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Session: 2022/23
Last modified: 13/04/2022 16:17:45
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Title of Module: Supporting Professional Development Level 11 |
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Code: EDUC11125 |
SCQF Level: 11
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | N
Allan |
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| Summary of Module |
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This module is designed for those who have worked or are working with children in their early years. In some circumstances working in another education setting may be appropriate. The module will be delivered by blended learning and include work-related learning, critical incident analysis and group work alongside focussed reading and online tasks.
Students will consider current literature and theory associated with supporting professional development to evaluate its role in organisational development. They will evaluate the role of professional development in relation to organisational cultures ‘learning organisations’ as well as in relation to relevant quality enhancement frameworks.
In doing so, students will be able to identify appropriate, effective approaches to linking professional development and strategic planning with the implementation of current and future national initiatives and maintenance of professional standards within their own professional context.
Also, as part of this, the potential benefits and challenges associated with different approaches to supporting professional development such as coaching, mentoring and peer networking will be considered. Students will introduce and apply relevant strategies, including mentoring approaches such as those recommended by the professional bodies for example, Scottish Social Services Council (SSSC) and the Nursing and Midwifery Council (NMC).
Students will also critically reflect on the effectiveness of their inter and intrapersonal relationships within the context of a supporter /mentor relationship using models such as Johns’ model of reflection (1994); Goleman’s Emotional Intelligence (1995).
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Critically evaluate current literature and theories on the relationship between supporting professional development and organisational development.
L2.
Evaluate current strategy and practice designed to lead to effective and appropriate professional development in relation to current and future national initiatives and maintenance of professional standards.
L3.
Demonstrate awareness of the potential benefits and challenges associated with coaching, mentoring and peer networking interventions as a means of identifying and applying relevant strategies as recommended by the professional bodies.
L4.
Critically reflect on the effectiveness of own and others communication styles and actions within the context of a supporter /mentor relationship. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 11.
Demonstrate a critical understanding and knowledge of the principal theories and concepts in relation to:
• the role of supporting professional development within organisations
• Strategies and practices for appropriate professional development
• coaching, mentoring and peer networking
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| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
• Use skills and critically evaluate practices that support professional development
• Practise and evaluate mentoring skills in a professional context which may include a degree of unpredictability
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| Generic Cognitive skills |
SCQF Level 11.
• Demonstrate some originality and creativity in dealing with professional issues encountered in supporting professional development as part of wider organisational development
• Critically review, consolidate and extend knowledge and skills in the practice of mentoring.
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| Communication, ICT and Numeracy Skills |
SCQF Level 11.
• Use a range of communication skills on a professional level as part of practices in support of professional development
• Present formal information about the specialist area of supporting professional development.
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| Autonomy, Accountability and Working with others |
SCQF Level 11.
• Practice in ways that show awareness of own and others roles and responsibilities to bring about development and or new thinking as part of supporting professional development.
• Practice in ways which draw on critical reflection of own and others roles and responsibilities as part of mentoring
• Develop and critically evaluate a mentoring relationship with another
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| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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This module will be delivered using a blended approach to learning and teaching; it will include independent and group research and investigation, (collecting, presenting and analysing data; problem solving; presentations by University lecturers and visiting lecturers, presentations to peers and seminars. Elements of the course will be delivered on line which will include focussed reading and online tasks and discussion.
Students will undertake group work tasks and will receive feedback and support from peers.
Student handbooks, and other detailed material made available to students, will provide more specific information on the particular learning and teaching methodologies, and combinations of these methodologies, to be used for timetabled student sessions. This will clarify for students both their expectations for timetabled sessions, and their expectations for the overall balance of learning and teaching methodologies to be used during the module. |
Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Asynchronous Class Activity | 80 |
| Independent Study | 120 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Core Text:
Joyce, B and Calhoun,E.,(2010) Models of professional development: a celebration of educators. Calfornia, London, New Dehli and Singapore,Corwin a SAGE company
Other sources:
Hampton G., Rhodes C., Stokes M.,( 2004) Practical Guide to Mentoring , Coaching and Peer Networking, Routledge.
Aubrey , C ( (2011) Leading and Managing in the Early Years , 2nd Ed, Chpt 7 Mentoring as a leadership strategy , Sage , London.
Coalition of Childhood Umbrella Organisations, ( 2010) Guidance for Mentoring in Childhood Practice , Care Commission, Scotland.
Starr, J.,( 2012 ) Brilliant Coaching: How to be a brilliant workplace coach ,2nd Ed, Pearson, Dorset.
Journals:
Professional Development in Education
Early Years – An International Research Journal
Mentoring & Tutoring
The Learning Organisation
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
All full-time students (part-time and distant learning students should check with their programme leader for any queries) are required to attend all scheduled classes and participate with all delivered elements of the module as part of their engagement with their programme of study. Consideration will be given to students who have protection under the appropriate equality law. Please refer to UWS Regulations available at the following link: https://www.uws.ac.uk/current-students/supporting-your-studies/your-rights-responsibilities/ |
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Supplemental Information
| Programme Board | Education |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Career-Long Professional Learning |
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| Moderator | TBC |
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| External Examiner | E Black |
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| Accreditation Details | |
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| Version Number | 2.01 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Formative assessment:
The formative assessment will require students to engage in a variety of virtual/online reading, discussion forums and tasks that will enable them to engage and become familiar with the principles, techniques and ethical issues associated with practitioner investigation. This will be used to inform the reflection as part of Part B of the Summative assessment. Student handbooks, and other detailed material made available to students, will clarify the relationship between formative assessment tasks and the specific learning outcomes for the module.
Summative assessment (circa 4000 words):
The summative assessment will comprise of one submission with two parts.
Part A will be a critique of the purpose of Supporting Professional Development, the variety of roles and approaches which can be used and its role in organisational development.
Part B will be a reflective report which captures the student’s development in the role of mentor including the process adopted and documentation used. It will identify the student’s strengths, areas for development and reflect theory and the impact of the approach on the mentee and the organisation.
The authenticity of work-based tasks has to be verified.
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(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and learning needs. Using the VLE, learning materials will be presented electronically in formats that allow flexible access and manipulation of content (part-time and distance learning students should check with their programme leader for any queries). The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Inclusion outcomes and reports can be accessed at the following link: https://www.uws.ac.uk/about-uws/uws-commitments/equality-diversity-inclusion/
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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