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OCNW Level 5 Diploma in Teaching in the Lifelong Learning Sector Pt 2

NAME: UNIT 5: Continuing Personal and Professional Development LECTURER: DATE DUE: LINDA HARRADINE 27th November 2008 SUBMITTED: TASK : PDJ/1

THE CANDIDATE MUST COMPLETE THE SECTION BELOW (Ensure that the assessment criteria are listed) I certify that this is my own work and not plagiarised and understand that copied work from any source will be treated as a FAIL. In this work I am claiming the following assessment criteria 1.2, 1.3, 1.4, 3.1 Signed (student): LECTURER FEEDBACK and OVERALL DEVELOPMENTAL ADVICE: (please continue on a separate sheet if necessary)

PASS or Signed:

REFERRAL for work on the following criteria: (Lecturer) Date:

..............................................

date for RESUBMISSION: Signed:

After Resubmission Date: Date: Date:

PASS FAIL

............................................. (Lecturer)

Internal Verification (See V10 for comments) Signed : External Moderation Signed: ..

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Unit 5 - Continuing Personal and Professional Development - Level 5


Introduction This unit focuses on professional responsibilities and the importance of reflecting on personal and professional practice. Current issues and possible future developments in lifelong learning and the potential impact on job roles and learning are identified and explored. The importance of identifying individual continuing professional development needs and undertaking appropriate activities are also considered. This includes personal language, literacy and numeracy skills as defined in the minimum core of teachers knowledge, understanding and personal skill. Learning Outcomes The learner can: 1. Understand the role of the teacher in the lifelong learning sector. Assessment Criteria The learner will: 1.1 Analyse and compare different teaching roles and contexts in the lifelong learning sector. 1.2 Evaluate own role and responsibilities with reference to area of specialism and as part of a team. 1.3 Analyse the impact of own beliefs, assumptions and behaviours on learners and others. 1.4 Analyse the impact of own professional, personal, interpersonal skills, including literacy, numeracy and ICT skills, on learners and others. 2. Understand theories and principles of reflective practice, and models of continuous personal and professional self development. 3. Understand own need for continuous personal and professional self development. 2.1 Analyse and compare relevant theories, principles and models of reflective practice. 2.2 Explain how theories, principles and models of reflective practice can be applied to own development as an autonomous learner.
COURSEWORK TASK

PDJ/3 PDJ/1, 2, 5 CD/1 PDJ/1, 2, 4 CD/1 PDJ/1, 2, 4, 5 CD/1 PDJ/6

PDJ/6

3.1 Evaluate own approaches, strengths and development needs, including literacy, language and numeracy needs. 3.2 Use self reflection and feedback to develop own knowledge, practice and skills, including literacy, language, numeracy and ICT skills. 3.3 Plan appropriate opportunities to address own identified learning needs.

PDJ/1, 2, 4, 5 PDJ/5 PDJ/4, 5 PDJ/5

4. Understand and demonstrate ways in which engagement in CPPD activities has improved own practice.

4.1 Identify and engage in appropriate CPPD opportunities to keep up to date and develop in teaching and in own specialist area. 4.2 Evaluate the impact of CPPD activities on own professional practice, identifying any further learning and development needs.

