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Foundation Degree in Children’s Development and
Learning
Mentor and Student Handbook
2017 – 2018
Contents
Support from the Colleges and the University............................................................................6Thank you for agreeing to be a mentor......................................................................................7
Who is this information for?....................................................................................................7Staying up to date................................................................................................................... 7Our commitment to equality...................................................................................................7
What students say about their mentors.....................................................................................8Mentor Certification and Standards............................................................................................9Being a mentor to an FD student......................................................................................................10
Roles and responsibilities......................................................................................................10The mentor should:...............................................................................................................10The student should:..............................................................................................................10FAQs for mentors..................................................................................................................11
Managing the mentor role........................................................................................................12Suggested questions to develop mentor discussions............................................................13Successful professional discussions......................................................................................14Active listening......................................................................................................................14Reflective practice................................................................................................................ 15Myth busting!........................................................................................................................ 16
The Guided Professional Discussion (GPD) Process..................................................................17Timetable for Guided Professional Discussions.....................................................................18How to grade a GPD..............................................................................................................20
Module Assessment criteria for Year One GPDs, 2017-18........................................................21Autumn term......................................................................................................................... 21Effective Communication ED1FEC GPD.................................................................................21Partnership with Parents ED1FPP GPD..................................................................................21Spring term........................................................................................................................... 21Professionalism in the Children’s Workforce ED1FCW GPD...................................................21Theories of Development and Learning ED1FDL GPD...........................................................22Summer term........................................................................................................................ 22Learning Spaces ED1FLS GPD...............................................................................................22The Child in Society (1) ED1FCS GPD....................................................................................22
Module Assessment criteria for Year Two GPDs, 2017-18........................................................23Autumn term......................................................................................................................... 23Practitioner Research ED2FPR GPD 1....................................................................................23Creativity and critical thinking ED2FCT GPD.........................................................................23Supporting development and learning 0-11 ED2FDL GPD.....................................................23Child in Society 2 ED2FCS GPD.............................................................................................24
Summer term........................................................................................................................ 24Practitioner Research ED2FPR GPD.......................................................................................24International Perspectives ED2FIP GPD (optional module)....................................................24Leadership in the Children’s Workforce ED2FCW (optional module).....................................25
Appendix 1 - Workplace Agreement.........................................................................................26Workplace Agreement...........................................................................................................28
Appendix 2 – Mentor meeting forms........................................................................................30Provisional agenda for mentor meetings with FD student........................................................32
Record of Mentor Meetings with the FD student 2017-18.....................................................34Record of Link Tutor meetings in the setting 2017-18..........................................................36
Appendix 3 - Reflective accounts information..........................................................................38Reflective Accounts Grid Year One........................................................................................38Reflective Accounts Grid Year Two........................................................................................39
Appendix 4 - Contacts..............................................................................................................40Appendix 5 - Termly overview of assessments for years one and two.....................................41FD year one assessment calendar 2017-18.............................................................................42FD year two assessment calendar 2017-18.............................................................................43Appendix 6 - Guided Professional Discussion assessment documents.....................................44
Exemplar Guided Professional Discussion assessment sheet...............................................46Guided Professional Discussion assessment sheet...............................................................50How to grade a GPD..............................................................................................................53
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Support from the Colleges and the University
We aim to work in collaboration with you, the mentor, to enable you to support your student to the best outcomes. We do this through:
• mentor training at the College which your student attends
• regular setting visits from link tutors which can be focussed on mentor support if necessary
• email and phone support as necessary
• Mentor Certification: see page 9.
Alternative formatsThe material in this handbook can be provided in alternative formats such as large print, Braille, tape and on disk upon request to the Programme Administrators: Cecelia Muldoon and Tracey Mallins - email [email protected]).
DisclaimerFormal Ordinances and Regulations are given in the University Calendar (http://www.reading.ac.uk/internal/Calendar/), in the Programme Specification (available at www.reading.ac.uk/progspecs/), in the Further Programme Information (available at www.reading.ac.uk/internal/fpi) and in relevant module descriptions (www.info.reading.ac.uk/module/); should there be, or appear to be, any conflict between statements in this handbook and the Ordinances, Regulations, Programme Specifications or module descriptions, the latter shall prevail.Although the information in this Handbook is accurate at the time of publication, aspects of the programme and of School practice may be subject to modification and revision. The University reserves the right to modify the programme in order to reflect best practice and academic developments for the benefit of the students, to improve the programme and your experience of it, to meet the requirements of external or accrediting bodies, as a result of staff changes, or changes to the law. In such circumstances, revised information will be issued. Information provided by the School in the course of the year should therefore be regarded, where appropriate, as superseding the information contained in the handbook.
Please keep this handbook in a safe place as you will need to refer to it throughout your programme. The latest version will always be on the website.
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Thank you for agreeing to be a mentor.
Being a mentor within the Children’s Workforce is becoming an increasingly important role and there are a growing number of mentors in the sector. It is gaining recognition as an important aspect of Continual Professional Development and as such it is a valuable function not only for your student but for you also.
All University of Reading Institute of Education Foundation Degree students have a mentor to support them in their studies, to encourage reflection and to make links between the theory that is taught on the course and their own practice. Because of this, being a mentor is a significant responsibility. It is also an enjoyable and satisfying task which has an important role in workforce development.
This handbook will give you an overview of the mentoring process on the FD as well as some strategies to help you find your feet as you set out or continue on your mentoring journey. You should find all the information that you need here, and in our brand new mentor pages on the website:
http://www.reading.ac.uk/education/partners/Mentor_Foundation_Degree_Reading_Partnership_Mentors1.aspx
Who is this information for?
This handbook supports mentors who are working with students on the Foundation Degree in Children’s Development and Learning, an award validated by the University of Reading and delivered at collaborative partner Colleges:
Basingstoke College of Technology, Berkshire College of Agriculture; Bracknell and Wokingham College; Newbury College.
Staying up to date
Although this information is accurate at the time of publication, aspects of the programme and of College practice may be subject to modification and revision. If this happens, the latest electronic version can be found as a link from this page:
http://www.reading.ac.uk/education/partners/Mentor_Foundation_Degree_Reading_Partnership_Mentors1.aspx
Our commitment to equality
The University of Reading, in accordance with the specific and general intention of its charter, confirms its commitment to a comprehensive policy of Equal Opportunities in which individuals are selected, developed, instructed, appraised, evaluated, promoted and otherwise treated on the basis of their relevant merits and abilities and are given equal
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opportunities within the University. The University of Reading aims within the areas of its activities to eliminate unlawful discrimination, promote equality of opportunity and to promote good relations. The University recognises that it has a responsibility to build an environment in which all are equally treated and valued as well as its wider responsibility in helping to create a fair and just society.
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What students say about their mentors
‘...brilliant at extending my learning.’
