Use a variety of methods for evaluating their teaching role
Here the employment context is likely to provide a wider range of teaching activities and duties and these will be reflected in the material presented. While the formal systems used within institutions are a primary source for evaluation the participant should demonstrate the use of other appropriate techniques for evaluating individual sessions. Self, peer and student feedback ad associated evaluations are indicative examples of appropriate approaches. In many ways this links with the core outcomes and may include explicit recognition of coping and time management strategies. Monitoring and evaluation is also likely to include demonstrating the maintenance of appropriate record keeping. This material will help to inform individual development goals and needs to demonstrate reflective practice.
Inform their professional role with relevant strategy, policy and quality considerations
Institutional and national quality assurance and enhancement systems and approaches impact upon education in further/higher education. The individual and particular employment context and role will indicate the appropriate type, level and depth of material presented to satisfy this outcome.
Use a range of methods of teaching and supporting learning, assessment and feedback, appropriate to the learners, subject and context, including use of appropriate technologies
Here too the employment context will tend to provide a wider range of opportunities for individual participants to demonstrate an extended set of applicable approaches to support learning with a diverse range of student participants. In particular, participants should be able to demonstrate how considerations such as the subject matter, the context of the student(s) and how the use of technology have all factored into their approach to teaching, supporting learning and assessment and feedback.
Contribute to the design, planning and evaluation of courses, modules or programmes
Here the nature of the professional duties of the participants will be reflected in a greater individual input into module/programme design and implementation. These will need to take into account current applicable legislation that impacts further/higher education institutions. Participants are likely to provide evidence of a complete cycle of professional activities from module/programme development through to the delivery of individual sessions and subsequent evaluation. It would also be beneficial to include evidence that speaks to how any evaluations have been used to modify/improve the courses, modules or programmes.
Create a learning environment that includes student support and guidance
This outcome explicitly focuses upon professional activities relating to supporting students’ development in a wide context. Boundary issues and appropriate issues and appropriate referral are of particular significance when acting in a pastoral role. Awareness of ethical practice is central to this outcome. Participants may demonstrate knowledge of the appropriate referral process in their institution.