POSTGRADUATE AWARD: TEACHING
AND LEARNING IN HIGHER
EDUCATION
HANDBOOK FOR PARTICIPANTS
2012-2013
TABLE OF CONTENTS
TABLE OF CONTENTS
2
COURSE TEAM
3
KEY WEBSITES
3
COURSE OVERVIEW
Aims of the Programme
Learning Outcomes
Assessment
Recognition by the Higher Education Academy
3
4
4
4
5
PROGRAMME ACTIVITIES AND SUPPORT
Workshops: Indicative Content
Your Personal Tracking Webpage
The PGA Blog
Your Departmental Mentor
5
5
6
7
7
BUILDING YOUR PORTFOLIO
Portfolio Development Plan
Portfolio Tasks
Guidance on Portfolio Tasks
8
8
8
9
ASSESSMENT
Criteria
Presentation of Assessed Work
General Assessment Procedures
12
12
13
14
RESOURCES
Online Resources
Core Texts
Indicative Further Reading
15
15
15
15
APPENDICES
Appendix 1 Dimensions of the HEA Framework
Appendix 2 Mapping of the course against the dimensions of the HEA Framework
Appendix 3 Portfolio Development Plan
Appendix 4 Observation form
17
17
18
19
21
Page 2 of 25
COURSE TEAM
Christine Smith
Course Leader
Tel: 75580
Letizia Gramaglia
Course Tutor
Tel 73109
Jess Humphreys
Course Tutor
Tel: 73109
Jenny MacDonald
Course Secretary
Tel: 74012
All email enquiries should be addressed to pga@warwick.ac.uk.
KEY WEBSITES
Course website
http://www2.warwick.ac.uk/services/ldc/development/pga/tandlinhe/
Participants’ area
http://www2.warwick.ac.uk/services/ldc/development/pga/tandlinhe/participants
PGA Blog
There will be a blog created for the course and once this is available a link will be provided
from the Participants’ area.
COURSE OVERVIEW
The course provides formal accreditation for your teaching and learning activities in Higher
Education and is worth 30 M-level credits. The course has been designed so that it can be
completed in twelve months. Completion of the ‘Introduction to Teaching and Learning in
Higher Education workshop or its predecessor (Introduction to Academic and Professional
Practice (or equivalent) is a prerequisite for enrolment.
We recommend that you are teaching for a minimum of 10 hours a year. However participants
who have less teaching hours are strongly advised to contact the course team. The aim
is to ensure that you have time to undertake the teaching related activities required by the
programme. By teaching we mean, working with students and supporting their learning so this
may include lab demonstrating, seminars or tutorial work, running problem classes and
supervision of projects.
Page 3 of 25
AIMS OF THE PROGRAMME
This programme aims to meet the needs of postgraduates with teaching responsibilities. The
main aims of the programme are to equip you with:
1. A broad conceptual and practical understanding of the nature of learning in higher
education, which is based on relevant educational theory.
2. Skills and competencies in the planning, delivery and evaluation of teaching and
learning activities.
3. Open and positive attitudes towards continuing professional development,
4. The ability to plan your own academic and professional development and an
understanding of how educational and disciplinary literature can inform your academic
and professional development.
LEARNING OUTCOMES
By the end of the programme you should be able to:
1. Plan and deliver teaching sessions informed by relevant principles of learning and teaching
2. Demonstrate how your academic and teaching practice can be informed by relevant
educational and disciplinary research
3. Demonstrate appropriate application of principles of inclusive education
4. Exercise initiative, professional responsibility and sound judgement in interpreting
guidance and applying principles to complex problems and unpredictable situations
encountered in your academic and professional role
5. Evaluate your own academic practice in response to your own reflections and analysis,
feedback from students and colleagues, and reading in relevant educational and
disciplinary research
6. Review, plan and undertake actions relating to the continuing development of your own
teaching and learning practice
Throughout the programme you will be able expected to demonstrate clear and effective
written and oral communication skills
ASSESSMENT
You produce a portfolio of evidence to demonstrate how you have fulfilled the requirements
listed above. Key elements of the portfolio are teaching observations, feedback activities,
session planning and reflections on your developing understanding of teaching and learning.
After the first workshop you will be asked to complete a portfolio development plan
identifying when you will complete the teaching and learning activities necessary to build your
portfolio. At the end of the twelve-month programme you should submit your completed
portfolio.
Page 4 of 25
RECOGNITION BY THE HIGHER EDUCATION ACADEMY
The programme content is mapped against the Higher Education Academy’s (HEA) UK
Professional Standards Framework (PSF) for teaching and supporting learning in Higher
Education. By the end of the programme you will have engaged with all of the areas of
activity, 4 areas of core knowledge and 3 areas of professional values.