‘...supports and listens to me. My mentor also challenges me with questions and observations.’
‘...always makes time for me. He is a good listener and gives support when needed.’
‘...listens and gives great advice. Supports me whenever I need it.’
‘...a supportive listener who helps me to put my thoughts into actions.’
‘..always happy to listen and offers constant support. She always makes time for me and helps me to stay positive.’
‘...very supportive and interested in all aspects of what I learn. My mentor enjoys reading my assignments and gives me appropriate feedback.’
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Mentor Certification and Standards
Mentor CertificationFor those who want to extend their mentoring skills, we offer a structured programme of Continuous Professional Development to enable you to:
Be an effective mentor to Reading Partnership Teachers and Foundation Degree students
Develop the more generic skills of mentoring that may enhance career development
For more information go to: http://www.reading.ac.uk/education/partners/Reading_Partnership_Mentor_Certification.aspx
Alternatively, email [email protected] for more information.
There may be some of you who start on this programme and develop a particular interest in mentoring and its theory. If this is the case, there are Masters modules on mentoring that you may be interested to explore (Contact [email protected]).
Mentor StandardsA set of non-statutory Standards has recently been published by the Department for Education. These Standards are aimed at those mentoring Initial Teacher Training students but the principles (see below) are also relevant to mentors supporting Foundation Degree students.
This is the link to the full document: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/536891/Mentor_standards_report_Final.pdf
In brief, the Standards target these areas:
Standard 1 -Personal qualities
Establish trusting relationships, modelling high standards of practice, and empathising with the challenges a trainee faces.
Standard 2 – Teaching
Supporting trainees to develop their teaching practice in order to set high expectations and to meet the needs of all pupils.
Standard 3 – Professionalism
Induct the trainee into professional norms and values, helping them to understand the importance of the role and responsibilities of teachers in society.
Standard 4 – Self-development and working in partnership
Continue to develop their own professional knowledge, skills and understanding and invest time in developing a good working relationship within relevant ITT partnerships.
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Being a mentor to an FD student
Roles and responsibilities
The mentor should:
• act as a ‘critical friend’, providing support and guidance• discuss practice with the student, supporting professional reflection and encouraging enquiry• secure opportunities to support or observe student’s practice • be accessible for communication on a weekly basis (either in person, by telephone or by email), with a minimum of one face-to face meeting with the student per month• complete at least two written feedbacks per term, making judgements and recommendations based upon the criteria for assessment and emailing completed documents to the link tutor• meet the link tutor regularly, and at least once during the year to discuss student progress and to moderate at least one work based assessment (the Guided Professional Discussion, or GPD).• take prompt and appropriate action if a student’s performance is causing concern. Contact the College immediately - any setting that has serious concerns about a student can request an immediate link tutor visit • share reflective comments on assignment feedback and give support to the student with their studies.
The student should:
• take responsibility for organising, planning and carrying out guided professional discussions in consultation with the mentor and as described in the handbook• provide evidence of achievement of the outcomes for each GPD, lodging appropriate documents in the e-Portfolio by the deadlines identified in the module handbook• maintain a record of all formal contact with the mentor and link tutor in the e-Portfolio• show a commitment to building positive professional relationships within the workplace.
We ask that mentors and students communicate informally at least once a week, perhaps during lunch breaks etc. More formal face-to-face meetings should take place at least once a month. These meetings need to be planned for, and suggested foci could be:
• Personal – issues of time or task management, anxieties or concerns affecting progress• Academic - discussing a theory that has been taught at College and how that theory might impact the student’s practice, discussing an interesting piece of literature or research and its impact on practice, reflecting on recent feedback, progress towards targets set, preparing for assignments • Professional – reflecting on a dilemma in the workplace, preparing for upcoming activities in the workplace, a national or local initiative and how this might impact the setting and practice, progression in responsibility
It is possible for monthly meetings to take place via phone or email. Technology such as Face Time and Skype also have potential in this respect.
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Twice a term the mentor and student need to arrange Guided Professional Discussions (see page 17 onwards for more information).
FAQs for mentors
How can I balance being a mentor with being an assessor when I grade the student’s GPD?
The role of the mentor tends to be linked with that of critical friend and some might question whether it is compatible with making an assessment of the standards that the student has reached. However, this should not be seen as a stand-alone test but as a way of both of you identifying the level that your student has achieved in your discussion. The discussion around the grading (and the written feedback) will give your student targets to work towards and support in raising their levels. So in fact you are using the assessment to be the best critical friend and there is no contradiction in the role.
My student is my manager – I feel uncomfortable about giving anything less than excellent
Whilst your student might be your manager in one role, you should try to separate that from your role as a mentor. You were selected by your student to play a vital part in the process of training for the Foundation Degree, and it is your experience as a practitioner that will support this role.
How can I be sure how to grade the discussions?
There is guidance on page 20 in this handbook and on the feedback paperwork. This will help you to identify some key criteria to look out for when you make your assessment decision. You can also seek support from your link tutor when she visits the setting as she can observe a discussion. It is important for us that some of the work of the practitioner is assessed in the workplace. If you have concerns about this, contact us for an informal and confidential discussion.
I haven’t heard of some of the theorists that come up in discussion – should I pretend that I know or come clean?
Many mentors feel that there is a gap in their knowledge because students bring up theorists whose names are not familiar. You should not feel awkward about this. It is in fact a very good way of testing knowledge to ask your student to explain any theories that you are not familiar with.
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Managing the mentor role
A successful mentor/student relationship depends on understanding, commitment, compromise, engagement, prioritising. Setting initial ground rules helps to maintain the relationship by establishing some agreements before the process starts. You might want to discuss arrangements such as:
• when you will be meeting• where you will be meeting• how you will communicate when you are not face to face• how the dates will be set• how long the meetings will last• how the meetings will be arranged• what happens if one of you has to cancel• how the paperwork will be passed to you in advance of the discussion (GPD only)• agreements about mobiles and telephones being answered or turned off• agreements about whether or when you might be available at other times apart from at
the meeting
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Suggested questions to develop mentor discussions
When you want to find out about levels of knowledge/ experience
• Can you tell me three key facts about ...?• What options could you consider when thinking about….?
When you want to raise awareness
• What did you notice when…….?• What actually happened when…....?• How do you think the parent/child/colleague responded to the actions?
When you want to promote reflection
• What went well/less well?• What about…....how did that go?• What did you do that you were pleased about?• How do you think the parent/the child/your colleague felt?• Which skills do you think you were using?• What would you do differently next time?• What have you learned from this?
When you want to check understanding
• Can you summarise those points for me?• What skills will you take from this to use in other situations?• Are there any other examples you could give of this?
When you want to listen
• What else comes to mind when you think about…....?• How else could you do this/express this/expand upon this?
