Professional standards

Present below your self-grading against each standard and the evidence to support it.

Professional values and attributes

Develop your own judgement of what works and does not work in your teaching and training

Standard Evidence and location / link tutor comment SelfGrade

1 Reflect on what works best in your teaching and learning to meet the diverse needs of learners

Evidence: Over the course of my teaching practice I have undergone several observations, from both mentor and Link tutor, I have also observed expert tutors to gain further perspective and knowledge. From each of these I have reflected and applied a reflective model to discuss and recap my work. Doing so allows me to gain better understanding of myself, my context, my learners and allows for further improvement. Allowing me to look at any mistakes and understand why something went wrong or did not work and fix and discuss this. It allows me to build on strengths and learn new methods and approaches to my teaching. As I continued writing reflections, each became stronger and more in depth, using this method of reflection I feel made a difference within my practice, making my teaching relationships and methods stronger and more affective. Reflecting on my practice is an essential part of my teaching journey and is something I must continue to do throughout my teaching practice, this will enable me to continuously update and renew my practice and allows me to ensure I am doing a good job. Attached is my WordPress site in which the reflections are found, under the ‘Observations’ option on the menu. https://wordpress.com/view/

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teachingdotperformingarts.wordpress.com

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2 Evaluate and challenge your practice, values and beliefs

Evidence: When I began my teaching practice, I used to be very strict with my learners, taking a very behaviourist approach to my teaching. I believed bad behaviour should be punished. However during my time on placement, learning the learners behaviours and reasoning for, such as problems at home, financial issues, work related stress, behavioural issues, learning difficulties/disabilities, the learner may not respond well to strong discipline, may not enjoy the topic or simply just having a bad day! learning new methods from my own personal research and feedback from observations I found this was not always an appropriate method. Linda Shalaway states “Effective teachers discipline with encouragement and kind words more often than rebukes and reprimands”. I found using positive reinforcement worked better with my learners, rewarding my students with things like choosing their own games or breaking 5 minutes early or even holding competitions in which the learners could win prizes, opened up intrinsic motivation and provided a happier work balance and learning environment.

Source of research: Learning to Teach: -- Not Just for Beginners: The Essential Guide for All Teachers – Linda Shalaway.

https://books.google.co.uk/books?id=V4JZvzwC96YC&dq=dealing+with+students+behavior&source=gbs_navlinks_s

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3 Inspire, motivate and raise aspirations of learners through your enthusiasm and knowledge

Evidence: When planning prior to my sessions I try to ensure my learners are given fun an interesting content, over my time with my students I have learned that they learn best through ‘fun’ and practical activities. I ensure I keep my students motivated through the use of these activities, for example I allow the students to pick and suggest warm up games and activities they enjoy the most, this reward boosts my students and keeps morale and energy high. For example, within my feedback from my second observation, Katya states “As with the last observation you are a dynamic and positive presence in the classroom. This was already a strength, but you continue to grow into the professional role. This is linked to a developing self-confidence. There is also a real sense that students can experiment as part of the creative process and this is reinforced regularly”. In my mentor observation feedback, Michael states “Chanice managed the class very well, she has a good presence within the studio and brings the session to life”.(See WordPress observation section) I found when reading Geoff petty ‘Learning today: a practical guide’ he states that “Maslow showed there is only one wat if motivating student’s and that us to ensure your students’ belongingness, esteem and self-actualisation needs are nourished through the learning activities you devise”. This resonated with me and is something I put into my own practice, ensuring my activities motivate my learners.Teaching today: A practical guide: Geoff Petty -

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https://books.google.co.uk/books?id=QfSPDVcauFUC&dq=geoff+petty+teaching+today&source=gbs_navlinks_sObservation feedback - Link tutor observation 2: https://wordpress.com/view/teachingdotperformingarts.wordpress.comMentor Observation 1: https://wordpress.com/view/teachingdotperformingarts.wordpress.comTutor:

4 Be creative and innovative in selecting and adapting strategies to help learners to learn

Evidence: At the beginning of every session I try to introduce a new and varied warm-up, I keep track of which warm-up was the most effective with students, which they appeared to stay engaged with, enjoyed and become most focused with, I can then re-use this in later sessions. I have a variation of learner levels in my class, so I am required to try different methods of teaching to suit their needs, I do this by trying one activity with all level – learners and then adapt to suit the learners by making the work a little challenging for some and changing it to be suitably challenging for other learners. With each new warm up and activity I introduce I gain verbal feedback from the learners as to which they enjoyed most and felt most challenged them, which they felt the most beneficial to their learning and which one they felt they learned the most from. I asses this with open questioning, this allows the learners to think of theses answers themselves.I attempt to embed technology as often as possible, as a means for communication I ask the students to log on to a Post-it website where they can post anonymously any questions,