The dimensions of the Professional Standards Framework are included in Appendix 1

The mapping of the programme against the framework is shown in Appendix 2

The full framework and descriptors are available from the HEA website
http://www.heacademy.ac.uk/ukpsf
On successful completion of the programme you will be considered for recognition as an
Associate of the HEA (AFHEA) based on the evidence submitted in your portfolio.
PROGRAMME ACTIVITIES AND SUPPORT
The programme involves two ¾ day workshops (9.30am-2.30pm), four shorter workshops (1.5
hours duration), a online workshop and a portfolio consultancy. All the workshops are
compulsory. Although the portfolio consultancy is optional, it is highly recommended that you
opt for this as it provides an additional opportunity for support with the programme, your
teaching and completing the portfolio.
Dates for the programme activities can be found on the PGA website.
http://www2.warwick.ac.uk/services/ldc/development/pga/tandlinhe/dates/
WORKSHOPS: INDICATIVE CONTENT
The workshops will give you the opportunity to discuss specific teaching and learning (and
where relevant or appropriate, broader e.g. university issues and requirements). They will
provide a forum for you to work with other participants to explore the different approaches to
teaching and learning and the implications of these.
Enhancing skills in small group teaching (9.30 am-2.30pm)





Introduction to the PGA
Developing your teaching philosophy statement
Developing confidence/presence as a teacher
Successfully managing small group teaching
Collecting a portfolio of evidence
Lecturing, assessment and research-based learning (9.30am -2.30pm)




Introduction to large group teaching
Assessment and feedback
Bringing your research into your teaching
Building an action plan
Page 5 of 25
Reflecting on your teaching (2 hour slot)


Becoming a reflective practitioner
Reflective writing
Inclusive Teaching
This is an independent online activity followed by a face-to-face group discussion (1.5 hours)
‘Free Choice’ Workshops
The ‘free choice workshops’ have been introduced to allow you to tailor the programme to
meet your needs and interests. You are required to attend two out of a possible five
workshops (although you are encouraged to attend as many of the workshops as possible).
Where possible each workshop will be run twice in order to give you the best possible
opportunity to attend the workshops of your choice.
You will be asked to select your free choice workshops after you have attended the
‘enhancing skills for small group teaching’ workshop
Indicative workshops






Engaging your students in critical thinking
Teaching for creativity in the arts/social studies
Teaching for creativity in the sciences
Introduction to e-learning
Motivating students beyond the classroom
Celebrating cultural diversity in the classroom
YOUR PERSONAL TRACKING W EBPAGE
This will be available in the participants’ area of the website and you will be able to view your
programme details such as





Dates of workshops you have selected
Dates of workshops you have attended
Date of your portfolio consultancy
Submission of your teaching philosophy statement
Submission of your portfolio development plan
Please note that this web page is protected so that only you can view your programme
details.
Page 6 of 25
THE PGA BLOG
The blog has been introduced so that the course team can inform you of