When you want to encourage problem solving
• What are your goals and how can you achieve them?• What barriers do you see?• How can you remove the barriers?
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Successful professional discussions
In order to support your student you may need to take some steps to secure a suitable place to hold your discussions. The student has to take responsibility for many aspects of their learning, but it is a shared responsibility to ensure that conversations can take place effectively. Just as children thrive in an enabling environment, so do adults, and some small steps are all that it needs to produce an environment that is supportive, hospitable and encouraging.
Many settings have limited office space and it can be a real challenge to find a private area that is not furnished with child sized seats. However, you may be able to adapt a room to some extent, especially in terms of privacy.
It is the responsibility of the student to prepare themselves fully for the discussion, to prompt you and arrange the meeting and to discuss the appropriate materials; however, by doing your bit and giving learners your support and attention, you will help by giving them confidence and the motivation to excel themselves at their work.
One of the best ways of giving students the message that you are concentrating on them alone during the discussion is to use the skills of active listening.
Active listening
Active listening is giving someone your unconditional attention. It raises self-esteem by demonstrating that what your mentee has to say is the most important thing to you at that moment. By switching off phone/s and reducing distraction, everyone is aware of the importance of full attention on the discussion.
This is not easy to manage, especially if you are working in a busy setting where sometimes you are needed to troubleshoot or to manage difficult situations at short notice. You might want to think about how you would manage this. Here are some suggestions which can make a discussion become meaningful and responsive:
• allow time for responses to any comments you might make – silence for a few moments can be OK
• ask questions for clarification – repeat your understanding of a point so that the mentee can correct if it is inaccurate. So you could say: ‘did you mean that ...?’ or ‘I understood that you said ...is that right?’
• use eye contact to show your interest and that you are paying attention
• try to avoid responding to a comment by relating what you did when that happened to you
• minimise distractions beforehand and try to ignore them if they crop up while you are talking
• be open-minded – try to imagine the situation from different perspectives
• try to avoid giving advice unless you are specifically asked for it – and even then you could turn it around by asking, ‘what else might you have done?’
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• remember that you are encouraging the learner to be reflective so your role is not to be the expert but to encourage them to think about how they can develop their practice
• use open questions to extend discussion: concentrate on questions such as, ‘how did you go about this’ ‘what were the influences here?’, ‘what did that feel like?’, ‘tell me more ...’ ‘what have the challenges been in this?’
• encourage discussion through nodding, smiling, using expressions, saying things like ‘yes, carry on’ to encourage the learner.
Reflective practice
One of the key aspects of mentor/student communication is the reflective content. This means more than simply describing an event or situation – it is also more than focusing on the negatives. The reflective process involves the consideration of what happened, what might happen differently, and why it happened in the first place. There are a number of models of reflective practice which demonstrate the process and which may help guide the discussion.
Essentially the reflective cycle starts by identifying and describing an event that took place and thinking about what happened, why it happened, and what has been learned from the experience that might lead to a different set of actions and outcomes in the future.
So, in a discussion, your student might be recalling an event that took place when working with parents in the following way:
• description of a conversation that took place with a parent to notify them of a behavioural issue with their child – the student describes the conversation taking place at 5pm in the entrance hall because the staff room was full and it was important to get the message across immediately
• feelings – the practitioner may have felt uncomfortable that this was not the ideal place for the conversation; cross, as the child had bitten another child for seemingly no reason; tired, as had been working since 8am.
• evaluation –the practitioner might reflect upon the situation, considering what was good or not so good about it, and trying to look from a range of perspectives.
analysis –the practitioner might then develop the evaluation by considering the issue in more depth in order to understand it. The practitioner may also make links to reading to gain further, objective insights, always trying to make sense of the situation from all perspectives.
• conclusion – by now the practitioner can use the experience of the discussion within a reflective cycle to make conclusions about the experience, leading to:
• an action plan, to inform next steps.
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Myth busting!
We all have different expectations of the mentoring process, so here are a few mentoring myths busted:
It is NOT true that:
• Mentoring is all about the development of the student – not entirely true – all mentors will gain further skills and insight through taking on this role. Through active listening and engaging with the learning of the student, you are likely to have further opportunities for reflection and self-development.
• Anyone can be an effective mentor – anyone can be a mentor but to be effective and help to develop practice, you need to build upon particular skills and a commitment to the process
• Mentoring skills take too long to develop – you are likely to be using lots of them already in your work. Also, this handbook signposts the key skills and gives you guidance on how to develop them further.
• It doesn’t matter if you have to cancel a mentor appointment – the mentoring process involves preparation and reading, so cancelling appointments should be avoided without good reason.
• Being a mentor means organizing appointments – no, the student is responsible for initiating the contact and getting meetings set up.
• The FD programme could do without the mentoring system – On the contrary, one of the strengths of our FD is the mentoring aspect. Not only does it offer a high degree of support for the student, it is also a way of engaging with employers and encouraging the learner to bring the employer’s perspective into the programme. Also, it helps us to learn from feedback from the mentor community which is supporting the FD.
• Being a mentor means chasing up students to complete their work – the student should take responsibility for completing the preparation work for their discussions in advance of the meeting and ensuring that you receive this within a day or two of the meeting.
• Mentoring is hard work for no gain – yes, it can be hard work but the gain is through the knowledge of helping a colleague, at the same time as developing new skills and having a useful addition to your CV. Mentor Certification may be of interest as it recognises your work and can give you additional evidence of skills for your CV. See page 9 of this Handbook.
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The Guided Professional Discussion (GPD) Process
Almost all College-based assessments require the student to link theory to practice and the Foundation Degree contains a substantial element of work-based assessment.
In the FD, modules have a ten per cent work-based assessed element called the Guided Professional Discussion (GPD). There are six assessed GPDs in year one, and six in year two.
GPDs are carefully designed to encourage students to make the links between the theory that they learn in College, and their professional practice in the workplace. The GPD takes the form of a reflective conversation around a specific theme which is linked to the learning outcomes for that particular module. It is more formal than the on-going weekly and monthly mentor/student meetings, and as such needs more planning and preparation, especially as the discussion needs to take place in a situation where the mentor and student will not be disturbed. The link tutor will visit to moderate at least one of the GPDs annually.
It should be noted that the assessment grade is based on the discussion itself, rather than on the reflective account, which represents the planning for the assessment only. As such, there is no requirement for the mentor to have access to, or to grade, the account, although it is for the student and mentor to agree their own process.
Once the GPD has taken place, the GPD paperwork (to be found in Appendix 6) should be completed and the grade awarded emailed to the link tutor by the mentor. The GPD assessment form must be uploaded by the student onto their e-PDP by the date on the assessment calendar (see Appendix 5), which is usually the last week of term. The submission of GPDs will be treated in the same way as all assessments, and if they are submitted late, they will be subject to the same penalties. (Information on penalties is available at: http://www.reading.ac.uk/web/FILES/qualitysupport/penaltiesforlatesubmission.pdf .)