PDJ/4, 5

Indicative Content
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Teaching roles: e.g. lecturer, trainer, demonstrator, instructor, tutor, mentor, coach, facilitator, learner, counsellor, assessor, goal setter ,evaluator, active listener, motivator, manager, etc Impact of own beliefs, assumptions and behaviours: e.g. cultural heritage, socioeconomic background, belief and value systems, language etc .and how to avoid bias Own professional, personal, interpersonal skills: e.g. identifying skills strengths and areas for development around specialist subject, communication skills, literacy, language, numeracy and ICT skills and how they impact on others. How to identify personal and professional skills development needs and identify agencies to meet professional development. The range of learning activities and resources available to develop skills. Reflective Practice e.g. definitions of reflective practice, purpose of reflective practice, analyse and compare: action research, explanation models, reflection-in-action, and reflection on action, single and double loop reflection, reflective thinking, learning journals, e-portfolios, experiential learning, self assessment etc and how they can be applied to own development as an autonomous learner. Examine the role of reflection, methods of evaluation, content of evaluations, the importance of learner feedback, peer feedback, external feedback, and manager feedback. Continuous personal and professional self development e.g. definition, role and purpose of continuous personal and professional self development, ways to identify strengths and development needs: evaluation of performance by self and/or by others, personal performance criteria against national standards, MIS data, feedback from others, courses, peer observation, work shadowing, desk based research. How to plan continuous personal and professional development: action planning SMART targets, the agencies and resources available etc Engagement in CPPD activities and how it has improved own practice e.g. range of CPPD available to you to keep up to date and develop your teaching in own specialist area: subject support networks, awarding bodies, sector skills councils, in house training, national and regional networks etc and evaluate the impact of the training e.g. evaluation tools, supervision and appraisal, observation of learning, teaching and training, peer observation, learner surveys and questionnaires, organisational surveys, reflective practice, feedback form learners and managers, MIS data etc. How to interpret and analyse the data collected from your evaluation techniques in order to plan further CPPD effectively. How to implement change in your own practice.

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COURSEWORK : CPPD - Personal Development Journal The development and continued application of the skills of self-appraisal and evaluation are critical to effectiveness as a practitioner. The Personal Development Journal is a means by which key knowledge and skills can be evaluated and essential ideas expressed at various point in the programme. The Personal Development Journal should therefore be evaluative and constructive and not entirely descriptive. The Personal Development Journal should be maintained in a folder on your T Drive throughout the course and should be available for assessment and moderation as required. It is recommended that the ongoing review should be completed in relation to each course unit. Below is an outline of some of the areas that a Personal Development Journal would be expected to include. In either case, you must ensure that you demonstrate knowledge of the indicative content, cover the relevant SVUK Standards and meet all the assessment criteria as listed in the programme requirements for this unit. WHAT MUST BE IN THE JOURNAL? PDJ/1: INITIAL SELF-EVALUATION current strengths Planning and delivery of teaching and learning; evaluation of own performance: knowledge and use of SVUK codes of professional practice; identification and awareness of professional values; awareness and use of opportunities for professional development. areas for development Planning and delivery of teaching and learning; evaluation of own performance: knowledge and use of SVUK codes of professional practice; awareness and of opportunities for professional development; identification and awareness of professional values. action required You should refer to all identified areas for development. PDJ/2: ONGOING REVIEW It is recommended that you carry out a review of your progress in relation to each unit of the course. You should consider the following points: Progress in planning, delivery and evaluation of teaching and learning. Codes of professional practice Identification of any previously unfamiliar codes of practice; examples of use of and conformity with particular codes of practice.

PDJ/3: COMPARITIVE PEER OBSERVATIONS In groups of three: Arrange to peer observe each others practice (use the lesson observation form provided in the Handbook supplement). You should aim to do an hour of observation and follow this with a conversation with your peer. The observee should give you the lesson plan, the scheme of work and any paper resources. You should discuss the
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session with your observee prior to the session and agree in what segment to observe. If an observation is not possible, your observee can record the session for you to appraise later. (Confidentiality will apply, the learners should know that the session will only be seen by one person who is unacquainted with the curriculum area.) After the session, interrogate your observee to find out what issues, problems, concerns, successes, benevolent factors affect the lesson design and execution. The observee should collect learner evaluation of the session you may want to design three different evaluation instruments to enable you to compare methods (see WPP 3.1).

PDJ/4: LESSON OBSERVATIONS Your observations will end up in this section of your submitted work in your folder. Your evaluations will give you every opportunity to satisfy many of the assessment criteria of the course. PDJ/5: TUTORIALS and MENTORING MEETINGS Mentoring includes your subject specialist mentoring as well as your mentoring for numeracy and literacy. After any such meeting, it would be appropriate to write your thoughts in the PDJ. PDJ/6: USE OF REFLECTIVE PRACTICE MODELS/THEORIES You should identify, use and discuss a range of models of reflective practice in your reflective journal. You can use any templates or graphic organizers in your writing in the PDJ, but you must show academic engagement with the topic. PDJ/7: ANY OTHER THOUGHTS ARISING FROM WORK ON OTHER UNITS This is like saying misc: the PDJ is a good place for your evaluations of any lessons or to record your thoughts associated with any of the units or coursework. It can also show your familiarity with initiatives or changes happening in your subject specialism, or more generically in the LLS.