Programme announcements (e.g. new optional workshop, reminders of workshops,
changes of venue etc.)
Notice of teaching and learning events of particular interest
Links to resources (articles, books, websites etc.)
Tips and guidance on teaching from Warwick practitioners
We will also be expecting you to participate in the blog for example by:





Commenting on the usefulness of the resources
Giving feedback on the teaching and learning events
Adding your own resources and teaching tips
Adding your own announcements of useful events
Posting questions (and answers) on teaching and learning, the programme or the
portfolio
YOUR DEPARTMENTAL MENTOR
Your departmental mentor will provide disciplinary-focused guidance and support.
Who should be my departmental mentor?
Who you choose to be your mentor to support you through this programme is up to you. It is
important that you choose someone who you feel comfortable with and who you feel able to
talk to openly about your teaching. It is crucial that the Mentor/Mentee relationship is based on
mutual respect
It is also important that this person is experienced with a number of teaching approaches, has
taught for several years in higher education and is based in your department (or related
discipline) at Warwick. You will need to ask them if they would be willing to be your mentor and
check that they have the time required to provide you with the necessary support and
guidance. If you have any concerns regarding mentorship, please contact pga@warwick.ac.uk
What does my departmental mentor do?
In general mentors are expected to:
 Have relevant experience of teaching which is compatible with your subject area
 Provide support, advice and encouragement for the development of your teaching
practice maintaining your confidentiality and trust.
Departmental mentors normally provide specific support by:
 Observing your teaching and provide an agreed, formatively focused, written report of
the observation using the observation form,
Page 7 of 25
 Provide regular guidance (we suggest meeting once a term), advice and support within
a discipline-focused, departmental context
 Second marking your portfolio (unless you request for your portfolio to be second
marked by a member of the course team)
BUILDING YOUR PORTFOLIO
PORTFOLIO DEVELOPMENT PLAN
A portfolio development plan should be completed after the first workshop and emailed to
pga@warwick.ac.uk. In this plan you will identify when and how you plan to complete the
portfolio tasks. A copy of this plan can be found in the appendices.
PORTFOLIO TASKS
Your portfolio will be compiled from the completion of specific tasks as follows:







A teaching philosophy statement
Two teaching observations with reflective comments for each one
Evidence of giving feedback to students with reflective comments
Evidence of collecting feedback from students with reflective comments
A session plan with reflective comments
A reflective overview of your academic and professional practice
Action plan for future personal and professional development
Please note that all of these tasks should be completed after you have completed the
“Introduction to Teaching and Learning in Higher Education workshop” or equivalent.
You are asked to demonstrate all of programme learning outcomes in your portfolio. However,
some learning outcomes may figure more prominently in a particular section.
Page 8 of 25
GUIDANCE ON PORTFOLIO TASKS
It is important that throughout the portfolio you engage with the relevant literature to
support your discussions and arguments.
Teaching Philosophy Statement
The statement is a short (500 words) document that describes how you think learning occurs,
and how you think you can facilitate in this process, what main goals do you have for your
students, and what actions do you/will you take to implement your intentions
Guidance on producing your teaching philosophy statement will be given in the first workshop.
Ideally you should submit this after attending the reflective writing workshop but the statement
must be submitted within 3 months of attending the first workshop.
Teaching Observations
You will need to be observed teaching by your departmental mentor or an experienced
colleague .You also need to observe an experienced colleague teaching. Guidance on the
process will be given in the workshops, but it is important to note that the following elements
need to be included in your portfolio:



Completed forms for both observations – signed by observer and observee
Handouts/support materials used in the sessions observed
Short reflective summary (around 700 words) for each observation
The purpose of the reflective summaries is for you to:




Highlight key points arising from the observation (whether it is you being observed or
you observing someone else)
Write your thoughts and feelings about the process
Show what you learned from the experience
Consider the implications for your own teaching
Your reflective summaries should elaborate on appropriate sections of the teaching
observation forms and demonstrate your ability to respond to feedback from colleagues. The
focus is on reflection and analysis of your teaching and a consideration of how it could be
further enhanced. It is important that you engage with the literature to support your
discussions.
Feedback to Students
You need to demonstrate that you have given students feedback on their performance whilst
on the programme.
You may have marked students’ work, or you may have given feedback on presentations,
laboratory work or seminar contributions. You could also have given verbal feedback in your
teaching sessions. You’ll need to provide evidence of the feedback you’ve provided and write
a short (around 700 words) reflective summary about it.
This reflective summary should:
Page 9 of 25



Set the context for the feedback (in terms of the student group, module etc.)
Explain how it was provided (written comments, checklist, verbal etc.)
Explain why you made the decisions you did (the wording/phrasing of the feedback,
marks awarded etc.)
 Outline any areas where you feel you could improve your feedback to students and
consider how you could make these improvements.
It is important that you engage with the literature to support your discussions
particularly when discussing areas that you have identified for further development.
Feedback from Students
You need to show how you’ve gathered feedback on your teaching from your students. You
may have collected this feedback in a number of ways such as via a standard module
questionnaire; a feedback questionnaire you’ve designed yourself; a feedback exercise; focus
group; discussions with students etc.
You need to provide evidence of the feedback, and then write a short (around 700 words)
reflective summary about it. This summary should:



Set the feedback in context in terms of who the students were, how the feedback was
collected and why you chose to use that approach
Summarise the feedback provided
Discuss how you might develop or change your practice as a result
Overall, your reflective summary should demonstrate that you are able to effectively evaluate
your own performance, and show that you are able to plan your further development and again
it is important that you use the literature to support your discussions.
Session Plan
You need to include a session plan that you’ve produced for one of your teaching sessions,
and write a short (around 700 words) reflective commentary about it.
You’ll need to describe how you planned and prepared for the session, and explain the
decisions you made. You should also review your plan having delivered the session. How did
the plan work in practice? What might you change if you were to run a similar session in the
future? Would you make any changes to the planning process?
A reflective overview of your academic and professional practice
The final section of your portfolio is the longest piece of work (around 2000 words) and should
draw together reflections and experiences from your teaching and learning practice over the
duration of this course..
Page 10 of 25
In this section you are likely to demonstrate many of the programmes’ learning outcomes
including your ability to evaluate your academic practice. You could choose to expand on
some of the issues raised in other parts of your portfolio, or to address issues not previously
discussed. The list below offers several examples of areas you could chose to focus on in
your reflective overview:
 Reflections on a developmental journey – as you undertake this programme chose one
set of seminars/demonstrations/lectures and keep a diary/blog of how each session
went and your plans for the next session. At the end of this block of teaching use your
reflections to write a ‘story’ which explores this developmental journey.
 Supporting a range of learners – consider how have you developed techniques to
support learners with different learning preferences, of a variety of ability levels and
from a range of backgrounds.
 Engaging students with their learning – reflect on the way in which you have developed
your teaching practice to engage students both within and beyond the session,
consider the different activities you have introduced and the feedback you have
received.
 Developing learners’ independent study skills – think about how you have facilitated
students to develop a range of transferable skills that will support their independent
learning.
 Linking teaching and research – explore the ways in which your teaching and research
have overlapped during the last twelve months and how these links could be
developed to support student learning.
It is essential that you underpin your discussions with evidence from a range of
background materials – illustrating that you have read around the issues and developed
an understanding of educational literature relevant to your practice.
Action plan for future personal and professional development
Your portfolio should result in the construction of a personal action plan for your further
teaching development beyond the end of the programme - building on points and
challenges raised in the various tasks. This plan can then be used as a tool for you to monitor
and review your teaching progress as you develop as an academic. Guidance on presenting
your plan will be provided during the workshop.
Page 11 of 25
ASSESSMENT
The PGA assessment results in a ‘Pass’ or ‘Refer’
Deadlines for submission of draft portfolios and final submissions can be found on the PGA
website.
CRITERIA
In order for a pass to be gained in a module, the work presented for assessment must:




Be sufficient in breadth and depth to enable proficiency to be inferred in the learning
outcomes of the module
Make appropriate use of skills of analysis, reflection and evaluation
Be accompanied by appropriately completed documentation
Make appropriate use of reading on education principles and ideas to inform practice
Assessment of programme operates in accordance with the University of Warwick’s Social
Studies assessment criteria.
You are required to demonstrate that you have addressed the learning outcomes for the
programme. It is not necessary to address all the learning outcomes within each element of
your Portfolio. For the shorter tasks you may only address a few of the outcomes, but in the
reflective overview you would be expected to address the majority of them.
Pass
Work meriting a pass will normally demonstrate many of the following:
a.
b.
c.
d.
e.
f.
g.
h.
Clear evidence that appropriate and identified learning outcomes have been met
Clear evidence of relevance to the candidate's own academic practice and development
The competent and scholarly organisation of material
A logical conclusion set within an appropriate context for the task
Clear evidence of background reading
The use (e.g. critique) of relevant underpinning theory
The coherent and logical progression of ideas
An awareness of broader departmental, disciplinary, institutional, national and international
contexts where appropriate
i. Well reasoned conclusions which are indicative of a recognition that there are likely to be
inherent tensions both in relation to practice/practical situations and within the supporting
literature
j. Effective referencing of sources and authorities
k. In the case of the Portfolio demonstrate that all the specified components have been
satisfactorily completed
l. A high standard of English grammar and punctuation
m. An appropriate bibliography
NB. A 'pass' with minor corrections expected may be awarded in certain occasional instances.
Page 12 of 25
Refer
a.
b.
c.
d.
e.
f.
Limited evidence of ability to demonstrate relevance of appropriate learning outcome(s)
Limited or even poor organisation of material
Limited relevance to candidate’s academic work
Restricted understanding of the subject of the submission
Little or no evidence of secondary reading
Limited awareness of broader departmental, disciplinary, institutional, national and
international contexts when clearly relevant
g. Little or no evidence of critique and comment
h. Limited coherence and limited evidence of critique and comment
i. Failure to recognise sufficiently the inherent tensions in both practice and literature
j. In the case of the portfolio, evidence that some specified components are incomplete
k. Insufficiently high standard of English grammar and punctuation
NB A ‘referral’ indicates that the candidate should, in the view of markers, be able to achieve a
pass with some re-working of the material.
PRESENTATION OF ASSESSED W ORK
Format
Work submitted should be written in English and, where possible, typewritten or wordprocessed.
Number of copies and handing in work
Two copies of each piece of work should be submitted and should be handed in to
Jenny MacDonald the course secretary, in the Learning and Development Centre (found
on the 1stnd floor of Senate House). An email receipt for your portfolio will be sent to you.
One copy will be returned with comments from the assessors. The second copy will be
retained for consultation by the External Examiner. It is the responsibility of each participant to
ensure that they are able to make their work available at any point during the examination
process. It is therefore important that participants make and keep their own copy of all work
submitted.
Cover sheets
The portfolio should be submitted with the coversheet which can be downloaded from the PGA
website
Anonymity
References to observations or other investigations should not identify students by name.
Page 13 of 25
GENERAL ASSESSMENT PROCEDURES
Please contact the PGA team if any of the following situations arise:

If, having enrolled on the programme, you find that you do not have enough teaching to
complete the portfolio tasks please contact the course team who will be able to talk
you through the available options.

If for any reason you take a break from your studies at the University please ensure
that you inform the course team as soon as possible.