In order to maintain a transparent process, ensuring consistency across Colleges and settings and adhering to the University’s quality assurance procedures described in the Code of Practice on the assessment of taught programmes, the FD team will moderate completed GPDs. They will ensure that the documentation reflects the mark awarded and will make adjustments if necessary, based on the evidence submitted within the paperwork. Therefore it is important that all sections of the GPD form are completed in the appropriate sections by both the student and the mentor. The GPD form is designed so that there is space for the mentor to give a short summary of their reasons for the mark awarded. This should be based on the GPD assessment criteria to be found on page 20, as well as the individual module criteria (pages 21-25).
If GPDs are not submitted, valuable marks will be lost and qualifications will be jeopardised as they are an essential element of this work-based award. Students should keep all evidence of GPDs in their e-PDP, but may also be asked to submit evidence to the tutors for moderation and recording.
The table overleaf shows a termly timetable of GPDs that need to be completed over the two years of the FD.
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Timetable for Guided Professional Discussions
Year OneAutumn Term Effective communication
Partnership with ParentsSpring Term Professionalism in the Children’s Workforce
Theories of Development and LearningSummer Term Learning Spaces
The Child in Society (1)
Year Two
Autumn Term Creativity and Critical ThinkingPractitioner Research
Spring Term The Child in Society (2)Supporting Development and Learning 0-11 Years
Summer Term Practitioner ResearchInternational Perspectives or Leadership in the Children’s
Workforce
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The GPD process
During the relevant term:
The student plans the GPDs and liaises with the mentor to decide a suitable date or dates. This should be when:
• mentor and student are both available for at least 30 minutes
• there is the opportunity for the mentor and student to conduct the discussion/s without interruption.
One or two days before:
The student should ensure the mentor has the relevant paperwork:
• the partially completed GPD form, with assessment criteria for the GPD, and some points for discussion in place
• the reflective account written by the student and upon which the GPD is to be based (OPTIONAL).
The day:
The mentor and student conduct a reflective discussion developing the points the student has noted on the GPD form.
On completion of the discussion, the mentor and student should reflect on the conversation, focussing on the specific GPD criteria (see pages 21-25). Then, using the ‘How to grade a GPD’ section (page 20) and the GPD feedback form, a final grade should be agreed. To achieve an ‘excellent’ grade overall, the student should be awarded a ‘1’ for two of the three categories on the feedback form, including the judgement on ‘linking theory to practice’.
The mentor then fills in the ‘mentor to complete’ section on the GPD form (this form can be found in Appendix 6), remembering to indicate the final grade and sign the form.
By the submission date:
The student considers their ‘strengths’ and ‘targets’ and completes this section before signing and dating the form.
The mentor emails the grade achieved for the GPD to the link tutor.
The student uploads an electronic version of the GPD record onto their e-PDP for moderation.
The grade will be moderated by the teaching staff in order to ensure consistency and to support mentors in their role. Mentors would be notified of any adjustments to the grades.
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How to grade a GPD
Each GPD has its own set of criteria to guide the discussion (see pages 21-26). In addition to the extent to which those criteria were met, you should also make your judgement based on the following criteria, which apply to all GPDs.
Use these questions for guidance. Remember to base the grade on the discussion rather than the reflective account:
• Has the student prepared thoroughly for the GPD, and made sure that you have the necessary paperwork to conduct the discussion effectively?
• Is the discussion highly reflective, with the student demonstrating their ability to meet the specific assessment criteria and explore all aspects of the issue in depth and from different perspectives before agreeing an action plan?
• Are the points being made in the discussion supported by an appropriate range of relevant current policy, literature and theory, and does the student discuss these sources with credibility and openness?
If the answers to all these questions are ‘yes’ then the discussion should be graded as a ‘1’ – excellent.
If not, progress to the next set of questions:
• Has the student prepared well for the GPD, and made sure that you have the necessary paperwork to conduct the discussion effectively?
• Is the discussion reflective, with the student meeting the assessment criteria and considering all aspects of an issue in sufficient depth, with some identification of positive aspects as well as issues to be addressed, and able to be reasonably objective?
• Does the discussion include reference to some relevant policy, literature and theoretical perspectives, which are used to support the student’s points?
If the answers to these questions are ‘yes’ then the conversation should be graded as a ‘2’ – good.
If not, progress to the next set of questions:
• Has the student prepared for the GPD, and made sure that you have the necessary paperwork to conduct the conversation effectively?
• Does the student show signs of reflectivity in the conversation, meeting the assessment criteria and beginning to be objective about the issues under discussion, as well as considering more than one aspect of that issue?
• Does the student refer to at least one academic source?
If the answers to these questions are ‘yes’ then the conversation should be graded as a ‘3’ – satisfactory.
If you cannot answer ‘yes’ to any of these questions, then the conversation should be graded as a ‘fail’.
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If this happens and there are no mitigating circumstances (illness, for instance) then the student’s College tutor should be alerted.
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Module Assessment criteria for Year One GPDs, 2017-18It is permissible to use a related reflective account (see Module ED1FCW) as the basis for your Guided Professional Discussions (GPD) with your mentor.
Autumn term
Effective Communication ED1FEC GPD
Plan and carry out a professional discussion which relates to your practice in the provision of suitable environments to support children’s language development.
Criteria for assessment through Guided Professional Discussion
Identify practice that supports the development of children’s language Reflect on your own role in providing suitable environments Relate practice to the requirements of the relevant curriculum or framework Evaluate how you could you develop your role in supporting children’s language
development
Partnership with Parents ED1FPP GPD
Plan and carry out a professional discussion which relates to your practice and is based upon how you support children and families as they make transitions into the setting, within the setting or from the setting to school and other providers. Consider your strengths and areas for development.
Criteria for assessment through the Guided Professional Discussion
Consider the importance of the effective management of transitions in relation to children’s development
Evaluate the effectiveness of transitions in your setting, making use of theory and policy documents
Reflect upon your role in children’s transitions and how you can develop it further
Spring term
Professionalism in the Children’s Workforce ED1FCW GPD
Plan and carry out a professional discussion which relates to your personal and professional values.
Criteria for assessment through the Guided Professional Discussion
Reflect on your own personal and professional values and the extent to which they overlap
Consider these values in relation to those espoused by the setting in which you work Relate your discussion to workforce values and principles
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Discuss how you can develop your practice in future.
Theories of Development and Learning ED1FDL GPD
Plan and carry out a professional discussion which relates to your practice in relation to an aspect of development and learning when you have made use of observation, assessment and theory. Consider how this knowledge has informed you and enabled you to improve your practice.