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feedback, ideas and worries they may have, I can then address this and start a line of communication. I try to use technology as an Innovative method of learning as most students use technology and find this a fun and up-to-date way of learning, I create quizzes for my learners and often ask them to undertake tasks which requires them to use different methods of research. Recently I set the learners a maths based task I which they used their technology to find a variation of props for an upcoming show, the team to find the cheapest props won a prize, one of my innovative methods to assist with learning. Embedding IT and creating a game assisted my learners with by turning a very mundane task into a fun one which they thoroughly enjoyed. I discuss creating innovative sources for learning further in my SSP innovative resource vlog – In my SSP submission feedback in a voice note Katya discusses my innovative resource (post it) saying “In the vlog where you have created this padlet for them to ask questions and communicate with you as you saw there was a barrier to communication, you’re very responsive to students needs and this will serve you well in education”.

SSP Module -https://teachingdotperformingarts.wordpress.com/subject-specialist-practice/Post it site- https://pinup.com/VF7rk5dC8Quiz resource- https://kahoot.com/

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5 Value and promote social and cultural diversity, equality of opportunity and inclusion

Evidence: Within my sessions I feel it is

essential every learner is addressed, questioned

and included in all aspects of the work. To do

this, I choose students at random to answer

questions and to get involved in activities, I do

not favour students or choose students whose

skills may possibly stronger than others, I offer

equal opportunity to all my students. Within my

second observation feedback Katya stated “You

select students for the improv keeping all

learners on their toes. This was an inclusive

approach.”, I also ensure I use differentiation

within my sessions in order to achieve complete

inclusion. Within my feedback Katya also stated

“you instinctively differentiate well in the

session itself. A proportion of the students have

special education needs/disabilities and you

adjusted your approach as necessary.” – I

ensure within sessions any ‘cliques’ are broken

up, friends are separated, and all groups are

diverse, I do so to ensure the best learning

experience is met and all learners are given fair

and ample opportunity.

Attached is my lesson plan which show the

levels of differentiation and the importance of it,

During my time on placement my lesson plans

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have improved, in which I ensure differentiation

is implemented, every student is given equal

opportunity and the classroom is largely mixed.

https://

teachingdotperformingarts.wordpress.com/link-

tutor-observation-2/

Above: Lesson plan including differentiation.

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6 Build positive and collaborative relationships with colleagues and learners

Evidence: During my time on my placement I have been able to work closely with my mentor and other members of staff, I have developed a very close relationship with members of staff, and I am a very valued member of the team. I have personal contact with both my mentor and other members of staff, and I work alongside them to support the learners. I have a very close and respected relationship with my learners, I managed this by taking the time to get to know every student, in the mornings I make general chit chat asking how their weekends were etc and other non-learning questions, I feel this created a strong friendly basis between me and the learners. Even during the 2020 corona virus pandemic, although not on placement my students would still come to me for assistance with their work and were very grateful for the

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help I had given them. In my link tutor feedback from Katya she states “Excellent working relationship with Michael. You are clearly a trusted member of staff and have autonomy with planning and delivery. You regularly team teach and contribute rather than shadow. Good relationship with the students too”.

I work very closely with Michael and have developed a personal relationship outside of the college setting. I talk frequently with Michael and often with Sara on social media sites, which is much more personal than email. I have attended many social events outside of the college with members of the department. I feel a close working relationship with colleagues is important as it offers a strong working dynamic and settled environment for learners.Link tutor feedback: https://wordpress.com/view/teachingdotperformingarts.wordpress.comStudent email screenshot:

Social media conversation between myself and colleague Michael:

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Professional knowledge and understanding

Develop deep and critically informed knowledge and understanding in theory and practice

Standard Description and location of evidence Grade

7 Maintain and update knowledge of your subject and/or vocational area

Evidence: I believe it is essential as an educator to continuously update and stay on-top of my specialist knowledge, to do so I follow performing arts based blogs, attend theatre shows, subscribe to video channels, read teaching performing arts and performing arts books, I also engage in discussions with my learner to keep up to date with performing arts trends.