If you have any concerns about meeting the submission dates please contact a
member of the course team to discuss your options. Any extension required should be
negotiated before the set date for submission
Return of assessed work
Wherever possible, the team will return assessed work with written feedback no later than one
month after the Exam Board following the submission date. Official feedback and formal
confirmation of pass/refer can only be made after the meeting of the Board of Examiners has
taken place. You will be informed when you submit your portfolio when the next Exam Board is
due to take place.
Holding of assessed work
Normally, one of the two copies of assessed work will be retained by the Learning and
Development Centre for the purposes of assessment moderation and the monitoring of course
development and impact. Confidentiality is strictly maintained and no access to copies of
assessed work is permitted to any persons other than those directly involved in assessment
procedures and those undertaking course review under quality assurance arrangements
recognised by the University. If you do not want copies of your work retained beyond the
minimum period required by University procedures, please inform the Course Leader and
arrangements will be made for them to be destroyed or, if feasible, returned.
External examination
The module is subject to the normal arrangements and procedures for external examination of
postgraduate awards in the Faculty of Social Sciences. Candidates must be available for
interview by an External Examiner if required.
Appeal
Page 14 of 25
In the event of a participant disagreeing with an assessment decision of a tutor, the following
procedure will be adopted:
i.
ii.
The participant will be required to submit a written statement of the grounds for complaint
to the Course Leader.
The statement, the submitted work, the assessor's decision and comments, assessment
guidelines and any other relevant information will be sent to an External Examiner, who
will adjudicate.
Complaints concerning the quality of teaching or of pastoral care on the course are a different
category of grievance, which should be brought to the attention of the Course Leader.
RESOURCES
ONLINE RESOURCES
The PGA website has electronic copies of the all the forms and this handbook
You are strongly advised to search the website of the Higher Education Academy
http://www.heacademy.ac.uk for further resources and reading. In particular, visit the website
for your subject centre http://www.heacademy.ac.uk/SubjectNetwork.htm for discipline-based
support.
Useful resources will also be posted to the PGA blog on a regular basis.
CORE TEXTS
Fry, H., Ketteridge, S. & Marshall, S., eds (2003) A Handbook for Teaching and Learning in
Higher Education: Enhancing Academic Practice. 2nd Edition. London: Kogan Page. (Available
as an online book from the library catalogue)
Gibbs, G. & Habeshaw, T. (1992) Preparing To Teach: An Introduction to Effective Teaching in
Higher Education. 2nd Edition. Bristol: Technical and Educational Services.
Morss, K. & Murray, R. (2005) Teaching at University: A Guide for Postgraduates and
Researchers. London: Sage.
Race, P. (2007) The Lecturer's Toolkit: A Practical Guide to Assessment, Learning and
Teaching. 3rd Edition. London: Kogan Page. (Available as an online book from the library
catalogue)
INDICATIVE FURTHER READING
Page 15 of 25
Adams, M. & Brown, S. (2006) Towards Inclusive Learning in Higher Education: Developing
curricula for disabled students. London: Routledge.
Biggs, J. (2003) Teaching for Quality Learning at University. 2nd Edition. Buckingham: OU
Press & SRHE.
Bligh, D. (1998) What’s the Use of Lectures? Exeter: Intellect.
Bligh, D. (2000) What's the Point in Discussion? Exeter: Intellect.
Brown, S. & Knight, P. (1994) Assessing Learners in Higher Education. London: Kogan Page.
Brown, S. & Race, P. (2002) Lecturing: A Practical Guide. London: Kogan Page.
Cannon, R. & Newble, D. (2000) A Handbook for Teachers in Universities and Colleges. 3rd
Edition. London: Kogan Page.
Doyle, C. & Robson, K. (2002) Accessible Curricula: Good Practice For All. Cardiff: University
of Wales Institute. Available to download from:
http://www.heacademy.ac.uk/resources/detail/SNAS/snas_272
Gibbs, G. (1994) Improving Student Learning – Theory and Practice. Oxford Centre for Staff
Development, Oxford.
Gibbs, G., Habeshaw, S. & Habeshaw, T. (1988) 53 Interesting Ways to Appraise Your
Teaching, Technical and Educational Services, Bristol.
Exley, K. & Dennick, R. (2004) Small group teaching: Tutorials, seminars and beyond. London:
Routledge.
Jacques, D. & Salmon, G. (2007) Learning in groups: A Handbook for face-to-face and online
environments. 4th Edition. London: Routledge.
Jenkins A., Breen, R. & Lindsay, R. (2003) Reshaping Teaching in Higher Education: Linking
Teaching with Research. London: Kogan Page. (Available as an online book from the library
catalogue)
Kahn, P. & Walsh, L. (2006) Developing Your Teaching: Ideas, insights and action. London:
Routledge.
Prosser, M. & Trigwell, K. (1999) Understanding Learning and Teaching: The Experience in
Higher Education. OU Press & SRHE.
Ramsden, P. (2003) Learning to Teach in Higher Education. 2nd Edition. London: Routledge
Falmer. (Available as an online book from the library catalogue)
Page 16 of 25
APPENDICES
APPENDIX 1 DIMENSIONS OF THE HEA FRAMEWORK
Areas of Activity
A1
Design and plan learning activities
and/or programmes of study
