Degree Assignments

Richard Thompson

BA (Hons) Education and Professional Development

EPD51: Personal and Professional Development

Introduction

“...a very particular set of skills, skills I have acquired over a very long career.” (Taken, 2008)

Not the most original opening to an introduction but the quote immediately sprung to mind as we are to discuss a varied personal and career development both prior to and then within secondary education. My aim is to produce, through referenced reading and analysis, an assessment of my current skills, strengths and weaknesses and an action plan to further develop my understanding and reasons for studying the BA (Hons) Education and Professional Development. 

Preamble (Providing a brief overview of my employment and education history, a description of my current place of employment and my reasoning and goals for studying.)

Having bounced from job to job after leaving school, from machinist/welder to warehouse and site worker to cinema operative to supervising a data-management team gathering evidence for ERDF, SRB and New Deal funding in the early 2000’s and everything in between, I found myself being offered a job as a Learning Support Assistant (LSA) at Rotherham comprehensive school that has at times had a somewhat notorious reputation over the years. It is a school for whom over 50% of pupils fall under the government classification of being disadvantaged pupil premium students but despite that we are working hard to raise ambitions and attainment. Over the past decade and a half my responsibilities have been varied, culminating in my current role as Maths Mentor, where I encourage understanding of the one subject nearly everyone dreads and hates under the watchful leadership of my wife.

That is the who, as to the why, although many years have been spent talking the talk and advising Newly Qualified Teachers (NQT’s) on classroom management and delivery skills and have not raised my own expectations and aspirations. My goal is to gain a degree, progress onto the PGCE and finally complete a skills enhancement course to be able to stand in front of a classroom and officially teach Maths at secondary. 

There is a third question. How will I?  The personal development aspect of the degree is crucial for my progression but also what fills me most with dread, I suffer depression and introspection is not my greatest forte, hopefully the wider reading will help me improve this.

Critical reflection

Reading Jarvis and Brookfield has allowed recognition of my personal learning styles, whilst Moon has proven that my old and comfortable learning tactics are not up to the task of undergraduate level consideration and this needs to change for success moving forward.  To give further explanation, Brookfield (1987, p. 5) provides an analysis of the critical thinker, not as an antisocial cynic, but as someone “...aware of the diversity of values, behaviours, social structures, and artistic forms…[and that others] have the same sense of certainty we do - but... completely contrary to our own”, whilst Jarvis (2010, p. 73) provides a summary of Köhler’s (1947) holistic perspective of Gestalt theory in that “...solutions to appear abruptly...because the insight appears from the perception of the relationship between different factors rather than in response to separate stimuli”.  Basically, an arrogance of certainty that by mulling over a problem, the solution would gradually present itself and the assignment would flow from that reasoning onto the page. Unfortunately, my previous forays into higher education were before my breakdown and subsequent depression and foolish presumptions were made of my ability to function at the same level. With little in the way of notes being made and the over-reliance on the mental mind map of hooks in books, my brain took me on a 5am detour from reality and was left with what a Jarvis describes as a disjuncture, “the gap between what we expect to perceive...as a result of our previous learning... and what we are actually confronted with”, in this case absolutely nothing on paper and a deadline three days away.  My greatest perceived strength had become a critical weakness.  Ironically, Brookfield (1987, p. 85) gave exactly this advice but it was missed the first time around, “If we deceive ourselves into thinking we are gestalt learners who need to wait until “the time is right”...we may benefit from practice in imposing a greater degree of structure on our apparently unpredictable, spontaneous learning style.”  Moon’s (2004) modification and development of the cycle of experiential learning (Kolb,1984) gave me hope to continue, by writing down ideas and quotes and continually assessing, reflecting and reassessing on them became possible to reconstruct the framework of the assignment without falling into fallacy traps.

