Graduate Certificate/Diploma in Professional Development
School of Initial Teacher Education Training
Since 1848 Trinity University College has provided initial teacher training at Carmarthen. In addition to widening its course provision in higher education in recent years, teacher training is still of major importance. Many teachers who trained at Trinity return here to continue on a path of “Lifelong Learning”. The following section outlines some of the modules that may be taken by practitioners who wish to develop their own knowledge, understanding and expertise.
The Graduate Certificate is complementary to the MA in Education and there will be an increasing link between the areas of study of these two courses in the future. The provision below is subject to change from late 2009.
The Graduate Certificate/Diploma is delivered and assessed at “Level 6” whilst the Master’s course is delivered and assessed at “Level 7”.
Who will provide the course?
As well as experienced internal tutors whose provision was rated the best in Wales by Estyn in 2008, there are a number of external providers, all of whom have expertise in the fields being studied; these include national providers for school management training and others.
What will I study?
In a similar way to the Master’s course we will be providing a range of modules to explore practical educational issues. These are subject to change.
Middle Leadership Modules - These modules are part of a programme arranged in partnership with Local Education Authorities in Carmarthenshire, Ceredigion and Pembrokeshire. The modules are delivered by the LEAs and cover Primary and Secondary middle leadership issues. Trinity University College provides accreditation for the modules. There are three modules available for those aspiring to be primary leaders and three for those aspiring to be leaders in a secondary school. Application should be made through the School Improvement section of the relevant Local Authority in the first instance.
Making the most of ICT in the Foundation Phase
Within education in Wales today change is happening faster than ever; nowhere is this more so than in the way ICT is changing practice. This module will enable practitioners to stand back from their practice and to critically analyse the various hardware options and the software packages available to support the Foundation Phase. As part of this course teachers will be required to produce motivating activities for children with a focus on classroom use.
The course will look at creative development supported by the use of ICT with such software packages as drawing, painting as well as word processing and accessing information using the Internet.
Social, ethical and moral issues relating to the use of ICT and the Internet will be discussed and all students will be required to produce a comprehensive portfolio that evidences an understanding of the use of ICT within the Foundation Phase.
Assessment for this module will take the form of a comprehensive portfolio with a reflective commentary on the activities covered within the course.
Making the most of ICT at KS2
ICT is being embedded across the whole curriculum in Wales at all Key Stages, and today’s practitioners will be very aware that this will be one area in which they need to keep “up to date”. This module - which focuses on how ICT may be used to support teaching and learning - will enable teachers to critically analyse hardware options and software available in today’s market. The focus will be on classroom use.
Teachers will be required to produce a comprehensive portfolio based on the activities they have covered during the course. They will spend time creating and adapting their own interactive teaching resources as well as considering critically those available “off the shelf”.
Social, ethical and moral issues relating to the use of ICT – and in particular new technologies such as the Internet – will be considered and teachers will be asked to consider the positive side to such technologies and how they may be harnessed and used as an effective learning resource.
During the course practitioners will develop a teaching and learning activity for a specific year group within KS2 and go on to evaluate its effectiveness within their classroom.
Assessment for this module will take the form of a comprehensive portfolio with a reflective commentary on the activities covered within the course.
Developing Thinking Skills with Learners
This is an area of increasing interest with a move towards a skills based curriculum. The module aims to analyse the ways in which children and young people think and learn, and to engage with different ways of developing thinking and learning skills.
By the end of the module you should be able to synthesise the stages of cognitive development theory, critically examining ways to engage and to develop thinking skills. A critical analysis of problem based learning techniques and what this approach can offer to children will be considered.
A variety of critical perspectives on cognitive development will be considered as will theories of attribution and how these might impact upon achievement bearing in mind individual differences in learning. Time will be spent considering “failures of thinking”, biases, short-cuts and fallacies.
Critical reflection will take place on such issues as “cooperative learning”, “collaborative learning” and “active learning”.
The assessment for this module will be in the form of a project based on an issue relating to classroom practice or similar.
Mentoring Trainee Teachers
Trinity University College has a long history of working closely in partnership with local schools to develop inspiring teachers for the future. This partnership has recently been acknowledged by ESTYN as having “outstanding” features.
This course will build upon this and will give those attending the College’s mentor training the opportunity to gain recognition for the quality of the support they give to those aspiring to the profession.
Following attendance at a one day workshop and an amount of “work based learning” teachers should be able to demonstrate a sound knowledge and understanding of the characteristics of a reflective practitioner and be able to apply this to trainees within their care. This should be complemented by understanding of pastoral issues, “assessment for learning” for trainee teachers and an accompanying understanding of the need for both formative and summative assessment.
The importance of a counselling role when providing feedback on assessment will be considered as will the importance of trainees’ involvement in such feedback and ensuring they understand how they may move forward positively. This will be linked to current thinking on trainee assessment.