Recommended Reading
Boud, D. (1995). Enhancing Learning Through Self-Assessment. London: Kogan Page Kolb, D. (1984). Experiential learning as the science of learning and development. Englewood Cliffs, New York: Prentice Hall. Hopkins, D. (1993), A Teachers Guide to Classroom Research (2nd ed.), Milton Keynes : Open University Press, Novak, J.D.& Gowin, D.B. (1984), Learning How to Learn, Cambridge, MA: Cambridge University Press,. Schn, D.A. (1987), Educating the Reflective Practitioner, San Francisco, CA: Jossey-Bass Schn.D.A. (1998). The Reflective Practitioner: How Professionals Think in Action . Brookfield VT: Ashgate Journals and Newspapers Journal of Vocational Education and Training, 4 times a year British Journal of Educational Technology

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Introduction and rationale


Reflective practice is seen as a key component of good practice in the teaching profession (Wallace, 2007), something which is shared by a range of other professions such as nursing (Burns & Bulman, 2000) and social work (Knott & Scragg, 2007). In real terms reflective practice fits into almost every area of life, even industries not renowned for their people centric approach to staff or customers will perform some form of reflective review at some stage in their product or process lifecycle (Bolton, 2000) (Blockley & Godfrey, 2000). The purpose of this personal development journal is therefore to identify and track change as its initial need is identified through to the action plan to implement it and the resultant inclusion of the new or revised technique or practice in the authors work. Every attempt will be made to include evaluative criticism of the situations encountered, with constructive approaches being identified which could take the authors skill set forward and improve future professional practice.

Initial evaluation
The author has a relatively high level of professional qualification and experience in their primary domain of teaching, which is computer science. This is paired with some 5 years experience of teaching within the current academic institution. Within the teaching team in the computing department, the authors role primarily includes aspects of computer hardware systems and networking which are included within the curriculum. Within these areas the author maintains professionally current qualifications by following relevant professional training courses such as the CISCO CCNA instructor training course (CISCO, 2008), and undertaking self study of the new curriculum pathways offered as part of the CISCO certification pathways which were released within the last 12 months. In addition the author maintains membership of the professional body for computer science, the British Computer Society (BCS, 2008), through which the societys journal IT Now is issued

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on a bi-monthly basis. Articles contained in this journal and in weekly email journals from the BCS and other online computing journals such as silicon.com are used for continual professional development. With respect to teaching practice, the author has enrolled with the institute for learning, and has made some entries into the IFL web portal to record continuous professional development. The author has completed stage 1 initial teacher training in the 2005/2006 academic year. This was followed in the 2007/2008 academic year by undertaking the first year of study towards the Diploma in Teaching in the Life Long Learning Sector. This course of study is now continuing into its second year and this continual professional development log forms part of the course work. The authors personal background predisposes him to consider students to be willing to learn and enrich their education, to some extent this can be said to be true for some elements of the student cohort at the college, however, for others, the motivation to attend college extends little beyond the basic requirements of pleasing their parents by appearing to do the right thing, or attending to gain the EMA payments or simply to be in a place which is warm and dry with their friends. These motivators are frequently found to be in conflict with the objective of the course of study on which the student is enrolled. The authors academic and professional background, which consists of a First degree in Applied Physics followed by 20 plus years in industry then a Masters Degree in Business Computing followed by working in the teaching profession forms a framework against which values and judgements can and will be set. The author finds that his numeracy and ICT skills are highly developed, and whilst he lacks confidence in the use of written English, this is more than sufficient to perform the job role he is currently employed in. These skills sometimes lead the author to assume that learners have similar abilities particularly with respect to number work and literacy, the author has found that these assumptions are generally invalid and there is a need to incorporate basic number and literacy work into the course delivery for most lessons.

