| Module Specification for Teaching Assistant Induction |
| Module Code | Module Title |
| CUG 100 (TBC) | Current Issues: Developing professional Needs in the workplace - Induction Training for Teaching Assistants |
| Credit Rating | Level |
| 30 | One |
| Date of Implementation | Date of Validation |
| November 2006 | Faculty A&AAB December 2006 |
| Programme(s)/route(s) to which the module contributes | Notional Learning Hours |
| Foundation Degrees in: Supporting Teaching and Learning Education and Training Early Years Leadership Early Years Practice Early Years Education & part of the University's Foundation Degree Framework |
300 |
| Normal duration of Module | Originating Subject Area |
| From one term to one year | Professional Development - Faculty of Education |
Knowledge and skills required to undertake the module
On entry participants should normally have some understanding of the principles and challenges involved in both researching the focus of study and completing their project. They will also need to be working as a Teaching Assistant in a school or setting.
Modules that cannot be taken in combination with this module
n/a
Staff Leading and contributing to module delivery
Alexis Moore Edge Hill and Pat Mowatt, Wiganand members of the Wigan Professional Development Team
Administrative Faculty base
Education
Academic and vocational rationale for the module
This generic module offers a framework for the identification of a particular educational/developmental issue, initiative or strategy in a variety of settings and a student's response to that issue through analysis, planning, action and evaluation. The Faculty of Education are being approached by staff from various settings and Local Authorities to provide INSET/development to address specific issues of current concern and relevance to support workers. This module has been designed to enable an appropriate response to be made, within a rigorous academic framework. This module is also designed to be flexible and responsive to need, whether this is identified centrally in Government or Local Authority policies or more locally by specific setting or individual challenges.
The need identified by Wigan is to provide an accreditation for Teaching Assistants who are attending Induction training for Teaching Assistants in both Primary and Secondary Schools. Individuals will attend training covering a range of aspects related to their role in schools and settings. Following this they will develop their own action plan according to their individual needs and develop a portfolio to demonstrate how their engagement in training and development activities have had an impact on their professional practice and a reflection on their personal and professional development as part of this process.
Assessments for this module will be individualised according to the issue being addressed, and as such, these must be agreed by an Accreditation and Assessment Approvals Board, a subgroup of the Programmes Board as identified in the relevant programme definitive programme documents. The Accreditation and Assessment Approvals Board will consider the proposal and will either approve it or refer it back for further consideration with a specific indication of where and how it does not enable the student to demonstrate achievement of the learning outcomes.
By undertaking this module students will be expected to develop and employ a range of specialised skills including evaluating information and using that information to plan investigative strategies to determine solutions to a variety of unpredictable problems/issues in a range of settings.
Learning outcomes
On successful completion of this module students will be enabled to:
- demonstrate knowledge and understanding of the key concepts and processes underpinning the role of the teaching assistant.
- analyse, with guidance, using given principles, the main concepts and processes underpinning the support of learning and teaching
- collect, categorise and present ideas and information in a suitable format to demonstrate evidence of learning outcomes and module requirements and successful strategies for the support of learning and teaching
- appreciate and develop a range of key transferable skills and relevant academic and research skills related to vocational skills and knowledge in supporting learning and teaching
Outline content
- identification of setting-based issues
- analysis and evaluation of the impact of the issue on pupils'/students'/ children's development and/or learning
- acquisition of skill and knowledge in Understanding How Children Learn, Inclusion, Role and Context , Promoting Positive Behaviour, Curriculum Specialist Knowledge
- identification of current legislation, policy and/or initiatives in relation to the issue.
- consideration of the principles and good practice in the relevant age phase sector relating to the issue
- identification of likely support strategies needed to address the issue in practice
- evaluation of the impact of a change in practice by the student to address the issue
Standard and Flexible Delivery
The tutor and the students in negotiation will determine the teaching and learning strategy. A 'blended learning' approach will be applied, taking into account the needs of students and the issues under consideration. The minimum entitlement of this model will be:
- an initial meeting to negotiate the project
- communication to agree an action plan through the project
- tutorial support as and when needed
- communication to agree end of project actions
- A series of taught sessions (e.g. weekly workshops)
- One-off taught sessions (e.g. day conference)
- WebCT and /or e-mail contact
- Written guidance and support (e.g. handbook, assignment guidance)
Assessment strategy
The assessment strategy will vary in relation to the issue being addressed and is approved through the Faculty's Accreditation and Assessment Approvals Boards process. However, it will incorporate the following:
- Evidence of achievement of the learning outcomes
- Evidence of meeting the generic assessment criteria
- A portfolio of evidence
