Inspiring, motivating and raising aspirations of learners through your enthusiasm and knowledge than in my functional skills students.

I believe I need to change the method of delivery. I have become more aware of the demanding nature of the teaching profession to be creative and innovative in selecting and adapting strategies to help learners to learn.

I have introduced class dojo as kit to help me monitor student’s behaviour by rewarding and praising them. This has work really good in my GCSE groups where students become more independent while I resume the role of a facilitator.I have to understand that every topic in the Functional skills curriculum has some practical and functional application. I have tried to embrace this with both success and at times failure. In one of the functional skills literacy lesson that I was observed in, my mentor pointed that I need to develop, “giving formative feedback” She also suggested that I need to improve “controlling student behaviour” and go back to a more “learner focussed lesson plan”Although I take all these points on board and strive to improve them. I believe it is fair to point out that in my next observation with my specialist subject tutor she noted that “Managing and promoting positive behaviour was strength” that I showed.

I believe that I need to find a good balance between these two sets of learners. As a result I have managed to transfer knowledge more successfully in my English GCSE classes than Functional skills classes.


22

According to my mentor based on one observation, I need to “motivate” my learners. However, all observation until know have showed that I am good and consistent with engaging the learners. However I still need to improve on the technology aspect of my teaching. I also have also addressed the mathematics needs of my learners by teaching maths.

According to this one observation I need to “give formative feedback” If these points are addressed, in ‘functional skills’ it will help overcome learning barriers.

However in other observations, I have proved and continued to show strongly that my key skills are effective in supporting learners and their English/literacy needs. I have variously used formative assessment such as questionnaires to support learning.


Tutors comments (including evidence from observations and academic workThe grade has been given based on observation feedback so far.

There is a need to improve in the work being done with the motor vehicle team as your mentor’s comments to me indicate that a grade 3 could have been more appropriate. However, since you have made plans to progress in this and your GCSE work is good as well as good academic progress, I have given a grade 2.

Mid-way point (and justification for grade) = 2I have given a grade 2 based on your self-assessment, comments from your last PCET observation and your general progress on the course and using the Ofsted criteria. Where you created a comfortable learning environment. Provided detailed planning.

The learning outcomes were measurable. You were creating an engaging atmosphere for most of the session. Your own subject knowledge is up to date. You used a range of ICT. Although some of your questioning was skilful there is room to improve in this area to be fully reaching a solid grade 2. There was a good feeling of inclusivity in terms of equality and diversity issues.

Overall a grade 2 with a need to stretch yourself to becoming more rigorous in your lessons to move to a grade 1. Please note comments on academic feedback and observers comments on lessons to complete the issue and action plan section below.

23

UPDATED ACTIONS RESULTING FROM 2 nd REVIEW Issue

Demonstrate planning for student progression

Specific action/sGive individual different tasks, when they have completed tasks.

Issue

Promote the benefits of technology and support learners in its use

Specific action/sAllow students to use mobile phones to enhance their learning experience

Issue Specific action/s

REVIEW 3 – ExitName: Date:Tutor review of progress:

Evidence of progress against the standards – where is the evidence to show that you have met the professional standardsUsing a variety of teaching methods is vital to meeting the needs of learners. I understand and have used more schematic and constructivism approaches to learning that engages all learners.

Learners needs’ can be meeting by giving them a chance to reflect on their emotions and peer assesses. For example my 6th observation showed the importance of

Professional values and attributesDevelop your own judgement of what works and does not work in your teaching and training1. Reflect on what works best in your teaching and learning to meet the diverse needsof learners2. Evaluate and challenge your practice, values and beliefs3. Inspire, motivate and raise aspirations of learners through your enthusiasm and knowledge4. Be creative and innovative in selecting and adapting strategies to help learners to learn5. Value and promote social and cultural diversity, equality of opportunity and inclusion

24

allowing students to reflect. My mentor noted that the activity where student reflected by drawing was, “another good way for your learners to reflect on their feelings about the upcoming exam. The feedback given by learners to the rest of the group helped them to realise they are not alone in their fears.”

Another way that I have managed to motivate learners is through lively discussions within the learning environment which is not discriminatory and ensures that everyone is respected. ( see observation three and six via word press)

I have developed a strong awareness about the need to promote social and cultural diversity. For example materials and topics are presented in a way that are sensitive to equality and diversity of learners but also globally ( Resources on word press)

Observations 4 to 8 show that I have adopted a learner-centred approach to my teaching. My lesson planning also reflects this change. As a trainee teacher, my personal values have shifted to focusing on how students learn and how I can change my pedagogy to learning strategies that elicit learning. I have continued to stretch and set different goals for them, especially in my GCSE classes where I have different student undertaking foundation tier and higher tier exam papers. (See Observation 7)

At times, I have to change and adapt resources to insure that learners access the data individually. For one of dyslexic student require purple paper. I make sure that her needs are meet.