A2
Teach and/or support learning
A3
Assess and give feedback to
learners
A4
Develop effective learning
environments and approaches to
student support and guidance
A5
Engage in continuing professional
development in subjects/disciplines
and their pedagogy, incorporating
research, scholarship and the
evaluation of professional practices
Core Knowledge
Professional Values
K1
The subject material
V1
K2
Appropriate methods for teaching
and learning in the subject area
and at the level of the academic
programme
Respect individual learners and
diverse learning communities
V2
Promote participation in higher
education and equality of
opportunity for learners
V3
Use evidence-informed approaches
and the outcomes from research,
scholarship and continuing
professional development
V4
Acknowledge the wider context in
which higher education operates
recognising the implications for
professional practice
K3
How students learn, both generally
and within their subject/disciplinary
area(s)
K4
The use and value of appropriate
learning technologies
K5
Methods for evaluating the
effectiveness of teaching
K6
The implications of quality
assurance and quality
enhancement for academic and
professional practice with a
particular focus on teaching
Page 17 of 25
APPENDIX 2 MAPPING OF THE COURSE AGAINST THE DIMENSIONS OF
THE HEA FRAMEWORK
Learning Outcomes
1. Plan and deliver
teaching sessions
informed by relevant
principles of learning
and teaching
2. Demonstrate how
your academic and
professional practice can
be informed by relevant
educational and
disciplinary research
3. Demonstrate
appropriate application
of principles of inclusive
education
4. Exercise initiative,
professional
responsibility and sound
judgement in
interpreting guidance
and applying principles
to complex problems
and unpredictable
situations encountered
in your academic and
professional role
5. Evaluate your own
academic in response to
your own reflections and
analysis, feedback from
students and colleagues,
and reading in relevant
educational and
disciplinary research
6. Review, plan and
undertake actions
relating to the
continuing development
of your own academic
and professional practice
Areas of Activity
A1
A2
A4
Core Knowledge
K1
K2
K3
Professional Values
V1
V2
V3
A1
A2
A3
A4
A5
K2
K3
K5
V1
V2
V3
A1
A2
A3
A4
A5
A2
A3
A4
A5
K2
K3
V1
V2
V3
K2
K3
K5
V3
A5
K2
K3
K5
V3
A5
K5
V3
The full framework and descriptors are available from the HEA website
http://www.heacademy.ac.uk/ukpsf
Page 18 of 25
APPENDIX 3 PORTFOLIO DEVELOPMENT PLAN
The following plan covers all the assessment requirements for this module. The first
requirement is to submit a portfolio development plan to your mentor and to the module leader
at the Learning and Development Centre.
The deadline for submission of this document can be found on the PGA website. Email your
plan to: pga@warwick.ac.uk
Name……………………………………………….…
Department and contact details……………………………………………………………………...
..................................................................................................................................................
Mentor name and contact details………………………………………………………………..….
It is important that this person is experienced with a number of teaching approaches and has
taught for several years in higher education, and is based in your department (or related
discipline) at Warwick
1. Teaching Philosophy Statement
You will need to produce a statement of approximately 500 words that details your teaching
philosophy. This needs to be submitted within 3 months of your attendance at the first
workshop
I will submit by teaching philosophy statement by…………………………………………….
2. Observations
Observing an experienced colleague
I anticipate observing……………………………………….…….………on…………………..……
(Identify a teaching event you are able to observe – you will need to provide reflective
comments on this event – around 700 words)
Being observed by your mentor
I anticipate being observed by ……………………………....………….on…………………..……
Page 19 of 25
(You will need to provide reflective comments on this event – around 700 words)
Note: There are forms for planning an observation and for carrying one out at the back of this
guide. You will find guidance notes on observations on the PGA website. If your department
provides observation forms, you may prefer to use those.
3. Feedback
I will collect student feedback on my teaching on (specify the module and session)
……………………………………………………………………………………………..……………
You will need to accompany this feedback with reflective comments (around 700 words). You
will find guidance notes on student evaluation on the PGA website.
I will present feedback I have given to students on their work/performance on (specify the
module and session)
……………………………………………………………………………………………..……………
4. Session Plan
I will provide a session plan on (specify module and session)
……………………………………………………………………………………………..……………
You will need to accompany this plan with reflective comments (around 700 words)
5. Reflective Overview of your Academic and Professional Practice
This will draw together your reflections and experiences and be underpinned by educational
theory - around 2,000 words. Guidance on writing reflectively will be provided in the
workshops.
6. Action plan for future development
Produce an action plan at the end to summarise areas for further development.
Page 20 of 25
APPENDIX 4 OBSERVATION FORM
Is this observation:
You being observed by your mentor? 
You observing an experienced colleague?

