Supporting and Assessing Professional Values in Specialist Faculty Programmes Dr Stephen Bostock FSEDA firstname.lastname@example.org. 1. SEDA and its Values
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Supporting and Assessing Professional Values in Specialist Faculty Programmes
Dr Stephen Bostock FSEDA email@example.com
1. SEDA and its Values
The UK Staff and Educational Association has six Professional Values underpinning its activities. The awards in its Professional Development Framework (PDF) accreditation scheme require programmes to use them. Awards include initial teacher accreditation (Learning, Teaching and Assessment, PDF-LTA) and Embedding Learning Technologies (PDF-ELT).
All PDF awards require participants to demonstrate: a commitment to the Professional Values; the generic Development Outcomes; and the Specialist Outcomes specific to the award.
2. The Keele ELT programme
Keele is a small, campus university. Over 2000-2004, 43 faculty registered on the Postgraduate Certificate in Teaching and Learning with Technology, which awards the PDF-ELT. During an 18 month, part time programme, participants attend workshops and perform individual projects using technology to support learning, which provide the evidence for the Outcomes.
In the 2003 participant focus group evaluation:Q. How relevant have the SEDA values been?A. The SEDA values were seen as a ‘tick’ box exercise because they were self-evident and ‘politically correct’. There was not time to deconstruct the values in the context of the [ELT] course.
This prompted an investigation into values in ELT and LTA programmes.
b. Development Outcomes
Participants will have:
1. Identified their own professional development goals, directions or priorities
2. Planned for their initial and / or continuing professional development
3. Undertaken appropriate development activities
4. Reviewed their development and their practice, and the relations between them
c. ELT Specialist Outcomes
Participants in an ELT programme will have:
1: Conducted a review of C&IT in learning and teaching and shown an understanding of the underlying educational processes
2: Analysed opportunities and constraints in using C&IT and selected C&IT appropriate to the learning situation
3: Designed a learning resource, programme or activity to integrate appropriate C&IT
4: Implemented a developed strategy
5: Evaluated the impact of the interventions
6: Disseminated and embedded the findings of the evaluation
In most ELT programmes including Keele, these outcomes follow the phases of an individual project that uses technology to support learning.
3. An investigation
Participants on PDF-LTA and PDF-ELT programmes are generally assessed by reflective portfolios of evidence of the Specialist and Developmental Outcomes, plus a mapping of the Values onto the evidence. In two ELT programmes and two LTA programmes, past participants were sent an email questionnaire which asked five questions about the SEDA Professional Values and their assessment.
The LTA participants were mostly new to teaching. The ELT participants were experienced faculty. The number of responses was small but a pattern emerged.
In programmes recognised for awards under SEDA’s Professional Development Programme, commitment to the SEDA values is assessed. In teacher induction programmes (Learning, Teaching and Assessment), participants are generally positive about the values. In a post-induction, specialist programme (Embedding Learning Technology), participants are generally negative about values being explicitly assessed. Suggestions are made for improving the assessment of values in such programmes.
PDF-ELT programmes: www.elt.ac.uk
SEDA PDF awards: www.seda.ac.uk/professional_development.htm
The Keele ELT course: www.keele.ac.uk/cs/depts/Stephen_Bostock/talwt/
Keele ELT Programme Director: Dr Stephen Bostock
Staff Development and Training CentreKeele University UK ST5 5BG
Thanks to Paul Bailey, Jan Smith, David Baume, Gwyneth Hughes, and Carol Maynard; the mistakes are all mine.