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D eveloping & supporting post graduates who teach: ILTHE workshop & LTES module. Rosalind Beaumont Professional Development Manager. Who benefits from teacher development ? CASAP programme structure Introduction to Learning & Teaching in HE (I LTHE - formerly ITLHE Part A )
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Developing & supporting post graduates who teach:ILTHE workshop <ES module Rosalind Beaumont Professional Development Manager
Who benefits from teacher development? • CASAP programme structure • Introduction to Learning & Teaching in HE (ILTHE - formerly ITLHE Part A) • Learning, Teaching & Engaging Students (formerly ITLHE Part B) UK Professional Standards Framework • But, I don’t have much time or teaching opportunities....
1. Who benefits from teacher development? • Improve knowledge about teaching • Develop your teaching (& overall • communication) skills • UKPSF - Confidence from • national accreditation • Develop your ability to establish & develop relationships • Assist your career development (both inside and outside HE) Improve quality of teaching by sharing good practice within and between Academic Units & Institutes Enhance reputation and profile through increase in teaching qualifications • Receive • consistently high • quality learning • experiences • Better quality learning • outcomes
2. CASAP programme structure Introduction to Learning & Teaching (workshop) Learning Teaching & Engaging Students (module)
3. ILTHE (formerly ITLHE Part A)– The Basics • 2 day workshop covering teaching & learning topics • Meets university mandatory training requirements • Seminar or Demonstrating focus • Receive certificate of attendance • 10 Part A workshops per year (5 in Semester 1 and 5 in Semester 2)
ILTHE– Entry Requirements & Application Process Youmustbe nominated by your school, usually by the School Administrator who is initially contacted by the person leading the teaching, e.g. module leader. School approves application & forwards nomination to SDU. Receive confirmation of place from SDU & available dates. SDU webpages and/ or ilthe@ncl.ac.uk
4. Learning, Teaching & Engaging Students (LTES)– The Basics 6 month self, peer and tutor-directed programme 4start dates a year (Sept, Nov, 2 x Jan) 4.5 day taught block & 1 half day follow up group session (plus faculty-based mentor) NOTES materials (online preparation) and tasks Build a portfolio of assessed tasks including mapping your development against UKPSF in order to gain Descriptor 1 (Associate Fellow)
UK Professional Standards Framework • A national framework for recognising and benchmarking teaching & learning support roles in HE using Descriptors 1-4 • Why is UKPSF important? • Promotes professionalisationof teaching & learning support within HE • Fosters creative and innovative approaches to teaching & learning • Enables HE staff to gain recognition & reward for developing their capabilities as teachers and supporters of learning
LTES Portfolio Tasks • write a personal statement (including personal goals) with reference to the UKPSF • complete two peer reviews (usually teaching observations) • undertake self-reflection on peer reviews (incorporating relevant pedagogical literature) • review progress against UKPSF and revise personal goals
LTES– Entry Requirements & Application Process Must have completed ILTHE before beginning LTES Have a minimum of 5 hours of observable group teaching at Newcastle University while undertakingLTES Have completed 20 hours teaching experienceby the time you complete LTES Note: PhD candidates should discuss intentions with supervisor before applying Apply via application form (casap@ncl.ac.uk)
LTES– Entry Requirements & Application Process Must have completed ILTHE (formerly ITLHE Part A) before beginning LTES Need to have a minimum of 5 hours of observable group teaching at Newcastle University while undertakingLTES Need to have completed 20 hours teaching experienceby the time you complete LTES Note: PhD candidates should discuss intentions with supervisor before applying Apply via application form (casap@ncl.ac.uk)
The Benefits of doing LTES Share practice with colleagues occupying similar and different roles across the university Increased knowledge and skills = increased confidence in teaching contexts Ability to talk professionally & persuasively about your teaching (interviews?) A route into Newcastle Teaching Award (& similar awards at other institutions) A route towards recognition at UK PSF Descriptor 1 and Higher Education Academy Associate Fellow Status
Previous PGR Participants “I would certainly recommend this to colleagues. The course provides useful practical skills and is taught professionally and efficiently in a pleasant environment.” "Meeting other ‘beginner teachers’ has been a great help. Talking to them still benefits my teaching.”
Previous PGR Participants "I made some good friends and interesting contacts that I hope will continue even now that I have left Newcastle.“ “I have been offered a permanent academic job, and my experience on this course helped my case. Such emphasis is now placed on learning and teaching skills in higher education that this qualification is a fantastic addition to an academic CV.”
5. But, I don’t have much time or teaching opportunities.... • Events Learning & Teaching Seminars (QuILT) Annual Learning & Teaching Conference (SDU/ QuILT) Research Teas and other events (CfLaT – in ECLS) • L&T resources: • QuILT/ SDU • Higher Education Academy