Criteria for assessment for Guided Professional Discussion Discuss an aspect of development and learning where you have made use of
observation, assessment and theory. Which theoretical perspective has informed your understanding of this particular aspect
of development or learning? How has it informed your response to the situation that you discussed? How will it inform your practice in the longer term?
Summer term
Learning Spaces ED1FLS GPD
Plan and carry out a professional discussion which relates to your practice. This should include reflecting on the effectiveness of inclusive learning spaces in your setting, for example, nurture rooms, Communication Friendly Spaces, outside learning, inclusive play spaces. Reflect on the role of the professional in sustaining an environment which supports inclusivity.
Criteria for assessment through Guided Professional DiscussionThese criteria may guide your discussion and be used to further your reflection:
Discuss the impact of environmental or social barriers in settings Reflect upon the ways that environments can support the diverse needs of children Base your discussion on a secure theoretical background and include relevant
frameworks and setting policies
The Child in Society (1) ED1FCS GPD
Plan and carry out a professional discussion which relates to your practice. Discuss a situation or hypothetical scenario which involves supporting a child and/or their family. Reflect on the identification of appropriate strategies to respond to the situation you are discussing and consider the impact on your own practice as a result.
Criteria for assessment through Guided Professional Discussion:
identify a specific situation relating to a child and/or their family. This situation could be one in which you are personally involved or one which is ongoing within the setting; it
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could be a single incident or one with long term repercussions, relating to safeguarding and welfare
reflect on strategies used by your setting and how this situation has supported your own professional development
analyse how effective multi-agency working can be in supporting children and families provide an action plan which includes strategies to support this child or their family and
which shows how you have implemented changes to improve your practice make sure that your discussion is based on a secure theoretical background and
includes relevant frameworks and setting policies
Module Assessment criteria for Year Two GPDs, 2017-18
It is permissible to use a related reflective account (see Module ED2FDL) as the basis for your Guided Professional Discussions (GPD) with your mentor.
Autumn term
Practitioner Research ED2FPR GPD 1
Plan and carry out a professional discussion which relates to your practice, based on an item of contemporary or recent research. This could be concerning a specific area of development, a special developmental/educational need or addressing wider issues such as gender or race.
Criteria for assessment through Guided Professional Discussion:
describe the research and consider how this research can be used in your own setting consider the wider context of the research and why the researcher might have chosen
this particular area reflect upon the need for research in general and the value of research understand and make links between theory, practice and the curriculum/framework
within which you work
Creativity and critical thinking ED2FCT GPD
Plan and carry out a professional discussion which relates to your practice with regard to the provision for the creative development of a child in your setting.
Criteria for assessment through Guided Professional Discussion
Identify an aspect of a child’s development which is linked to creative development Consider ways of progressing and extending the child’s learning through reflection
upon their existing interests and stage of development Identify key features of a facilitative learning environment (including the role of
technology) and reflect upon any modification of resources which may maximize support for the child
Link to appropriate theory Consider the impact of individual expectations and experiences on the development of
creativity and representation25
Spring term
Supporting development and learning 0-11 ED2FDL GPD
Plan and carry out a professional discussion which relates to your practice. It should critically evaluate an assessment opportunity in the workplace (for example, the use of observation, or baseline assessment). This work based task should be used to obtain information relating to the principles of assessment.
Criteria for assessment through Guided Professional Discussion:
appropriate choice of assessment (to be agreed with your tutor) ability to reflect on the suitability of this assessment type in order to gather knowledge
about the child’s level of understanding and mastery of a topic ability to reflect on the impact of this type of assessment on the child ability to reflect on the overall success of the assessment in terms of its purpose, and
make suggestions for future practice.
Child in Society 2 ED2FCS GPDWith reference to current government guidance which may include HM Government (2015) Working Together to Safeguard Children; DfE (2016) Keeping Children Safe in Education: Statutory guidance for schools and colleges; DfE (2016) Keeping Children Safe in Education: Part 1: Information for all school and college staff, and HM Government (2015) What to do if you’re worried a child is being abused: Advice for practitioners, as appropriatePlan and carry out a professional discussion which relates to your practice in relation to safeguardingYou should identify a child where there are safeguarding concerns (these could be real or hypothetical) and reflect upon the process of sharing concerns with both other professionals and the child’s family/carers.
Criteria for assessment through Guided Professional Discussion:
Demonstrate your ability to adequately identify a child’s need/needs Reflect on how successfully these needs are being met in the setting Reflect on how current government policy /legislation/theories have influenced the
methods of supporting the child, including sharing the setting’s concerns with both the child’s family/carers and other professionals
Identify and evaluate further measures for supporting this child
Summer term
Practitioner Research ED2FPR GPD
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Plan and complete a professional discussion which relates to your practice, based on the research you have been undertaking for your project and how this has influenced your practice.
Criteria for assessment through Guided Professional Discussion:
Summarise what you have learned so far from completing this research Evaluate the potential impact of your study on your practice against any challenges
that you have encountered Understand and incorporate connections between module, practice and relevant areas
of the appropriate curriculum/framework
International Perspectives ED2FIP GPD (optional module)
Plan and carry out a professional discussion which relates to a global issue or factor of quality, such as school starting age, transitions, ratios, quality of curriculum. You should reflect upon your understanding of the chosen issue and the extent to which this issue affects your practice. You should also consider its relevance to your setting.
Criteria for assessment through Guided Professional Discussion:
Identify the global issue/factor and how it affects, or could affect, your practice Reflect on how you can support the development of this global issue/factor in your
setting Consider the impact this issue/factor would have on children’s development and
learning.
Leadership in the Children’s Workforce ED2FCW (optional module)
Plan and carry out a professional discussion which relates to the factors that have an impact on the development and support of an effective team of practitioners.
Criteria for assessment through Guided Professional Discussion:
Identify practice that supports effective team building Reflect on your own role in motivating colleagues and developing a team culture Consider your strengths and areas for development as a leader or prospective leader
and identify how you could develop your leadership role further
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Appendix 1 - Workplace Agreement
The workplace agreement
A copy of this should be signed by the mentor (or a workplace representative if the mentor does not work in the setting) and the student, then returned to College. The course manager will sign the agreement and return a copy to the student who will to upload it to their e-PDP.
There are copies of each of these documents to be found on the Mentor pages website:
http://www.reading.ac.uk/education/partners/Mentor_Foundation_Degree_Reading_Partnership_Mentors1.aspx, so you can print more when you need them.
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Workplace Agreement(between workplace, student and College)
Foundation Degree in Children’s Development and Learning2017-18
All partners should be aware of the University of Reading Policy on Equal Opportunities (see page 7 of the Mentor Handbook).
This agreement clarifies the commitments made by all the parties involved in the Foundation Degree Programme.