Going forward into this brave new world, Pritchard and Roberts (2006) ask us to list our motivating factors (p. 8) and examine our barriers to study by breaking them down into manageable chunks and reflecting on them (p. 26). The advice given on task management (p. 38) was of particular use, given my previous propensity for tackling tasks holistically, was the reminder that “It is easy to feel isolated and to lose direction when your study involves independent learning… talk to your tutors or… fellow students.” Race (2007) amusingly begins with an assessment on ‘How not to get a good degree’ (p. 3), with my score of 13 highlighting a few areas for improvement mainly revolving around time management and prioritisation. Other assessments challenged the validity of my previous reasoning, especially reasons into undertaking the degree (pp. 11-15) as several proved to add undue pressure and have since been disregarded, on the whole however my willingness to learn and amiable, empathic nature seem to mitigate many of the barriers Race identifies regarding computer skills (p. 168) and making the most of the learning environment, although the advice to speak to the learning support staff (p. 110) was both fortuitous and eye-opening.

The plunge into teacher wellbeing literature was horrifically emotionally draining, but ultimately rewarding.  Carlyle and Woods’ work (2002) highlighted key areas affecting my work and family spheres that require further introspection and change, though the fact this research is twenty years old and the poor management practises continue unabated is a cause for concern. Of particular personal note was the realisation that Poor communication (p. 4) and Autocratic decision making (p. 5) directly influence my worst, usually anarchic and subversive, responses. To clarify, give me a problem and I will offer solutions, tell me how to deal with a problem or that the problem does not exist and I will, apparently, jeopardize my health to prove a better method exists. Not all of the factors listed in chapters 1 and 2, the appropriately named “Egg-shell days” (Carlyle & Woods, 2002), influenced my initial burnout but they have definitely affected my recovery. The transition to academy status especially has been a breeding ground for Negative Emotional Structures (p. 1), watching friends and colleagues subjected to bullying under climates of fear, low trust, hyper-accountability, blame, disrespect and the resultant chronic anxiety (pp. 6-12) was especially hard as, working in the same environment, both myself and my wife suffered under this simultaneously and brought these stresses into our home sphere. Though not as abundant, it continues to be an issue. Wallace (1997) is quoted (p. 35) saying “Many teachers find it increasingly difficult to balance the needs of work and family life”, add in the loss of emotional skills (p. 58) and regulation (p. 61), lack of positive emotional experiences (p. 66), loss of physical health (p. 69), emotional estrangement through medication (p. 71) and bereavement both of family members and for the loss of the essential self (pp. 77-78) and you have an untenable situation. There is a great deal of guilt attached to the knowledge your partner is suffering and you are not in a position to give her the support she needs.  27 November 2011 was the critical day for me, the day where the plan to end it all would be enacted as my wife and young children were out for the day. My mental state was so poor that the belief an email would suffice to explain “why” seemed perfectly reasonable, though ultimately that decision saved my life as the news browser on the computer exclaimed in bold that footballer Gary Speed had been found dead at his home, further quick investigations told me of his suicide and fortunately forced me to question my own motivations. 

The road to recovery has been long and rocky but surprisingly, my daughter wanting to learn magic led to my greatest successes in recovery. By rekindling a childhood passion she gave me access to easy physical concrete and irrefutable evidence that feelings of abject negativity are simply not justified and this is further reinforced through positive interactions in the respective YouTube communities. 

Professional and academic goals

Teaching secondary is my professional goal and whilst my current role is in mathematics, the actual subject taught is fairly unimportant as my interests and passions are many and varied, though at their core focus on raising aspirations, creating positive mindsets (Dweck, 2012, p. 201) and engaging students by being open and honest. (TEDxSantoDomingo, 2017) Achieving this will need the require the setting of intermediary goals, including PGCE qualification, subject enhancement and NQT status, but before even that target one is to submit this assignment on time and prepare the accompanying presentation of my action plan. Appendix 1 is the Teacher Standards Audit used in our school and completed based on my last appraisal 

Conversely, my initial academic goal was to produce and present a well-received work of research that hopefully was not immediately dismissed after the Continuing Professional Development (CPD) session, to do a good job but ultimately tick the box to pass the degree. That is no longer the case, the more time spent reading and attending day classes, the greater the inspiration for academic progression and an eventual masters degree no longer seems unattainable.