The assessment of this module will be either an in depth study of a mentoring issue or a portfolio of evidence of a series of tasks based on the mentor’s work with trainee teachers.
Physical Education Modules
Trinity University College also have a long history within the area of sports and physical education and staff here have roles within national organisations relating to these areas. It is fitting then that the Graduate Certificate Programme has practice - related modules in Physical Education. The modules will be updated on a regular basis, but at the time of going to press the following modules were available:
Good Practice in Physical Education
This module has a main aim of consolidating aspects of good practice with regard to the development of the whole child. It moves from a critical evaluation of the curriculum to a synthesis of information from a wide range of sources to bring practitioners to a place where they are able to articulate a personal philosophy on the value of Physical Education and School Sports. The course moves on to consider aspects of planning for effective teaching and learning.
The assessment of this module will take the form of a portfolio of work including for example a critical analysis of a published resource.
Inclusive Physical Education and School Sport
Inclusion of pupils with diverse needs is an important area in primary education – and no more so than in the teaching of Physical Education and School Sport. This module will enable teachers to apply their knowledge and understanding of strategies for inclusion. It will help teachers to formulate inclusive strategies and to present their findings in a confident and critical manner. The content will include identification of children with a range of learning needs and the factors that impact on their access to physical activities.
Assessment will be, for example, a task analysis, portfolio and dissemination of good practice to colleagues.
Quality and Standards in Physical Education
“Assessment for Learning” is one of the key concepts that teachers are discussing across all curriculum areas. This diagnostic function of assessment and appropriate teacher intervention to improve the quality of pupil response will be part of the content of this module. The module centres on ensuring participants gain knowledge and understanding of teaching and learning of PE through issues relating to the monitoring and assessment of pupil achievement. It will involve participants in an analysis of the underlying principles of assessment, recording and reporting.
Assessment of the module will, for example, take the form of a portfolio – including critical evaluations of teaching and learning episodes and a task analysis.
Other classroom related modules:
Subject (or Area of Learning) Development
This is a “generic” module which can be adapted to suit the different “Areas of Learning” that are covered within either the Foundation Phase or Key Stage 2 within Wales. The aims of the module are to enhance subject knowledge in order to develop a critically reflective approach to the practitioner’s personal learning within the setting or classroom.
Within the module such things as research and inspection evidence will be covered as well as the way key skills can be developed within the specific area of learning. Practitioners will be encouraged to critically reflect on policies and practices, consider and critically evaluate subject materials and resources and to formulate and justify a plan of action as a result of this.
Assessment will be by an amount of coursework including critical evaluation of resources and/or personal practice.
Subject (or Area of Learning) Leadership
In this module practitioners are encouraged to develop skills for effective leadership within their chosen area through a critical approach to personal professional practice.
Outcomes of the module include leading and managing other teachers or support staff to work towards common goals, creative thinking for problem solving and opportunity, effective communication and time management. The practitioners will be able to extend and apply subject knowledge in their own area of learning and in each of the key areas of subject leadership.
Such things as self-management, being a good role-model, delegation, management styles, dealing with difficult colleagues, staff development, partnerships etc will be considered.
A Negotiated Learning Agreement will be in place to meet the module outcomes in respect of leading and managing staff. This will be assessed as will an INSET pack produced by the practitioner as well as a short oral presentation.
The following two modules are in preparation at present – with these we hope to work with Local Education Authorities and CPD consortia to accredit the learning that is already taking place and also for the college team to provide further CPD opportunities for teachers that will help them to develop professionally within the workplace.
Impact of INSET on Classroom Practice (awaiting validation)
INSET as a Catalyst for Whole School Change (awaiting validation)
Practical Bilingualism
Trinity is committed to the aspirations of Iaith Pawb and strives to provide leadership in the field of bilingualism.
The aim of this module is to consider different aspects of bilingualism and bilingual education within a local, national and international context.
Relevant literature and recent theories regarding individual and social bilingualism will be discussed. Teachers will have the opportunity to undertake an evaluative study of learning and teaching strategies that promote bilingualism. Consideration will be given to the key factors that influence standards such as leadership and management, policy and schemes of work, resources and use of ICT, communication with parents, links with the community and bridging schemes as well as motives and attitudes – all relevant to a Welsh-medium or bilingual education setting.
The assessment is a practical assignment and an analytical, reflective essay on the influence of specific teaching and assessment strategies on standards of bilingualism.
Teaching Welsh and Second Language Methodology in the Primary Sector
At present Trinity is preparing a national course for the training of teachers on Welsh second language and methodology. These resources will provide guidance and practical support for teachers in both Foundation Phase and KS2 classroom.
