I am also expected to participate in overall contribution of the school, where appropriate, and as directed by my manager. It is a fact that academics in HE nowadays are expected to be ‘dual professionals’: professionals in their subject disciplines and ‘professional educators’ Peel (2005). In the next section, I will critically look at my current experiences relating to two areas of my work - a) teaching and supporting student learning, and b) continuous professional development. These are two of the ‘areas of activity’ identified within the UK Professional Standards Framework (UKPSF) (2011). 2.
Reid (1993) defined reflection as a process of reviewing an experience of practice in order to describe, analyse, evaluate and so inform learning about practice. Read (1993), adds that reflective practice is potentially both a way of learning and a mode of survival and development once formal education ceases. Page and Meerabeau, (2000) described two fundamental forms of reflection: reflection-in-action, and reflection- on- action. Understanding the differences between these forms of reflection is important. It will assist practitioners in discovering a range of techniques they can use to develop their personal and professional competences.
This means finding relevant training courses and other means of development, such as mentoring and coaching from sources within my organisation. How do you identify and prioritise personal learning needs? National competency standards and qualifications can be used to assess my own knowledge and skills and determine professional development needs and priorities. Competency standards outline the skills and abilities required for my current position. These competencies can be generic or industry specific.
The NOS are also used as a guideline when considering the recruitment, devolvement and progression of staff. The NOS standards can be used by many different organisations including employers, awarding organisation and educational organisations. HLTAs can aim the use of NOS by practising: * By making partnerships with teachers * By supporting and assisting with the development of framework used by the establishment. * By supporting and assisting with policies that promote inclusion. * By supporting and assisting with policies
This position will be required to work collaboratively across the D.IVTAE under the direct supervision of the xyz. REFLECT AND PROMOTE UNIVERSITY VALUES: Embody the university’s values of engagement Commitment to developing strong relationship’s and partnerships Be fair, respect and engage all stakeholders Focus on goals and outcomes and advocate continuous improvement Promote openness and consistency in processes and decision making POSITION DETAILS Position Title: Project Officer Classification: A03 Position Number: Branch: Reports to: Division: Location: KEYFUNCTIONS The project officer is responsible for: • Assist and Support the project manager in planning, tracking and managing the project • Assist and Support the project manager in identifying key resources and meeting the project objectives • Assist and Support the project manager throughout the life of the project. ROLES AND RESPONSIBLITIES •Project management of specific projects as directed. •Establishing and fostering communication channels with internal stakeholders. •Management of change relating to the delivery of project outcomes.
1. Technical-scientific approach followers claim that this approach is a manner of curriculum planning in order to increase students’ educational performance by coordinating the components of personnel, material and equipment. Some technical-scientific model supporters like Macdonald favour “technological” rationality as opposed to “aesthetic” rationality (Macdonald, 1975). They believe that students should be given the opportunities to reach the large body of knowledge, and that, those educators with a technological consciousness will benefit optimum growth, maximum efficiency and effectiveness of the system. This kind of models have evolved together with the works of Bobbitt and Charters.
The training objective will be to make the participants familiar with knowledge and understanding of university. These training objectives are intrinsically tied to the knowledge, skills and abilities required for the position. Consider this; the position requires receiving supervision, and the skills to supervise, so the training objective is to develop supervisory skills. The position requires the use of work processing and spreadsheet applications use, so the training objective is to teach them work processing and spread sheet applications. The position requires the candidates to communicate complex polices, so the training objective is to teach them reading, writing, and interpreting skills.
According to Gravell, (2012:18), the main role of the Teacher is to help learners achieve their chosen programme. Gravell went further to explain that this can be achieved by using various teaching and learning methods whilst taking into account learners individual needs. As a Team leader in the Princes Trust I will wear many hats: friend, judge, mentor, different roles for extracurricular duties. When I say mentor it means many things from a role model to coach to confidant, someone I believe who encourages positive behaviour this could be with the use of more responsibilities in the class room. Helping them improve the skills this could be through communication for example being able to understand situations and resolve differences which will build trust.
Hilary will be your main point of contact for academic matters. Module Leader: Helen Robinson h.robinson@kingston.ac.uk Module Administrator: Rob Challinor r.challinor@kingston.ac.uk. Rob will be your main point of contact for all administration queries. Learning Outcomes On successful completion of the module, you will be able to: * demonstrate a detailed understanding of the scope of each of the major components of the marketing communications mix;. * judge the appropriateness of each of these components, both alone and as part of an integrated solution; * critically evaluate the role and importance of a variety of research techniques and sources in the planning, implementation and evaluation of marketing communication campaigns; * structure a realistic and coherent marketing communications plan based on considered research and evidence.
By creating a positive learning environment, the business is better equipped to conduct business, keep staff for longer and ensure the goals of the organisation are met and kept; the creation of an efficient work environment is periodical in nature and means that the organisation has a better trained and well equipped workforce. Maximising participation can be accomplished by allowing the staff that will be taking the learning events are involved in decision and the manner of the training, the design of the training or by doing a skills audit on the team or staff member that to determine what, if any training is required, and if the training is directly related to the needs of