6. Build positive and collaborative relationships with colleagues and learners

25

The first step to updating my subject knowledge is the notion of self-audit of my own English subject knowledge. This has helped me as a graduate and trainee teacher to identify and fill gaps in relation to my teaching demands. Various observations and feedback from mentors have pointed out that my subject knowledge is strong. (see observation)

In order to maintain my knowledge I have attended internal training courses organised by the college because I am a part staff, I expected to attend these training sessions.To improve my subject knowledge, I decided to attend a training day course on how to teach drama (Shakespeare) my curriculum manager and other staff members recommended other courses.

Besides continuous reading around my subject, I have attended several meetings with my department, such standardization. The standardisation meeting with far more experienced teachers provided an opportunity for me to evaluate my practice with others and assess its impact on learning.Through these meetings, I have not only expanded my knowledge, but they have also enhanced my identity and confidence as a teacher.

In order to manage positive behaviour I have used a variety of techniques some more successful than others. For example, I have been giving regular raise and constructive Feedback to all my students.Praise and encouragement are powerful motivators which are made easy by class dojo which engages the learners. This is because they can physically see their rewards go up in relation to their behaviour traits (See my Class dojo web page at


26

https://teach.classdojo.com/#!/launchpad and my observations 4-8)One of the ways that I have used to motivate/inspire learners and develop them has been through pointing out to them the importance of good study skills to student success.This has been more effective with my GCSE English students especially during the exam period.Another way motivate learners is through peer assessments which helps them to identify and share their strengths and weakness in a learning style that they prefer. It also enables learners to be more responsible.

I have worked with course leaders to provide resources on Moodle college web page so that learners have the information they need at time. This also works well in transforming learners into independent learners.

Giving students clear directions and frequent opportunities for progress assessment and feedback on class work, coursework and homework at times has been useful in enabling progression.

My last observed lesson addressed the mathematics needs of the learners through creative lesson planning and resources.I have collaborated with other by responding to daily student reports that monitor attendance and student progress across the college. I have shared my resources with other teachers in the English department and uploaded resources on Moodle for all staff and student to access.


Tutors comments (including evidence from observations and academic work

27

Exit point (and justification for grade) =

UPDATED ACTIONS RESULTING FROM 3 rd REVIEW Issue Specific action/s



Mentor reviews of ProgressTrainee: Specialism:

Mentor: Date:

Introduction

The purpose of the review is to summarise the progress of the trainee from the mentor’s perspective. It is expected that the process of review involves dialogue and allows the trainee to contribute and demonstrate their achievements. The final record should represent the mentor’s views.

28

Evidence for the review

The evidence for your review should draw on the follow sources

The trainees

observations reflections on observations action planning for professional development feedback from colleagues feedback from students any additional evidence in the PPD portfolio

The review should consider all aspects of professional practice including aspects such as team working, curriculum development, subject knowledge as well as teaching.

Assessment Criteria

The Professional Standards for Teachers in the Education and Training Sector are the criteria against which progress is measured, drawing on your professional judgement.

Link to Professional Standards with elaboration.

Also at the end of this are criteria to support the holistic grading of trainees.

Summary of professional attributes

Mark with a Y for Yes, as many of the following that describe the trainee

Fluent Y Articulate Y Creative Y Effective Y Sound Y

Innovative Y Secure Y Original Y Dynamic Y Needs significant development

Summary of strengths1) Excellent subject knowledge 2) Production of creative resources 3)Excellent use of ICT 4) Communication with higher level learners.

Summary of areas for developmentWorking with lower level vocational students at “street level”

29

http://www.et-foundation.co.uk/our-priorities/professional-standards/professional-standards-2014/

Review of achievements and progress:

Please make specific comment on the trainee’s achievements and progress in regards to the following

Planning, including developing curriculum and resources.

Elly has made significant improvements since the start of his teaching. All areas of planning, teaching, development and use of a wide variety of resources in developing the curriculum have been implemented.

Teaching and Learning strategies which engage and motivate.

At times there have been problems with learners engaging but this has been due to behavioural issues, however Elly is learning how to use strategies to cope with these issues.

Use of assessment.

Elly uses a variety of assessment strategies to check learners understanding from written work to verbal questioning, image representation etc. This is one of Elly’s strengths.

Managing Learners and the environment

Elly copes very well with higher level learners and manages their learning effectively. We have had discussions about how to cope with behavioural issues and Elly has reflected on this trough out the year. His classroom management of one problem group has greatly improved

30

Any additional areas.

SUMMATIVE PROFILE

The purpose of the summative profile is to draw on the evidence you have produced during your teaching practice, feedback on observations, mentor meetings, reflections, peer discussions, shadowing etc. to come up with ideas on how you can continue to develop your practice now that your initial teacher training qualification is coming to an end. The focus should be on how you can continue to develop the positive impact you will have on teaching and learning.