This module’s aim is to examine and evaluate second language learning and teaching strategies and resources, including the use of ICT. The main theories regarding second language acquisition will be discussed. There will be opportunities to evaluate and reflect on the methodology and resources used to teach Welsh as a second language and to critically analyse policies and other factors that influence achievement.
The module is assessed via a practical assignment together with an analytical essay.
Independent Study Module
In the Independent Study module practitioners are given the opportunity to choose an area of special interest, to become autonomous learners and to reflect on prior learning.
They will be asked to critically reflect on a specific subject area or aspect within education, and with the agreement of the Tutor, will develop an appropriate study programme. The module is designed on the basis of negotiated learning, where the tutor advises on the scope and suitability of the topic and acts as mentor and facilitator. Each student will be given guidelines on a research strategy and will produce an outcome of an independently researched report and seminar presentation.
From time to time modules are available in such subjects as “Dyslexia and the Primary and Secondary School – Strategies for Inclusion” and “Promoting the Distinctiveness of Church Schools”.
The “Dyslexia and the Primary and Secondary School – Strategies for Inclusion” module is one that is followed in conjunction with attendance on a short course delivered at Trinity by Neil Mackay. Neil is an independent trainer, consultant to the British Dyslexia Association and originated the phrase and the concept “Dyslexia Friendly Schools".
The module aims to enable practitioners to develop knowledge and understanding of the nature of dyslexia and of patterns of behaviour associated with it, to evaluate strategies and materials for effective remediation of dyslexia and to evaluate the appropriateness of these strategies in different classroom and school contexts. Students are assessed on an essay as well as case study both of which evidence the learning outcomes of the module.
Promoting the Distinctiveness of Church Schools
Trinity University College is a Church University College, and as such “Promoting the Distinctiveness of Church Schools” is a module that reflects the ethos of the University.
This module has the aim of giving practitioners a critical understanding of the nature of leadership and management within a Church School context and an ability to reflect on this within a theological and spiritual framework. Amongst other topics students will look at the history and development of Church Schools with a discussion of the unique role of the Church in the context of Wales, they will look at the role of the Diocesan Directors of Education and move on to study approaches to worship, multi-cultural education and social inclusion within the Church School.
Am I eligible to apply?
All present and past classroom teachers are eligible to apply – though entry into the middle management courses is administered by the LEAs. Currently there are different “pathways” available tailored to the needs of those at the start of their teaching career, those with an interest in a specific area and those aspiring to middle management within a primary or secondary school.
How and where will I learn?
There are a variety of methods of learning within the Graduate Certificate/Diploma modules – for some you will be expected to attend lectures and practical sessions, delivery of which can be in a setting close to the workplace or at the University. For others tuition may be at a distance – others including those with a Negotiated Learning Agreement may be with individual tutor meetings at a time and location to suit the practitioner.
In all modules there will be an assessed outcome which can include a written element and a presentation to colleagues.
Who will support me?
If you have not had to write “academically” for some time we recommend that prior to taking Graduate Certificate modules practitioners spend some developing your study skills – the Programme Coordinator and tutors will usually be able to support you in this and will usually be able to recommend useful publications to support you with this part of the course.
Depending on the method of delivery and assessment, the Programme Coordinator and tutors will be available to give advice throughout the module. The University also have a dedicated pastoral team should you need further support.
How much study time will I need?
This will vary dependent on the number of credits for each module – but as an example, practitioners on the Middle Management modules are normally able to complete three twenty credit modules within an academic year at the same time as being employed on a full time basis as class teachers.
When does the programme start?
This can be quite flexible for some modules – whilst others have set deadlines for application – however all candidates are expected to complete the qualification within three years of initial registration in line with the regulations of the University.
How much will it cost me?
Certain modules are funded by government through the LEAs, for others you may find that funding is available through grants from relevant organisations. Other candidates elect to pay their own fees.
Will the course offer me the flexibility that I need?
Flexibility is an important part of the course so that you are able to maintain your commitment to the classroom as well as develop professionally. However all candidates are expected to complete the qualification within three years of initial registration in line with the regulations of the University. Candidates may leave with the Graduate Certificate in Professional Development – which means they have competed sixty “credits” at level six (the equivalent of a year’s study) or they may continue on to complete the Graduate Diploma in Professional Development – where they have completed 120 credits.
However there is also an opportunity for suitable candidates to move to the Master’s level taking with them the equivalent of twenty credits after the equivalent of one year’s study or thirty credits after the equivalent of two year’s study – this is subject to University approval in the APEL committee. Candidates taking this option are expected to relinquish their Graduate Certificate/Diploma.
Further information
If you would like an informal chat about the programme, please contact:
Tim Burton (Programme Co-ordinator)
01267- 676845
t.burton@trinity-cm.ac.uk
or register your interest with the Graduate Certificate/Diploma Administrator:
Catherine Davies
01267-67-6724