This is an agreement between:
________________________________ (name of student)
________________________________ (name of workplace)
________________________________ (name of College)
We have read and accept the roles of the parties involved in the support of workplace learning, development and assessment, as stated on page 10 of the Mentor Handbook and also below*
The workplace will permit visits to the student at work by College staff and designated representatives
The College will notify mentors of any sector-endorsed funding which may be available to support their role
The workplace will nominate a mentor to support the student
Student:Name (print)____________________________ Signed___________________________
Workplace representative:Name (print)___________________________ Signed___________________________
College representative:Name (print)___________________________ Signed___________________________
Date: ………………
*Please note that there is an expectation that students attend all timetabled teaching and learning days for the FD. This includes seminars and tutorials. If students are unable to attend for any reason, they should let us know. Regular absences may jeopardise successful outcomes as every lecture, seminar and tutorial is an important opportunity to share information and knowledge in this intensive work-based programme. There is also substantial study and work-based activity to be undertaken away from College so we value your support in giving students every opportunity to study for this award. Please note also that there has been a change to the Academic Calendar and although students are not
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expected to attend College during week 6, they are expected to engage in online learning or assigned study/research activities during that week.
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Appendix 2 – Mentor meeting forms
1. Template for provisional agenda for mentor meetings
The purpose of this form is to identify the topics that the student wishes to discuss with the mentor. This will be useful for monthly, face-to-face meetings
2. Record of mentor meetings with FD student
The purpose of this form is to keep a record of regular meetings held between students and their mentor. Students should complete it at least monthly with a brief summary of the discussion and any actions or targets that were agreed. These regular discussions will support preparation for work-based assessment and College–based assessments.
3. Record of link tutor meetings in the setting
The purpose of this form is to keep a record of link tutor visits and topics that were discussed. This will support the relationship between the setting and the colleges.
The documents can be filled in electronically and uploaded to the student’s e-PDP, or paper copies with hand-written notes can be scanned for up-loading.
There are copies of each of these documents to be found on the Mentor pages website:
http://www.reading.ac.uk/education/partners/Mentor_Foundation_Degree_Reading_Partnership_Mentors1.aspx, so you can print more when you need them.
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University of Reading2017/2018
Provisional agenda for mentor meetings with FD student
Student ________________ Mentor_________________
This provisional agenda should be written by the student and given or sent to the mentor at least a day before the scheduled discussion / communication.
On ________________ (date) I wish to discuss the following areas: (There need not be an item under every heading)
My personal needs:(e.g. personal support identified, help with personal organisation or time management issues, anxieties or concerns affecting progress)
My academic needs:(e.g. discussing a theory that has been taught at College and how that theory might impact my practice, discussing an interesting piece of literature or research and its impact on my practice, reflecting on recent feedback, progress towards targets set, preparing for assignments)
My professional needs:(eg. a dilemma in the workplace that I would like to reflect upon, preparing for upcoming activities in the workplace, a national or local initiative and how this might impact the setting and my practice, progression in responsibility)
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Record of Mentor Meetings with the FD student 2017-18Mentor:Student: Link tutor:
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Meeting date
Summary of discussion: personal /professional/academic issues (circle as appropriate)
Mentor signature
Link tutor signature
Meeting date
Summary of discussion: personal /professional/academic issues (circle as appropriate)
Mentor signature
Link tutor signature
Meeting date
Summary of discussion: personal /professional/academic issues (circle as appropriate)
Mentor signature
Link tutor signature
Meeting date
Summary of discussion: personal /professional/academic issues (circle as appropriate)
Mentor signature
Link tutor signature
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Record of Link Tutor meetings in the setting 2017-18
Mentor:
Student:
Link tutor:
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Appendix 3 - Reflective accounts information Reflective Accounts Grid Year One
Your reflective accounts will document your academic and professional journey over the two years of the Foundation Degree. You must make regular entries during term time (a minimum of three per term) as indicated below and these entries will form the basis of discussions with students, tutors and your mentor. All accounts must be included in your e-Professional Development Portfolio (e-PDP). You will be expected to submit your three strongest accounts for assessment (one per term). Word count 1,000
These reflective accounts can help you to prepare for your guided professional discussions (GPDs), but will be assessed within ED1FCW.
Autumn term Assessment 1: completion of the following reflective accounts
You must complete
Reflective account: Complete an ICT skills audit and reflect upon your ICT skills with consideration a) of skills for your own professional use (e.g. PowerPoint, Publisher) and b) of your skills for the use of ICT with children. You should also develop an action plan which relates to your audit. You will be required to produce evidence of your progress towards the action plan as part of your completed e-PDP at the end of years 1 and 2.
You must complete
Reflective account: Effective Communication – reflect on the ways in which your setting creates a suitable environment to support children’s language development and consider any changes you would like to make.
You must complete
Reflective account: Partnership with Parents – reflect upon your role in working with parents to support children’s transitions. Consider what you feel you do well and what barriers you might meet. Link your reflection to your practice.
Spring term Assessment 2: completion of these reflective accounts
Choose one of these to
reflect on this term
Reflect upon the effectiveness of information sharing in your setting.Reflect upon a document or journal article that you have read and consider the implications for your practice.Reflect upon the ways in which literacy is promoted in your setting.Reflect upon an aspect of the course which is impacting your professional practice.
You must complete
Reflective account: Theories of Development and Learning – Reflect upon the use of theory and observation to understand how children learn. Choose one theory and consider how your use of this theory can improve your practice.
You must complete
Reflective account: Professionalism in the Children’s Workforce – Reflect upon your own professional values and how you would like to develop them further.
Summer term Assessment 4: completion of these reflective accounts and submission of e-portfolio with required documents
You must complete
Reflective account on study skills development: Evaluate your own strengths and any challenges which need to be overcome in assessment writing. Link to your reading and if possible support your points with evidence from your work. Identify key points that might help you to improve your academic skills.
You must complete
Reflective account: Learning Spaces – Reflect upon the ways in which you promote inclusion in your setting through adapting the environment, for example, ensuring that spaces are welcoming to both girls and boys. How can you improve on this?
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Meeting date Summary of discussion Mentor signature Link tutor
signature
You must complete
Reflective account: The Child in Society – Reflect upon your confidence in using safeguarding strategies and how well you understand procedures. Is there anything you feel less confident about? How can you remedy that?
Reflective Accounts Grid Year Two
You will be expected to submit your two strongest accounts for assessment in the summer term and your meta-reflection. Word count 1,000. The entries should focus on an aspect of the course or your professional practice in your setting (see grid below for guidance). Suggested reflective models to support your accounts: Gibbs, Kolb, Jones and Driscoll.