A favourite book of mine ‘Teaching Drama: A Mind of Many Wonders’ by Norah Morgan and

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Juliana Saxton is a book I refer to often, the book offers tried and tested teaching methods, exercises and skills to use within the classroom, whilst offering a humorous insight into the type of students in a classroom. https://books.google.co.uk/books?id=RueEQAAACAAJ&dq=teaching+drama+a+mind+of+many+wonders&hl=en&sa=X&ved=0ahUKEwistJbY6dXlAhVRTsAKHZKaDdYQ6AEIKzAA ht tps://books.google.co.uk/books?id=RueEQAAACAAJ&dq=teaching+drama+a+mind+of+many+wonders&hl=en&sa=X&ved=0ahUKEwistJbY6dXlAhVRTsAKHZKaDdYQ6AEIKzAA

I follow numerous performing arts teaching blogs and chatrooms to stay up to date with current happenings within the performing arts sector, I follow the British Council Theatre and Dance blog page closely as I find it covers topics across the country.https://theatreanddance.britishcouncil.org/blog/

In my downtime I like to search and watch new performing arts videos, whether this be news video’s or upcoming actors or film makers. Many of these channels I subscribe to, One page in particular Performing Arts – Topic, post a collection of videos from different curators, from vloggers to colleges and other …https://www.youtube.com/channel/UCGX0qMlZd-SaW4cryabuqeg

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8 Maintain and update your knowledge of educational research to develop evidence-based practice

Evidence: I believe that as a teacher it is our duty to ensure we update and maintain our knowledge using research. Recently within my research module I discussed the issue of the lack of I.T within the arts industry and the effect it has on the quality of learning. I undertook a short action research project and discussed the results I had found. Within my action research report I gained results that proved the use of technology was beneficial to my learners. This educational research allowed me to develop new methods of teaching and assessment and allowed for a fresh, innovative teaching experience.Action research and educational research is imperative to continuously update skills, practice and knowledge. Undertaking educational research is both beneficial for learners and teachers as the results from this can be applied to future practices or used to improve on or feedback on. Within my action research I discussed my feelings about the importance of action research to update my educational knowledge “I feel like I have greatly benefited from this study, action research has allowed me to develop and gain many new skills, by spending time performing secondary research I began to understand which research was most relevant to my research, the importance of using up to date research, the most reliable and selecting the most important sections of research to use. From this my evaluative skills have improved. As this is my first-time conducting research, I have gained investigational skills, by thinking critically, creating relevant questions and ensuring I was

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ethical with my work. Action research has also allowed me to develop a few personal skills too” (My Action research essay. 29/12/2019) I am interested to keep updated with the goings on in education and I am eager to obtain new knowledge, to so do I am subscribed to educational blogs, articles and forums such as; https://www.teachertoolkit.co.uk/https://ictevangelist.com/ (Blogs) https://www.theguardian.com/education (Articles) http://www.teacherstalk.co.uk/ (Teaching forums) However, I do feel like I could further my knowledge by reading books and watching online videos and keeping up to date with the news (in the educational sector) this is an action plan I will set for myself.

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9 Apply theoretical understanding of effective practice in teaching, learning and assessment drawing on research and other evidence

Evidence: Continuously updating my knowledge and understanding of the education sector, undertaking action research and the study of teaching, learning and assessment has allowed me to improve and develop my teaching practice greatly. An aspect of my research I undertake is the methods and theories of student behaviour and the benefits to trial and error applying different approaches. Prior to beginning my teaching journey, I assumed the best way to gain results and the best response from the learners was disciplinary action. However, during the module learning theories, writing my assignment for ‘theories that underpin teaching and learning’ I discussed how the learners in my context respond better to active learning and

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that they required ‘all 4 learning theories to be able to form a successful learning environment’ . (4 theories – Behaviourism, Humanism, Cognitivism, social and situated learning). As the assignment was written very early within my teaching practice, I feel it is not wholly accurate. Due to my larger amount of teaching experience, knowledge, newly learned skills and built relationships with the learners, I feel this statement is now very subjective. I do agree, my context requires methods and theories of all 4 learning theories, however, in terms of behaviour further research was required. As previously mentioned, I felt the behaviourist approach would be required to gain the behaviour I desired. However, overtime researching and gaining a deeper understanding of my learners behaviour I applied different methods of behaviour management, in my action plan document it is clear to see what effect the research was having on my teaching practice and was assisting me in my progression (See action plan document on WordPress). I soon discovered many of my learners respond better to positive reinforcement, However this is not always appropriate for all learners, so it is imperative I research, practice and apply new methods to my teaching and continue to update my knowledge of my teaching practice and the education sector to do so.