Part 1 Pre Observation
To be completed by the observee
Observee’s name
Observee’s department
Observer’s name
Observer’s department
Mentor
Module Title
Peer
Date
Time
Session Title
Venue
Level
Nature of session
Lecture
Seminar
Year
Tutorial
Practical
Demonstration
Lab work
Other Please provide details
Page 21 of 25
Adviser
Learning outcomes
Please detail the learning outcomes for the session
What areas of your teaching would you find most useful to receive feedback on for
this session?
Part 2 Post observation
To be completed by the observee
What went well during the observation?
Page 22 of 25
Were there any issues/challenges? How did you manage them?
Part 3 Post observation
To be completed by the observer
Please provide feedback on the areas identified by the observee (see above)
Please comment on the following aspects of the session
Planning, organisation and structure.
Consider aspects such as; clarity of structure, context, links with previous sessions, learning
outcomes and how these were communicated to the students.
Page 23 of 25
Delivery
Consider aspects such as; selection of appropriate methods and approaches, presentation,
engagement, pace, timing, use of language and the choice of learning resources.
Content (if suitably qualified to comment)
Consider aspects such as; content pitched at correct level, currency, accuracy use of examples.
Student engagement and interaction
Consider aspects such as; use of questioning, determining student comprehension, management
of student interactions/questions, rapport, consideration of student diversity.
Overall style and ambience
Consider aspects such as; creating an appropriate learning environment, enthusiasm, confidence.
Page 24 of 25
Part 4 Identifying next steps for the postgraduate student
To be completed jointly by the observer and observee
Recommendations and agreed actions
Consider the ways in which you can build on the strengths of this session and learn from any
challenges that arose.
Support
Is any additional support needed to address these recommendations? Where you will that support
come from? (Consider more experienced colleagues, peers and the educational literature.)
Observee
Observer
Name
Name
Signature
Signature
Date
Date
Page 25 of 25