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In terms of personal development, the author refers to relevant sources for support on aspects of literacy numeracy or ICT, these may range from the BBC Skill wise website through to advanced texts on mathematics and the use of ICT applications and languages.

Current strengths
The authors strengths in computer networking and systems hardware are sufficient for the current level of academic delivery within the college, the author also possesses skills in areas which are not currently being used such as web design, process control engineering and physical sciences; the author has a first degree in Applied Physics. The author is also reasonably proficient in compiling and looking after the complex systems of course documentation used as for BTEC course management. The author is familiar with the existence of a plethora of professional standards which apply to teaching; the further education sector is guided by Lifelong Learning UK (LLUKc, 2008) standards which now fall under the umbrella of the Standards Verification UK (SVUK. 2008). The range of standards produced by LLUK is daunting, ranging from initial teacher training through skills for life and youth work. The key area of relevance to the work of the author is the further education sector, amongst the many standards within this sector is the sector skills agreement for the lifelong learning sector (LLUKb, 2008). This hefty, 227 page, strategic document identifies the areas for development and continued investment within the lifelong learning sector, within this framework, FE colleges are identified as vehicles of delivery for certain types of training including work based learning, community based learning and traditional institutionally based courses. In addition, LLUK also authored the revised standards for teachers, tutors and trainers in the lifelong learning sector (LLUKa, 2007). These standards provide a list of competences which education professionals should be able to meet. A list of these competences is included within appendix 1 of this document, in which the author has scored his own level of competence

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against these standards on a three point scale. A commentary justifying these scores may be included in future elements of this assignment. In addition, standards have been developed for teachers in main stream education, these are defined by the Training and Development Agency for Schools (TDA, 2008). These standards cover qualified teacher status, core standards, as well as three levels of post qualification standards levels, forming an experiential learning curve which would follow on from initial qualification and beginning practice in the sector.

Areas for development


The author has identified some areas in need of development within the current sphere of professional practice. In class assessment of learning is a weakness within the authors current teaching practice, a developmental project has been identified to introduce a range of assessment methodologies into standard lesson structures above and beyond the current level of practice. This is likely to bring benefits to both the lecturer and the learners in the selected classes. The author is already considering the next step in professional development beyond initial teacher training, the subject learning coach programme for ICT is of interest and consultation with college management has show there to be potential for pursuing this avenue of continual professional development.

Action required
Continuing with the current programme of professional development will allow the author to engage in investigations of a range of assessment methodologies; reference should be made to the action research project accompanying the completed portfolio of work in which this assignment is located.

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Further opportunities such as the subject learning coach programme will need to follow on from the completion of initial teacher training and are subject to the approval of senior college management.

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Bibliography
BCS. 2008. BCS [online]. Available at: www.bcs.org [Accessed 26/11/2008] Blockley, D. I. & Godfrey, P. S., 2000. Doing it Differently: Systems for Rethinking Construction. London. Thomas Telford Ltd. P128. Bolton, G., 2000. Reflective practice, writing and professional development. London. Paul Chapman Publishing. Burns, S & Bulman, C., (2000) Reflective practice in nursing. Oxford. Blackwell Science. Cisco. 2008. Cisco networking academy [online]. Available at: http://cisco.netacad.net [Accessed 1/9/2008]. Knott, C & Scragg, T., (2007) Reflective practice in social work. Exeter. Learning Matters. LLUKa .2007. New overarching professional standards for teachers, tutors and trainers in the lifelong learning sector [online] Available at: www.lluk.org/documents/ professional_ standards_for_itts_020107.pdf [Accessed 19/11/2008] LLUKb. 2008. A sector skills agreement for the lifelong learning sector stage 5. [online]. http://www.lluk.org/sector-skills-agreement.htm [Accessed 19/11/2008]. LLUKc. 2008. Overview of standards and qualifications. [online] Available at: http://www.lluk.org/3168.htm [Accessed 19/11/2008]. SVUK. 2008. Standards Verification UK. [online] Available at: http://www.standards verificationuk.org/ [Accessed 19/11/2008]. TDA. 2008. What are the professional standards [online] Available at: http://www.tda.gov.uk/teachers/professionalstandards/standards.aspx [Accessed 19/11/2008] Wallace, S., 2007. Teaching, Tutoring and Training in the lifelong learning sector. 3rd ed. Exeter. Learning Matters Ltd.

