1. Through Professional Discussion and using learner feedback and in negotiation with your tutor, identify and justify an area of your current practice to improve. 0% weighting (LO 1, LO 4, LO 5)

2. Practitioner-led research and evaluation (800 words). Evaluate the impact of your experiment in terms of its impact on your learners' wider skills, such as motivation, confidence, achievement and employability. 800 words 50% weighting (LO 4, LO 5)

3. Evaluate a course you teach on in terms of national and institutional quality requirements. 1200 words 50% weighting (LO 1, LO2, LO 3)

4. A current and satisfactory observation of your teaching practice (0% weighting)

Appendices as appropriate (0%) weighting

The purpose of the module is to enable the learner to understand and apply the concept of professionalism and core professional values, policies and regulatory requirements in the lifelong learning sector. It enables the learner to contribute to quality improvement and quality assurance systems and procedures, develop learners¿ wider skills and to evaluate and improve own wider professional practice.

Candidates will be encouraged to consider their professional practice in relation to institution and national approaches to quality improvement. Candidates identify an area for development in order to perform small-scale practitioner led research. The findings will be shared with the group, with critical feedback encouraged. This project will link in with a broader consideration of the candidate's institution. In order to achieve this, they will have to develop investigative skills to find out key information and policies about their institution. Comparing approaches with others will enable them to critically view policy and practice at their own institution. In order to develop their professional skills, data analysis will also be covered in relation to their own professional context.

In general, this module will include traditional learning material, such as hand-outs and reading material. Alongside this, electronic presentations, learning materials, tutor and peer support will be made available. In addition to this, trainees will be briefed on assignments, which include clearly defined and varied assessment learning outcomes.

Professional development is acquired through professional discussions, face to face delivery, online interaction, tutor presentations; individual tutorials, discursive seminars and workshops in order to facilitate informed critical reflection. In addition to this, trainees will engage with mentors and peers; as well as developing independent study skills to enable participants to develop their career prospects.

Textbooks, video recorders, available technology, e.g. VLE, PCs and interactive whiteboards.
Course digitisation pack of key literature available from Blackboard VLE

Weblinks

Department for Business Innovation and Skills (BIS): http://www.bis.gov.uk/policies/by/themes/further%20education%20and%20skills
Excellence Gateway: http://www.excellencegateway.org.uk/
Jean McNiff (Action research resources) http://www.jeanmcniff.com/
Learning and Skills Improvement Service (LSIS): http://www.bis.gov.uk/policies/by/themes/further%20education%20and%20skills
Ofsted: http://www.ofsted.gov.uk, including Further Education and Skills section

Books and Journals
Bell, J. (2010) Doing Your Research Project: a guide for first-time researchers in education and social science Maidenhead, Open University Press
Coffield, F. (2011) From Exam Factories to Communities of Discovery IoE:UK
Dickenson J. and Wood, J (2011) Quality Assurance and Evaluation in the Lifelong Learning Sector Learning Matters: UK
Gravells, A. (2010) Delivering employability skills in the Lifelong Learning Sector. Exeter: Learning Matters Ltd
Hopkins, D. (2008) A Teacher's Guide to Classroom Research (4th Edition). Maidenhead: Open University Press/McGraw-Hill Education
Lanning, J et al. (2009) Employability skills examined. London: Learning & Skills Network.
O'Leary, M. (2006) Can Inspectors really improve the quality of teaching in the PCE sector? Classroom observations under the microscope. Research in Post-Compulsory Education, Vol. 11, No 2, July 2006, pp 191-198 [available online]
Wilson, L. (2009) Practical Teaching: A Guide to PTLLS and DTLLS Cengage Learning
Wood, J. & Dickinson, J. (2011) Quality Assurance and Evaluation in the Lifelong Learning Sector. Exeter: Learning Matters Ltd