2. Learning Teaching and Assessment processes
Notes
- 2a An understanding of teaching, learning and/or assessment processes
- An understanding of teaching, learning and/or assessment processes Statements here might relate to areas such as teaching experience, learning design, curriculum development, work-based assessment, the creation and execution of a programme of training, and so on.
Evidence might include Senior or Principal Fellowship of the Higher Education Academy, a PGCE award or other relevant postgraduate qualification, evidence of relevant professional development courses or extracts from portfolios, and so on. Commentaries from peers on your approach would also provide suitable evidence. Other possibilities include teaching experience and reflective statements that analyse experience in terms of learning theory, pedagogical approaches, sociological theories, or a comparable, recognised perspective (include relevant citations in appropriate form). In relation to learning design, a report, specification or reflective statement might be provided that clearly elaborates the principles that informed the design process.There must be some consideration of how technology is changing / impacting upon approaches to teaching and learning and/or the roles of learners, teachers and support staff in your context. - 2b An understanding of your target learners
- Statements should show how you have found out about learners’ needs and the context for their learning, and how you have developed approaches that reflect this.
Evidence might include a description of how assistive technologies have been used to support disabled students, how learner feedback has influenced the design of an e-portfolio, how the needs of work-based learners or overseas students have shaped the curriculum, or records of conversations with product analysts, marketing departments or course teams and the resulting plans for your design. Evidence of changed practice, rather than simply the recognition that this is an important area, is required.
3. The Wider Context: Understanding and engaging with legislation, policies and standards
Notes
- 3a Understanding and engaging with legislation
- Statements here should show how relevant legislation has influenced your work. You are not expected to have expert knowledge, but you should demonstrate a sound understanding of the legislation discussed, and are expected to be aware of how it relates to and impacts on teaching and learning in your context and on your current and future practice. In the UK you would be expected to demonstrate how you work within the context of a relevant piece of legislation such as (but not limited to):
Equality, including accessibility, special educational needs, etc.
Intellectual property (IPR)
Copyright and licencing
General Data Protection Regulation (GDPR)
Freedom of Information (if you work for a public body)
Child protection
Points Based Immigration System (PBIS)
If you are based outside of the UK, there may be different requirements, and you should indicate this in your portfolio.
You should consider how your example impacts on teaching and learning in your context, and on the nature and evolution of your practice. You may find it helpful to refer to the guidance on reflective writing, above.
Evidence might include minutes of meetings with legal advisors, documentation showing how legal issues have influenced work (such as reports or data protection forms), relevant training undertaken or qualifications gained, evidence of work you have produced/authored, or of your contribution to relevant planning work, and so on. - 3b Understanding and engaging with policies and standards
- In this second section you must discuss how you engage with one or more policy issues in your context. These could be government policies and strategies or institutional policies and strategies, and might include, for example:
Technical standards
Equality, diversion and inclusion strategies
Widening participation
Open Access policies
Ethical frameworks or policies for the use of technology in education
Professional codes of practice
Evidence might include evidence of involvement in writing or forming policies or leading policy evaluations, or evidence of engagement with policies, such as justifications for modifications to a course to reflect new policies, a record of how technical standards have been taken into account during system development, and so on. The impact of these activities should also be reflected on and where possible documented.
4. comms and working with others
Notes
- 4a Communication and working with others
- While candidates are expected to evidence communication and dissemination of effective practice throughout the portfolio, this section requires you to focus on two or more examples which highlight how your work involves collaboration and communication, for example through participation in a team, acting as an interface to other groups, building consensus and brokering support, contributing to wider networks and communities of practice/research communities, and so on. Candidates should demonstrate their knowledge and skills in communication through working with others. Statements could describe the way in which your work involves collaboration, for example through participation in a team or acting as an interface to other groups. You should discuss how you learn from peers and colleagues, and how you disseminate your knowledge and/or practice, for example through presentations or publications. You may also choose to discuss how you select appropriate forms of communication and utilise different technologies. As in other sections of the portfolio, you should draw out the impact of the work described. Relevant evidence might include publication or presentation (in various forms/formats), participation in relevant networks or organisations, reflection on collaborations with others and testimonials from colleagues, or evidence showing your activity within a team process, for example how you have brokered support for a particular initiative (for example from a technical or legal support service), or how you have worked with others to solve problems. Where your evidence involved collaboration, please acknowledge the contribution of others; and remember that it is your responsibility to ensure that evidence is appropriately anonymised and/or that appropriate permissions have been obtained.