2016/17 Taught Postgraduate Module Catalogue

EDUC5076M Professional Skills Portfolio (Teacher of the Deaf)

30 creditsClass Size: 40

Module manager: Dr Jackie Salter
Email: j.m.salter@leeds.ac.uk

Taught: Semesters 1 & 2 (Sep to Jun) View Timetable

Year running 2016/17

Co-requisites

EDUC5070M	Educational Audiology
EDUC5071M	The Context of Deaf Education
EDUC5072M	Deafness and Development
EDUC5073M	Learning and Teaching in Deaf Education

This module is not approved as an Elective

Module summary

The Professional Skills Portfolio is a compulsory aspect of the MQ/ToD award at either MA or Post Graduate Diploma level. The portfolio addresses the practical elements of the ToD role and comprises three components:1. Educational Audiology 2. Communication3. Teaching and LearningEach component entails the development and demonstration of professional skills through practical tasks that can be undertaken flexibility during the two-year programme. The learning is supported by the taught module materials in the associated knowledge –based modules (EDUC 5070M, EDUC 5072M, EDUC 5073M) and the practical work involved in the residential, tutorials and fieldwork set for this module.

Objectives

Through the completion of the Professional Skills Portfolio you will achieve all of the practical competencies associated with the MQ/ToD award.
For the Communication aspect of this module you will document the development of your sign language skills and analyse and reflect on your multimodal language use in the classroom. You will also develop skills in assessing and analysing deaf pupil’s multimodal language use and become skilled in the use of the formal language assessment tool in your context. You will undertake and reflect on a home visit and write a report that evaluates your interpersonal skills and ability to liaise effectively with parents and carers.
For the Audiology aspect of this module you will complete a working log of audiological skills and experiences over the two-year period that demonstrates the development of practical audiological skills with a range of deaf pupils. All sections of the portfolio must be completed and counter-signed by a colleague or the school/service audiologist to confirm that the task has been carried out successfully.
For the Learning and Teaching aspect of this module you will demonstrate your practical teaching skills through an assessed four-week teaching placement in an unfamiliar school or service setting. A further four-week placement will be required by students not currently in post, or with insufficient classroom experience (e.g. for those in post-16 sector, or in a peripatetic role).
You are expected to identify a teaching placement that will provide you with contrasting skills and experiences to your normal working context. The teaching placement normally takes place in year 2, when the taught modules have been completed.

Learning outcomes
On completion of this module, students will have the skills to:
- assess and interpret audiological information (3.13, 3.14)
- support deaf learners to optimally use audiological and other specialist technology and individual amplification packages
- explain audiological information to deaf learners, families (3.15, 3.16)
- mainstream staff and other non-specialists (3.17)

- effectively deploy a range of multimodal strategies for the development and monitoring of the sign and spoken communicative competence of deaf learners in collaboration with speech and language therapists or other appropriate professionals (4.11, 4.13, 4.15)
- make effective use of informal and formal assessment techniques used in situ in the design and implementation of individual language plans (4.12, 4.14)

- provide an optimum learning environment for deaf learners
o in terms of technology, well-being and participation (5.10, 5.11, 5.12, 5.17)
- identify individual planned learning outcomes and timescales for review and evaluation (5.13, 5.14)
- use a range of multimodal communication strategies to match individual communication and learning needs (5.15)
- design, produce and adapt teaching and learning materials, resources and equipment to be accessible and appropriate to deaf learners (5.16).
- encourage deaf learners to become more independent learners (5.18. 5.19)
- monitor and assess the progress of deaf learners and the effectiveness of specialised approaches (5.20, 5.21)
- contribute to and lead the multi-disciplinary review and reporting process that demonstrates accountability to key stakeholders (5.22, 5.23, 5.24, 5.25, 5.26, 5.27)
- promote positive behaviour and encourage deaf learners to monitor and control their own behaviour (6.14, 6.15)
- support the health and well-being of deaf learners and the development of positive relationships between deaf learners and their peers (6.16, 6.17, 6.18)
- promote partnership through the effective deployment of support staff and the involvement of families and other professionals (8.10. 8.11)

Syllabus

Communication Portfolio
Language activities
- the development of individual BSL skills
- the analysis of teacher and pupil language use in the classroom
- collaboration with speech and language therapists or other appropriate professionals in the development of language plans
- the use of informal and formal assessment techniques used in situ
- Home visit
- partnership working and communication with families
- self-evaluation and critical self-appraisal
Audiology Portfolio
- assessing and interpreting audiological information
- supporting deaf learners to optimally use audiological and other specialist technology and individual amplification package
- explaining audiological information to deaf learners, families, mainstream staff and other non-specialists
Learning and Teaching Portfolio
- the classroom and learning environment
- classroom communication
- planning and targets for teaching
- strategies for promoting learning, including differentiation
- monitoring and assessment of learning
- multi-disciplinary review and reporting
- the health and social-emotional well-being of deaf learners
- working in partnership with support staff, other professionals and families
- self-reflection and evaluation of teaching

Teaching methods

Delivery type	Number	Length hours	Student hours
Fieldwork	1	6.00	6.00
Practical	48	1.00	48.00
Practical	120	1.00	120.00
Tutorial	1	6.00	6.00
Independent online learning hours			80.00
Private study hours			40.00
Total Contact hours			180.00
Total hours (100hr per 10 credits)			300.00

Private study

The learning support for these practical skills takes place within the appropriate module, e.g. Learning and Teaching, Audiology, and the Context of Deaf Education.
-------------------------------
Practical teaching: 160 hours;
Practical BSL: 40 hours;
Practical Audiology: 100 hours.

Opportunities for Formative Feedback

Student progress is monitored through the regional tutorial system, placement visits and supervision and the programme Training Plan.

Methods of assessment

Coursework

Assessment type	Notes	% of formal assessment
Portfolio	Teaching Practice Portfolio (minimum 4 week teaching practice in an unfamiliar setting)	70.00
Portfolio	Communication Portfolio (BSL skills, language and communication analysis)	15.00
Portfolio	Audiology portfolio (practical audiological skills in situ.)	15.00
Total percentage (Assessment Coursework)		100.00

The portfolio module is introduced in Y1/sem1 and students have the opportunity to develop all aspects of the Portfolio over the full two year period even though the submission date is Y2/sem2. The timing of teaching practice is flexible as far as possible. All students are entitled to a second teaching placement opportunity if the first placement is deemed ‘unsuccessful’. If the second placement is unsuccessful this leads to a resit.

Reading list

The reading list is available from the Library website

Last updated: 26/04/2016

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