Action plan- WordPress site: https://wordpress.com/view/teachingdotperformingarts.wordpress.com

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10 Evaluate your practice with others and assess its impact on learning

Evidence: During my teaching process I have frequently observed both my mentor, students and other professional bodies. This was extremely beneficial and an effective method of development for my teaching practice. Undertaking expert observations allowed me to gain a deeper understanding of my own and professional teaching practices. I was able to view various methods of assessment, teaching styles and classroom management. During peer assessments I have received feedback of my own teaching practice which enabled me to gain a deeper understanding of my own work, mistakes made, improvements to make and areas to develop. Having mentor meetings and receiving feedback and action points to develop on allowed me to continuously update my teaching practice, for example: behaviour management was a point for me to improve on, having continuous feedback from my mentor allowed me to improve my teaching skills and knowledge. My, my students benefited from this, each time I received feedback, my greatly. (See mentor meetings and expert observations.)https://wordpress.com/view/teachingdotperformingarts.wordpress.com

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11 Manage and promote positive learner behaviour

Evidence: Whilst in the classroom I manage roughly 33 students, I do this strongly. I can keep control of the class well and ensure the students are always on task. I ensure the students are well behaved and focused, I use the “3 strike rule” with my learners, to ensure the students have a

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clear understanding of the consequences of unwanted behaviour. Due to my very close relationship with the students I have gained a lot of respect from them, because of this it isn’t very often I enforce the rule or discipline students badly, to ensure this I constantly let the students know we can have “banter” but there are boundaries set. I try my best to ensure any problem the students may have are seen to quickly in order to keep a positive learning atmosphere.

In my observation 2 feedback, Katya states “Excellent presence in the classroom. While extremely friendly (you smile a lot and use humour) you balance this well with high expectations. You are a motivating force, give encouragement often and question the students regularly in order to prompt justifications for their approaches.” - https://teachingdotperformingarts.wordpress.com/link-tutor-observation-2/Tutor:

12 Understand the teaching and professional role and your responsibilities

Evidence: Within my teaching it is important for me to remain professional and upkeep teaching standards, roles and responsibilities. I discussed this within my TLA assessment (Roles and responsibilities unit). To enable a safe, professional and enjoyable learning environment it is important to maintain model professional behaviour and ensure suitable boundaries are set. To ensure the students are safe and protected by myself as a tutor I Follow the college code of conduct, staff professional standards and health and safety assessments. Within my roles and responsibilities unit I

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discussed important aspects of setting appropriate standards within my teaching, for example- I select pieces of work carefully to ensure the content level is appropriate for the age group/ groups maturity level. Respecting the learner’s personal space and ensuring a line is set in terms of making jokes. I keep updated with professional standards and when come across any issues or uncertainties in roles or responsibilities, I can refer to this and decide. (See mentor observation 2 reflection for examples of professional standards, roles and responsibilities) Mentor obs 2 link: https://wordpress.com/view/teachingdotperformingarts.wordpress.com

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Professional SkillsDevelop your expertise and skills to ensure the best outcomes for learners

Standard Description and location of evidence Grade13 Motivate and inspire learners

to promote achievement and develop their skills to enable progression

Evidence: I feel to prompt intrinsic motivation, assist in the development of skills and encourage progression within the learners, frequent and constructive feedback is crucial in a learner’s journey. I frequently give my learners verbal feedback during sessions and use open questioning to gain the answers required from my learners. I discuss with my learners what is required to progress, what they could do to further improve their work and set SMART targets for them to reach, enabling them to think about what they need to do and how to get there. I often use the ‘medal and mission’ method with my learners. My learners respond very positively

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to this method of feedback. (See mentor meeting 19/11/19 for feedback) Weekly I check the students log books and offer feedback, I use post-it notes and stick compliments on the pages of work I feel needs the most improvement, I make the compliments genuine and constructive, this positive reinforcement drives my students to achieve more. I assist my students with the development of activities outside of the course, paying an interest and offering feedback to students this way can assist in the development of skills not in the curriculum. (See written student feedback below). Every session I fill out a tutor observation form in which I feedback on the students physical and theory work from the lesson, I use sandwich complimenting and ask the students to set their own targets, there is a section in which the students can respond/ argue with any points I have made. I try to make every observation form as constructive as possible; I always end with a nice compliment such as ‘Keep up the good work!’ This pushes my learners to do better. Student audition feedback-