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Appendix 1 : Professional standards


DomainAProfessionalvaluesandpractice IDOTHIS WELL AP1.1 Encourage the development and progression of all learners through recognising, valuing and responding to individual motivation, experience and aspirations. AP2.1 Use opportunities to highlight the potential for learning to positively transform lives and contribute to effectivecitizenship. AP2.2 Encourage learners to recognise and reflect on ways in which learning can empower them as individualsandmakeadifferencein theircommunities. AP3.1 Apply principles to evaluate and develop own practice in promoting equality and inclusive learning and engagingwith diversity. AP4.1 Use relevant theories of learning to support the development of practice in learningandteaching. AP4.2 Reflect on and demonstrate commitment to improvement of own personal and teaching skills through regularevaluationanduseoffeedback. AP4.3 Share good practice with others and engage in continuing professional development through reflection, evaluation and the appropriate use of research. AP5.1 Communicate and collaborate with colleagues and/or others, within and outside the organisation, to enhance learnersexperience AP5.2 Communicateinformationandfeedback about learners to others with a legitimate interest, appropriately and in a manner which encourages trust between those communicating and respects confidentiality where necessary. AP6.1 Conform to statutory requirements and applycodesofpractice. AP6.2 Demonstrate good practice through maintaining a learning environment which conforms to statutory requirements and promotes equality, including appropriate consideration of theneedsofchildren,youngpeopleand vulnerableadults
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IDOTHIS WELL AP7.1 Keepaccuraterecordswhichcontribute toorganisationalprocedures. AP7.2 Evaluate own contribution to the organisationsqualitycycle. AP7.3 Use feedback to develop own practice withintheorganisationssystems.

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DomainBLearningandteaching IDOTHIS WELL BP1.1 Establish a purposeful learning environment where learners feel safe, secure,confidentandvalued. BP1.2 Establish and maintain procedures with learners which promote and maintain appropriate behaviour, communication and respect for others, while challenging discriminatory behaviour andattitudes. BP1.3 Create a motivating environment which encourages learners to reflect on, evaluate and make decisions about theirlearning. BP2.1 Provide learning activities which meet curriculum requirements and the needs ofalllearners. BP2.2 Usearangeofeffectiveandappropriate teaching and learning techniques to engage and motivate learners and encourageindependence. BP2.3 Implement learning activities which developtheskillsandapproachesofall learnersandpromotelearnerautonomy. BP2.4 Apply flexible and varied delivery methodsasappropriatetoteachingand learningpractice. BP2.5 Encouragelearnerstousetheirownlife experiences as a foundation for their development. BP2.6 Evaluate the efficiency and effectivenessofownteaching,including consideration of learner feedback and learningtheories BP2.7 Use mentoring and/or coaching to support own and others professional development,asappropriate. BP3.1 Communicate effectively and appropriately using different forms of language and media, including written, oralandnonverbalcommunication,and new and emerging technologies to enhancelearning. BP3.2 Use listening and questioning techniques appropriately and effectively inarangeoflearningcontexts. BP3.3 Structure and present information clearlyandeffectively. BP3.4 Evaluate and improve own communication skills to maximise effective communication and overcome identifiablebarrierstocommunication. BP3.5 Identify and use appropriate NEEDS IMPROVING WEAKNESS


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IDOTHIS WELL organisational systems for communicating with learners and colleagues. BP4.1 Collaborate with colleagues to encouragelearnerprogress. BP5.1 Select and develop a range of effective resources, including appropriate use of newandemergingtechnologies. BP5.2 Select,developandevaluateresources to ensure they are inclusive, promote equalityandengagewithdiversity.

