develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support deploy support staff effectively take responsibility for improving teaching through professional development, responding to advice & feedback from colleagues communicate effectively with parents with regard to achievements and well-being pupils’ PART 2: PERSONAL & PROFESSIONAL CONDUCT Uphold public trust in the profession and maintain high standards of ethics and behaviour, within & outside school. treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a professional position teacher’s having regard for the need to safeguard well-being, in accordance with statutory provisions pupils’ showing tolerance of and respect for the rights of others not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs ensuring that personal beliefs are not expressed in ways which exploit vulnerability or might pupils’ lead them to break the law Have proper and professional regard for the ethos, policies and practices of the school in which they teach and maintain high standards in their own attendance and punctuality. Have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities. Section 5: TEACHING, LEARNING AND ASSESSMENT Teaching, Learning and Assessment The Faculty of approach to teaching, learning and assessment is built around a concept Education’s of a learning entitlement for all students/trainees that includes: Programmes that provide academic and professional challenge and which are underpinned and informed by practice based research Explicit engagement that academic and professional needs and addresses learners’ develops their relevant skills and knowledge A focus on learner centred approaches to teaching, learning and assessment Provision of a wide range of pedagogies designed to role model excellent practice and to promote effective learning opportunities The effective integration of new and emerging technologies designed to enhance the learning potential of sessions, modules and programmes Assessment opportunities (formative and summative) that are equitable, consistent, transparent, time appropriate and closely aligned with aims and learning outcomes Comprehensive and effective feedback procedures that clearly articulate targets for progression and improvement Opportunities to develop teaching, learning and assessment techniques within a range of settings as appropriate to the programme of study Quality Assurance and Quality Enhancement (Including External Examination) Edge Hill approach to academic quality assurance and enhancement aspires to be: University’s
develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support deploy support staff effectively take responsibility for improving teaching through professional development, responding to advice & feedback from colleagues communicate effectively with parents with regard to pupils’ achievements and well-being PART 2: PERSONAL & PROFESSIONAL CONDUCT Uphold public trust in the profession and maintain high standards of ethics and behaviour, within & outside school. treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions showing tolerance of and respect for the rights of others not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law Have proper and professional regard for the ethos, policies and practices of the school in which they teach and maintain high standards in their own attendance and punctuality. Have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities. Section 5: TEACHING, LEARNING AND ASSESSMENT Teaching, Learning and Assessment The Faculty of Education’s approach to teaching, learning and assessment is built around a concept of a learning entitlement for all students/trainees that includes: Programmes that provide academic and professional challenge and which are underpinned and informed by practice based research Explicit engagement that addresses learners’ academic and professional needs and develops their relevant skills and knowledge A focus on learner centred approaches to teaching, learning and assessment Provision of a wide range of pedagogies designed to role model excellent practice and to promote effective learning opportunities The effective integration of new and emerging technologies designed to enhance the learning potential of sessions, modules and programmes Assessment opportunities (formative and summative) that are equitable, consistent, transparent, time appropriate and closely aligned with aims and learning outcomes Comprehensive and effective feedback procedures that clearly articulate targets for progression and improvement Opportunities to develop teaching, learning and assessment techniques within a range of settings as appropriate to the programme of study Quality Assurance and Quality Enhancement (Including External Examination) Edge Hill University’s approach to academic quality assurance and enhancement aspires to be:
Final-Programme-Handbook-PFT-Y1-2015-2016-Final-Print-Version1.docx