Tutor observation form- including feedback-

14 Plan and deliver effective learning programmes for diverse groups or individuals in a safe and inclusive environment

Evidence: During the planning of my sessions I aim to plan to engage, educational and enjoying content for my learners. I take feedback from my observation feedback and reflect on this, applying this to future lesson planning to ensure I can continue to improve. I also continuously update my lesson planning knowledge using reading. My session plans are attached in which you can see my improvement over the course of observations. I improved my lesson plans by using the feedback I was given each time, spending time writing practice lesson plans and researching how to improve and write successful lesson plans. Overtime my lesson plans became more in depth and covered more criteria needed to become successful. I implement blooms taxonomy and write lengthier, stronger lesson plans. It is imperative my lesson

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plans are a reflection of the good work I do within my sessions, these in depth session plans allow me to stay on track of activities, ensure I am using my time properly and a reminder of assessment and activities needed.Below attached is a link to my WordPress site and lesson plans:https://teachingdotperformingarts.wordpress.com/lesson-plans/Tutor:

15 Promote the benefits of technology and support learners in its use

Evidence: I believe the use of technology within the classroom in todays society is absolutely imperative, Technology is used very largely today, Restaurants use touch screen, emailing and other methods of communication are don online, many applications and vacancies are found online, banking can be done online, buses can be paid for online etc so I feel using this within the classroom can be extremely beneficial to our learners. I use technology as often as I can within my sessions, Through the use of the sound and lighting deck, every session I bring a different student up to start the sound and light so they learn a small aspect of studio technology. I ask learners to use mobiles and laptops to conduct research, we use a social media site in which I post sites, articles and links to information that is helpful for my students learning. Using technology within the classroom is something I am very passionate about and I have discussed this several times during my teaching journey. I have created innovative teaching sources using I.T and conducted action research regarding the use of it within the classroom and its benefits.

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I feel within the performing arts setting there is a lack of the use of Technology, so I ensure that aspects of technology are embedded into my sessions. For my action research I found that using technology was beneficial for my students learning, in my report I stated that using technology improved the quality of learning as the students gained intrinsic motivation and enjoyed the use of I.T. I discuss the use of technology and its uses within my SSP module in my innovative resource and aims and issues blog 3: https://wordpress.com/view/teachingdotperformingarts.wordpress.comTutor:

16 Address the mathematics and English needs of learners and work creatively to overcome individual barriers to learning

Evidence: English is the primary core subject used within the performing arts setting, this is used through the use of reading, speaking, listening and writing; this is done by asking the students to read scripts, write logbooks, perform pieces of work, communicate and respond with each other. The learners are asked to create and research their own work and format this in whichever way they find more enjoyable, allowing the learners to have creative control of their own work allows them to feel confident in their writing and allows them to further their English skills as having freedom to create can applies less pressure when applying maths and English skills. During the written aspect of the course I continuously check logbooks, Using SPAG to correct and assist the learners, I also make suggestions for further content and ideas that can be added. When beginning my teaching journey I found it almost impossible to apply maths within the performing arts setting, however after doing research in my downtime I

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found there is ample opportunity to apply this and make it a very enjoyable experience for the learners. Maths in particular is a very daunting process for my learners, so to overcome this issue I created creative solutions to imbedding maths, such as making games, quick tasks and activities. (The students would sometimes subconsciously do maths without doing so). I would embed maths into the session through the use of focus counting games, Ticket sales, set and costume measurements, purchases for shows. During a recent observation 19/11/2019 I embedded maths, which was given a great response. Katya said “The success of the maths assessment was largely down to the way you introduced it and supported the students throughout. Energy levels were high! Students are motivated because the task is real and authentic to their current journey in performing arts” Observation 3 feedback: https://wordpress.com/view/teachingdotperformingarts.wordpress.com

Strategies to Integrate the Arts in Mathematics by Linda Dacey and Lisa Donavan: https://books.google.co.uk/books?id=0ENCDgAAQBAJ&dq=using+maths+in+performing+arts&source=gbs_navlinks_s

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17 Enable learners to share responsibility for their own learning and assessment, setting goals that stretch and challenge