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WEAKNESS

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DomainCSpecialistlearningandteaching IDOTHIS WELL CP1.1 Ensurethatknowledgeofownspecialist area is current and appropriate to the teachingcontext. CP1.2 Provide opportunities for learners to understand how the specialist area relates to the wider social, economic andenvironmentalcontext. CP2.1 Implement appropriate and innovative ways to enthuse and motivate learners aboutownspecialistarea. CP3.1 Apply appropriate strategies and theoriesofteachingandlearningtoown specialistarea CP3.2 Workwithlearnerstoaddressparticular individuallearningneedsandovercome identifiedbarrierstolearning. CP3.3 Work with colleagues with relevant learnerexpertisetoidentifyandaddress literacy, language and numeracy developmentinownspecialistarea. CP3.4 Ensure own personal skills in literacy, languageandnumeracyareappropriate fortheeffectivesupportoflearners. CP3.5 Make appropriate use of, and promote the benefits of new and emerging technologies. CP4.1 Access sources for professional developmentinownspecialistarea CP4.2 Work with learners to identify the transferable skills they are developing, and how these might relate to employmentopportunities. NEEDS IMPROVING WEAKNESS

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DomainDPlanningforlearning IDOTHIS WELL DP1.1 Plan coherent and inclusive learning programmes that meet learners needs and curriculum requirements, promote equality and engage with diversity effectively. DP1.2 Plan teaching sessions which meet the aims and needs of individual learners and groups, using a variety of resources, including new and emerging technologies. DP1.3 Prepare flexible session plans to adjust totheindividualneedsoflearners. DP2.1 Plan for opportunities for learner feedback to inform planning and practice. DP2.2 Negotiate and record appropriate learning goals and strategies with learners. DP3.1 Evaluate the success of planned learningactivities. DP3.2 Evaluate the effectiveness of own contributions to planning as a member ofateam. NEEDS IMPROVING WEAKNESS

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DomainEAssessmentforlearning IDOTHIS WELL EP1.1 Use appropriate forms of assessment and evaluate their effectiveness in producing information useful to the teacherandthelearner. EP1.2 Devise, select, use and appraise assessment tools, including where appropriate, those which exploit new andemergingtechnologies. EP1.3 Develop, establish and promote peer and selfassessment as a tool for learningandprogression. EP2.1 Apply appropriate methods assessmentfairlyandeffectively. of NEEDS IMPROVING WEAKNESS

EP2.2 Apply appropriate assessmentmethods to produce valid, reliable and sufficient evidence. EP2.3 Design appropriate assessment activitiesforownspecialistarea. EP2.4 Collaborate with others, as appropriate, to promote equity and consistency in assessmentprocesses. EP3.1 Ensure that learners understand, are involved and share in responsibility for assessmentoftheirlearning. EP3.2 Ensure that access to assessment is appropriatetolearnerneed. EP4.1 Useassessmentinformationtopromote learning through questioning and constructive feedback, and involve learnersinfeedbackactivities. EP4.2 Use feedback to evaluate and improve ownskillsinassessment. EP5.1 Contribute to the organisations quality cycle by producing accurate and standardised assessment information, and keeping appropriate records of assessment decisions and learners progress. EP5.2 Conductandrecordassessmentswhich adheretotheparticularrequirementsof individual learning programmes and, whereappropriate,externalbodies. EP5.3 Communicate relevant assessment information to those with a legitimate interest in learner achievement, as necessary/appropriate.

DomainFAccessandprogression
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IDOTHIS WELL FP1.1 Refer learners to information on potential current and future learning opportunities and appropriate specialist supportservices. FP1.2 Provide learners with appropriate information about the organisation and its facilities, and encourage learners to use the organisations services, as appropriate. FP2.1 Provide effective learning support, within the boundaries of the teaching role. FP3.1 Providegeneralandcurrentinformation about potential education, training and/orcareeropportunitiesinrelationto ownspecialistarea. FP4.1 Providegeneralandcurrentinformation about a range of relevant external services. FP4.2 Work with colleagues to provide guidanceandsupportforlearners.

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WEAKNESS

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