31

Name…………………………………………… Date……………. Specialist Subject……………………………..

The grades awarded are: 1= outstanding, 2 = good, 3 = satisfactory, 4 = Emerging

The following table explains this a little more:

Outstanding - 1 Good - 2 Satisfactory – 3Teaching PracticeEvidence: feedback and reflections on lesson observationsPDP portfolio

Teach lessons that are mostly good with some characteristics of outstanding lessonsAll students learning the intended outcomes that are expressed in a differentiated way to provide challengeInclusive and show appropriate support techniques for those learners that need themSensitive to social and cultural diversityHigh quality questioning techniquesDemonstrate depth of subject knowledgeMake links with other subjects and wider contextDetailed and coherent planningmonitoring documentation that shows understanding of needs of learners and flexible response to individual needsReflects critically on feedback and can demonstrate ability to create SMART objectives for own progress and acts promptly upon them with obvious improvements

Teach lessons that are always satisfactory with some characteristics of good lessonsAll learners participate and are sufficiently challenged so maintain interest through motivating teaching techniquesUses subject knowledge to enhance teaching and learningUse appropriate formative assessment to improve achievementUnderstands how barriers to learning such as low levels of literacy and numeracy can be overcome in their own context and starting to put appropriate strategies in placeClear lesson planning that shows underpinning knowledge of a range of factors to take into account e.g. ECM, embedding functional skills etc.Can reflect on own abilities and create an action plan to improve performance and act upon itCan sequence lessons and provide explanation

Teach lessons that are satisfactory with more limited but adequate range of strategiesWrite clear learning outcomes but needs to further develop differentiated outcomes and techniques to achieve themCan sequence lessons appropriatelyAppropriate, clear documentation usedSecure subject knowledgeCan respond to questionsDeveloping assessment techniques, particularly formative onesUnderstands barriers to learningDemonstrates basic ability to reflect and plan for improvement

If trainees are not achieving “satisfactory” evidence and academically they average below 40%( 50% at PG Dip level) then they will be graded 4: not yet achieved standards

Overall the purpose of this is to show the distance you have travelled whilst on the course. The focus of how you write your evidence should be the IMPACT on teaching and training you have had and will continue to have.

I

What have you learnt in your modules that have specifically impacted on your teaching? – focus on 3

32

things in detail.The module on theories of learning has highly influenced my teaching philosophy and informed me on various was to the think and improve on my teaching practice. It has affected my planning, the way I see and teach learners and the strategies that can be used to effectively manage behaviour.

The module on teaching English in the lifelong sector was very effective. It incorporated arrange on academic and vocational resources and materials that are needed in the world of teaching. I believe knowing and discussing factors that affect learning such as dyslexia and second language acquisition were important and impacted on my practice.

The module on curriculum design was challenging in a good way for me a trainee teacher. I tested me on my time management skills but also developed me into a more independent learner and teacher. I provided a bigger picture of my practice in both theory and practice.

What else has had an impact on your development as a teacher? E.g. mentor, peers, research, other teachers etc.

Observing two other experienced teachers in their practice as suggested by manager was very vital for me and hugely improved my confidence especially with higher learners. I was no longer afraid to challenge aspiring learners through tough questioning and to stretch their knowledge. These teachers gave me a mirror for my practice both in assessments, marking and developing resources.

My mentor helped me to understand the vocational aspect to my practice. This was vital for me when dealing with vocational learners whose attitude to learning English was not particularly great. Her approach to embedding vocational knowledge to English was very effective and it helped me to improve on my practice.

How will you continue to update your professional practice after this course- based on feedback from both academic work and observations?

Academically, I plan to go for my master’s in education. However I will continue to research and read around my subject area. I already engaged with the notion of CPD, this is a process I want to learn more about and improve in terms of my academic work and observations.I would also like if possible to observe one or two experienced teachers if I do get a job in a school, just to see how they about their practice.

33

What have you done in your teaching that has impacted the learning of your learners?

I think my research on prejudice issues such as race, sexism and the way I have embedded it the curriculum for example teaching the novel ‘To Kill A mockingbird’ or Othello has be impacted on the learners positively and made them better citizens.

My professional approach to learning and presenting to my learners as a role model for high standards through achieving I believe impacted on learning and expectations of my students.

I am target driven; students understood that they have to be independent learners too to achieve their grades. (using Moodle to upload resources facilitated independent study

Do you think you do the following and how will you continue to do this once you are employed? Answer yes or no and where possible give an example:

1. Set high expectations to inspire and motivate YES

2. Promote good progress in your learners YES

3. Demonstrate good subject knowledge YES

4. Plan and teach well-structured lessons YES

5. Adapt teaching to respond to all your learners YES

6. Make accurate use of assessment YES

7. Manage the behaviour of your learners effectively YES

34

file · web viewcertificate in education and training. postgraduate diploma in education...

Documents