Evidence: Frequently within my sessions I create work that is student led. I feel creating content that is student cantered, allowing learners to take an active role in their learning is very important. Using this method within the classroom allows my learners to develop self-awareness and gain confidence through

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individual and collaborative work. This method of learning also allows my learners to assess their own strengths and weaknesses. Alongside my tutor observation document, I created a SMART targets document in which the learners set their own targets and date of completion, setting personal goals for my learners and aids them in self-assessing their progress and development. (See SMART targets document). I encourage my learners to work actively, I ensure all learners are on task at all times and create content that challenges and stretches my learners, I do this by applying differentiated learning (See lesson plans page, WordPress). I create and set individual learning tasks and often set research homework tasks to further encourage individual learning. During my link tutor 2 observation Katya stated “the way you approached the logbook section of the session ensured learning is self-directed. Clearly students can achieve if they want to and you place this responsibility firmly in their hands through the good use of self-assessment” (See link tutor observation 2 feedback). For further evidence, see action plan for development of strategies for student autonomy. WordPress for: https://wordpress.com/view/teachingdotperformingarts.wordpress.com-Link tutor observation 2 feedback -Lesson plans-Action plan

SMART targets document used within my sessions:

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18 Apply appropriate and fair methods of assessment and provide constructive and timely feedback to support progression and achievement

Evidence: During my sessions I complete a Tutor observation form which I hand to the students at the end of the session, they can add comments and discuss any feedback given with me. I observe against a grading system called ‘The Matrix’, allowing the students to know what they have done well, where they can improve, how they can progress, what is expected of them to progress, and where they sit on the grading system. I aim to do more formative assessments with the students to keep a better track of the student's progression. I offer the students constant verbal feedback and if needed will happily write up feedback and offer targets for further achievement. To ensure my tutor observations are appropriate I use language like the matrix, this enables the learners to gain

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familiarity with understanding of the grading system and language associate with this, they can then implement this into their own work. To ensure my feedback is fair I often discuss this with Michael to ensure a second option is given and the students are assessed properly and fairly. Tutor observation form: Including feedback-

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19 Maintain and update your teaching and training expertise and vocational skills through collaboration with employers

Evidence: Bradford college often invites/collaborates with professional companies/ organisations such as: Dance united, the Bradford playhouse, Punjabi roots academy. Collaborating with these diverse companies allowed me to broaden my knowledge of different areas within my specialism and update my training and CPD. I have made personal connections with members

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of these organisations and apply some of the content delivered to my own sessions. Collaborating with expert companies and organisations allows me to develop my professional skills and practice. Also, keeping my knowledge of the industry updated (I create a situated learning experience for my learners and explain the importance of industry, employability and professionalism in sessions, so my updated knowledge is also beneficial for my learners).-Links to organisation websites: Punjabi roots academy- http://www.kalasangam.org/classes/punjabi-roots-academy-classes/Dance united- http://www.duy.org.uk/dance-united-yorkshireThe Bradford playhouse- http://www.bradfordplayhouse.org.uk/

Link to my CPD file, detailing collaboration with these organisations. – https://teachingdotperformingarts.wordpress.com/cp

d-record/

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20 Contribute to organisational development and quality improvement through collaboration with others

Evidence: During my time with Bradford college I have made attempts and suggestions to implement organisational development. I collaborate closely with my co-worker and mentor Michael Kitson to offer improvement/ quality to the delivery of sessions. I have received positive feedback from my link tutor o my team-teaching abilities “Excellent working relationship with Michael. You are clearly a trusted member of staff and have autonomy with planning and delivery” (Link tutor observation

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2). During my curriculum I was able to analyse the Bradford college scheme of work with the purpose of critiquing and proposing methods for quality improvement and development and From my research module using technology to aid and improve the quality of learning) I received positive feedback from My research report “Overall Chanice, your report is of good quality and you have demonstrated a sound knowledge of theory and practice to enhance your students’ learning through the use of Information technology” (research report feedback). I also received very good feedback from my students and have received verbal feedback that the staff team may try implement the use of technology into sessions to aid the development of learning after such positive results.

Link tutor observation feedback 2- https://wordpress.com/view/teachingdotperformingarts.wordpress.comTutor:

Link tutor comments on self-grading:

Overall grade (by the link tutor):

Target Setting: Review 1

The trainee should aim to develop against each standard with those identified below as a priority.

Standard Target By when

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