Term 1Autumn
Choose one of these to reflect on this term
Select a theorist who has influenced your practice in a subject area of your choice. Discuss the practical extent of his/her impact on you and your setting, giving examples.Free choice of reflective accountReflect upon how reading fiction can have an impact on your practice
You must complete
GPD: Creativity and Critical Thinking – reflect on the provision for the creative development of a child within your setting
You must complete
GPD: Practitioner Research – reflect on an item of contemporary or recent research and consider how it has affected your practice
Term 2Spring
Choose one of these to reflect on this term
Choose a subject area of learning and reflect on strategies to help children learn.Free choice of reflective accountIdentify one aspect of transition for a subject area and consider a range of strategies to improve the process, giving reasons for your selection.
You must complete
GPD: Supporting development and learning from birth to 11 years – reflect on the principles of assessment and the suitability of a chosen method of assessment to gather knowledge of a child’s development.
You must complete
GPD: Child in Society 2 – reflect on the opportunities and challenges for supporting children’s needs through multi-agency working
Term 3SummerYou must complete
GPD: Practitioner Research – reflect on how the research you undertook for your project has influenced your practice
You must complete
GPD: Blended learning optional modules – reflect on a) a global issue or b) team building (depending on your module choice) and consider how your setting demonstrates good practice in this area
Additionally, you must complete
Meta-reflection on how your reflective accounts show your progress over the two years of the Foundation Degree (see information in Module Handbook).
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Appendix 4 - Contacts
Berkshire College of AgricultureHall Place, Burchetts Green, Maidenhead, Berks SL6 6QRwww.bca.ac.ukContact: Hilary [email protected]: 01628 827410
Bracknell and Wokingham CollegeChurch Road, Bracknell, Berkshire RG12 1DJ www.bracknell.ac.uk Contact: Sue [email protected]: 01344 766339
Newbury CollegeMonks Lane, Newbury, Berkshire RG14 7TDwww.newbury-College.ac.ukContact: Tracy [email protected] 845361
Basingstoke College of TechnologyWorting Road, Basingstoke, Hampshire RG21 8TNwww.bcot.ac.ukContact:Vanessa [email protected] 01256 306373
University of ReadingMrs Hilary Harris, Director of Foundation Degree [email protected] or 0118 378 Cecilia Muldoon and Tracey Mallins Administrative Officers for Foundation Degree [email protected] or 0118 378 2617
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Appendix 5 - Termly overview of assessments for years one and two
Core Modules Year One Autumn Spring Summer
Effective Communication ED1FEC (20)
Group presentation F
Presentation 90%GPD 10%
Partnership with ParentsED1FPP (20)
GPD 10% Essay 90%
Professionalism in the Children’s Workforce ED1FCW (20)
Reflective accounts/ ICT skills reflection
30%Reflectiveaccounts 30% Reflective
accounts incl. study skills reflection / e-PDP
30%GPD 10%
Theories of Development and LearningED1FDL (20)
GPD 10% Child study 90%
Learning SpacesED1FLS (20)
Poster presentation and rationale
90%
GPD 10%The Child in Society ED1FCS (20)
Essay 90%GPD 10%
Core Modules Year Two Autumn Spring SummerChild in Society 2ED2FCS (20) Presentation 30% Essay 60%
GPD 10%Creativity and Critical ThinkingED2FCT (20)
GPD 10% Report 90%
Practitioner ResearchED2FPR (40)
GPD 10% Report 80%Project plan F GPD 10%
Supporting development and learning 0-11 yearsED2FDL (20)
Peer assessment F
Peer assessment
FReflective accounts / Completed e-PDP
90%GPD 10%
Optional modulesInternational perspectivesED2FIP (20)
Essay 70%Group wiki 20%GPD 10%
Leadership in the Children’s Workforce ED2FCW (20)
Essay 70%Group wiki 20%GPD 10%
F = formative; GPD = Guided Professional Discussion; number in brackets = credits towards Award.
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Week commencing
(wc)FD year one assessment calendar
2017-18
Assessment feedback return wc:
Autumn Term0 Induction
18.09.171 25.09.172 02.10.173 09.10.174 16.10.17 ED1FEC Group Presentation (formative) 06.11.175 23.10.17 Off campus study tasks6 30.10.177 06.11.17 Induction at UoR– Monday 6th November all
students/Colleges8 13.11.179 20.11.17 ED1FEC Presentation (90%) 11.12.1710 27.11.1711 04.12.17 ED1FCW Reflective Accounts (RAs) (30%)
GPDs ED1FEC (10%) and ED1FPP (10%) 08.01.18
Spring Term1 08.01.182 15.01.183 22.01.184 29.01.185 05.02.186 12.02.18 Off campus study tasks7 19.02.188 26.02.18 ED1FPP essay (90%) 19.03.189 05.03.1810 12.03.18
11 19.03.18
ED1FCW RAs (30%)GPDs ED1FDL (10%)and ED1FCW (10%)
16.04.18
Summer Term1 16.04.18 ED1FDL Child Study (90%) 07.05.182 23.04.183 30.04.184 07.05.185 14.05.186 21.05.18 ED1FCS essay (90%) 18.06.187 28.05.18 Off campus study tasks
8 04.06.18 ED1FLS Poster Presentation (90%) 02.07.18
9 11.06.18ED1FCW RAs incl. Study skills reflection and
completed e-PDP (30%)Research Day 15 June 2018
GPDs ED1FLS (10%) and ED1FCS (10%)09.07.18
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Week commencing
(wc)FD year two assessment calendar
2017-18
Assessment feedback return wc:
Autumn Term1 25.09.172 02.10.173 09.10.174 16.10.17 ED2FCS presentation (30%) 06.11.175 23.10.17 Off campus study tasks6 30.10.177 06.11.178 13.11.179 20.11.17
10 27.11.17
11 04.12.17GDPs ED2FCT (10%) and ED2FPR (10%)
ED2FDL Peer assessment (F) ED2FPR Project Plan (F)
08.01.18
Spring Term1 08.01.18 ED2FCT Report (90%) 29.01.182 15.01.183 22.01.184 29.01.185 05.02.186 12.02.18 Off campus study tasks7 19.02.18 ED2FCS Essay (60%) 12.03.188 26.02.189 05.03.18
10 12.03.18
11 19.03.18Optional module (ED2FIP or ED2FCW) essay (70%)
GDPs ED2FCS (10%) and ED2FDL (10%)ED2FDL Peer assessment (F)
16.04.18
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Summer Term1 16.04.182 23.04.183 30.04.184 07.05.18 ED2FIP or ED2FCW Group wiki 28.05.185 14.05.186 21.05.18
7 28.05.18Off-campus study tasks
GDPs ED2FIP (10%) or ED2FCW (10%) and ED2FPR (10%)
ED2FDL Professional Development Portfolio (90%) 25.06.18
8 04.06.18 ED2FPR Report (80%)9 11.06.18 Wednesday 13th June - End of programme event
Appendix 6 - Guided Professional Discussion assessment documentsIn this Appendix, you will find the following:
An exemplar GPD assessment form
The blank Guided Professional Discussion form that you will use to complete the assessment. An electronic version of this form can be found here:
http://www.reading.ac.uk/education/partners/Mentor_Foundation_Degree_Reading_Partnership_Mentors1.aspx
Forms can be completed electronically, or printed off and completed manually and scanned.
The front page should be used to record the assessment criteria in the box provided (these can be found in both the module handbooks and the mentor handbooks) and the evidence to be discussed. This might include a reflective account, documentation from the workplace, or other policy or academic sources. Students and mentors might also use this space to record the focus of the discussion, perhaps as key questions. Once the GPD has taken place, the mentor should complete the grade, and comments supporting the grade, then the student should consider the outcome and add their own strengths and targets. The mentor should email the final grade to the student’s link tutor.
The student is responsible for the completion of this form prior to the GPD, and also for sharing it with the mentor before the GPD takes place and with sufficient time for the mentor to read it in order to prepare for the discussion. The amount of time needed for this can be agreed by each mentor.
Once the form is completed by the mentor and student the student will upload the document to her/his e-PDP.
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Foundation Degree in Children’s Development and Learning
2017 – 2018
Exemplar Guided Professional Discussion assessment sheet
Module no: ED1FPP Module title: Partnership with Parents
Name of student: Name of mentor:
Guided Professional Discussion criteria:
Consider the importance of the effective management of transitions in relation to children’s development
Evaluate the effectiveness of transitions in your setting, making use of theory and policy documents
Reflect upon your role in children’s transitions and how you can develop it further
Student to complete prior to discussion
Evidence to be discussed/key focus for the discussion
(this might include a reflective account, policies and procedures, children’s records and observations, book chapters, journal articles or other literature).
Reflective account – key points highlighted
Common Core
Transitions policy and procedures
Observations of key child
Key questions: (agreed by student and mentor before the discussion)
What transitions take place in my setting?
How effectively are they managed, compared with evidence from reading?
What might be done to develop and improve the process in the future?
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Mentor to complete comments on discussion and grade selection:
Preparation:How well prepared was the student for the discussion and was the paperwork provided in sufficient time?
1Ex
2G
3S
4F
X
Comments:X was very well prepared and brought a good range of materials to the discussion. She arranged a suitable date and time and provided me with materials a week before the discussion so that I could prepare myself.
Quality of reflection during the discussion and consideration of the topic from different perspectives:How well did the student reflect on the issues raised by the assessment criteria and explore them from different perspectives?
1Ex
2G
3S
4F
X
Comments:We had a good discussion of transitions which met all the assessment criteria. X had used her reflective account and reading as the basis for our discussion, although she might have included more detail in her answers to my questions.
Linking theory and practice:How well did the student support their points with relevant current policy, academic literature and theory, referring to at least one appropriate source and applying this to their practice?
1Ex
2G
3S
4F
X
Comments:X had clearly read around the topic and shared some of this literature with me before the discussion. She was able to discuss her sources confidently and was able to apply her understanding to the issues that face her own practice and that of the setting.
Overall Grade for the GPD (please tick the appropriate box)
1 Excellent 2 Good 3 Satisfactory 4 Fail
X
Comments:Although the discussion might have been more reflective, X had read three good sources and used them well in the discussion to support her points and develop her practice, so I have allocated an excellent overall.
Signature of mentor: Date:
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Moderation Date:
Tutor comments:
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Student to complete after the discussion:
Strengths:
Targets:
Signature of student: Date:
Mentor to email the completed document to the link tutor for moderation and student to upload it onto their e-PDP
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Foundation Degree in Children’s Development and Learning2017 - 2018
Guided Professional Discussion assessment sheet
Module no: Module title:
Name of student: Name of mentor:
Guided Professional Discussion criteria:
Student to complete prior to discussion:
Evidence to be discussed/key focus for the discussion
(this might include a reflective account, policies and procedures, children’s records and observations, book chapters, journal articles or other literature).
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Mentor to complete comments on discussion and grade selection:
Preparation:How well prepared was the student for the discussion and was the paperwork provided in sufficient time?
1Ex
2G
3S
4F
Comments:
Quality of reflection during the discussion and consideration of the topic from different perspectives:How well did the student reflect on the issues raised by the assessment criteria and explore them from different perspectives?
1Ex
2G
3S
4F
Comments:
Linking theory and practice:How well did the student support their points with relevant current policy, academic literature and theory, referring to at least one appropriate source and applying this to their practice?
1Ex
2G
3S
4F
Comments:
Overall Grade for the GPD (please tick the appropriate box)
1 Excellent 2 Good 3 Satisfactory 4 Fail
Comments:
Signature of mentor: Date:
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Moderation Date:Tutor comments:
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Student to complete after the discussion:
Strengths:
Targets:
Signature of student: Date:
Mentor to email the completed document to the link tutor for moderation and student to upload it onto their e-PDP
How to grade a GPD
Each GPD has its own set of criteria to guide the discussion (see pages 21-26). In addition to the extent to which those criteria were met, you should also make your judgement based on the following criteria, which apply to all GPDs.
Use these questions for guidance. Remember to base the grade on the discussion rather than the reflective account:
• Has the student prepared thoroughly for the GPD, and made sure that you have the necessary paperwork to conduct the discussion effectively?
• Is the discussion highly reflective, with the student demonstrating their ability to meet the assessment criteria, explore all aspects of the issue in depth and from different perspectives before agreeing an action plan?
• Are the points being made in the discussion supported by an appropriate range of relevant current policy, literature and theory, and does the student discuss these sources with credibility and openness?
If the answers to all these questions are ‘yes’ then the discussion should be graded as a ‘1’ – excellent.
If not, progress to the next set of questions:• Has the student prepared well for the GPD, and made sure that you have the necessary
paperwork to conduct the discussion effectively?
• Is the discussion reflective, meeting the assessment criteria, considering all aspects of an issue in sufficient depth, with some identification of positive aspects as well as issues to be addressed, and able to be reasonably objective?
• Does the discussion include reference to some relevant policy, literature and theoretical perspectives, which are used to support the student’s points?
If the answers to these questions are ‘yes’ then the conversation should be graded as a ‘2’ – good.
If not, progress to the next set of questions:• Has the student prepared for the GPD, and made sure that you have the necessary
paperwork to conduct the conversation effectively?
• Does the student show signs of reflectivity in the conversation, meeting the assessment criteria and beginning to be objective about the issues under discussion, as well as considering more than one aspect of that issue?
• Does the student refer to at least one academic source?
If the answers to these questions are ‘yes’ then the conversation should be graded as a ‘3’ – satisfactory.
If you cannot answer ‘yes’ to any of these questions, then the conversation should be graded as a ‘fail’.
If this happens and there are no mitigating circumstances (illness, for instance) then the student’s College tutor should be alerted.
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