Conclusion 

Opening the chapter Assessment and Evaluation, Bolton and Delderfield (2018, p. 205) include an excerpt from Babcock (2007) which sums up my feelings completing this assignment, that of being snatched in the talons of a great unknown beast and shook from my passivity, forced to overcome my fears and realising that, with support, survival and even thriving are possible outcomes.  When asked on the first Saturday session if this was the right course for me given my desire to teach Secondary, the reply was “yes” and this has not changed. My skills of analytic philosophy (Brookfield, 2005, p. viii) have previously focused on the negative aspects of prospective courses found personally proscriptive, ultimately enabling procrastination. This BA in Education and Personal Development is the perfect vehicle for railing my anarchic tendencies by offering wide, if not completely free, reign to develop my own reasoning within the constraints of each given assignment, starting next with the literary review.  

One of the greatest barriers to overcome is trusting the opinions of others (Dweck, 2012) and after positive critical reflection, not then further subject myself against the false standards typical of male stereotypes.

The Time Management Matrix prioritising time for study (Covey, 2004; Race, 2007)

References

Bolton, G. & Delderfield, R., 2018. Reflective Practice Writing and Professional Development. 5th ed. London: SAGE Publications Ltd.

Brookfield, S., 1987. Developing Critical Thinkers. Buckingham: Open University Press.

Brookfield, S., 2005. The Power of Critical Theory for Adult Learning and Teaching. Maidenhead: Open University Press.

Carlyle, D. & Woods, P., 2002. Emotions of Teacher Stress. Stoke on Trent: Trentham Books Ltd.

Covey, S., 2004. The 7 habits of Highly Effective People. London: Simon & Schuster UK Ltd.

Dweck, C., 2012. Mindset. London: Robinson.

Gaiman, N., 2017. Neil Gaiman Journal. [Online]
Available at: http://journal.neilgaiman.com/2017/05/the-neil-story-with-additional-footnote.html
[Accessed 27 November 2019].

Jarvis, P., 2010. Adult Education and Lifelong Learning. 4th ed. Oxon: Routledge.

Moon, J., 2004. A Handbook of Reflective and Experiential Learning Theory and Practice. Oxon: RoutledgeFalmer.

Pritchard, L. & Roberts, L., 2006. The Mature Student's Guide to Higher Education. Maidenhead: Open University Press.

Race, P., 2007. How to Get a Good Degree. 2nd ed. Maidenhead: Open University Press.

Taken. 2008. [Film] Directed by Luc Besson. s.l.: EuropaCorp.

TEDxSantoDomingo, 2017. Azul Terronez - What makes a good teacher great?. [Online]
Available at: https://youtu.be/vrU6YJle6Q4
[Accessed 03 12 2019].

Appendix 1

TEACHERS STANDARDS AUDIT 

For each of the standards below RAG your performance and identify any potential areas for development.

Please fill in this form before your annual Appraisal Review meeting. Discuss it with your reviewer during the meeting, to help decide whether you have met your targets and set new objectives for the year.

A teacher must: 

1	Set high expectations which inspire, motivate and challenge pupils	RAG	Dev Area
1a	establish and maintain a safe and stimulating environment for pupils, rooted in mutual respect	G
1b	consistently set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions	A
1c	demonstrate and encourage consistently the positive attitudes, values and behaviour which are expected of pupils	G

2	Promote good progress and outcomes by pupils	RAG	Dev Area
2a	be accountable for continuing good levels of pupils’ attainment, progress and outcomes	R
2b	be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these, differentiating SOW’s and teaching	A
2c	guide pupils to reflect on the progress they have made and their emerging needs showing pupils how to improve their performance	G
2d	demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching, implementing this in the classroom	G
2e	encourage and motivate pupils to take a responsible and conscientious attitude to their own work and study.	G

3	Demonstrate good subject and curriculum knowledge	RAG	Dev Area
3a	have a good knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings to the improvement of pupil standards	A
3b	demonstrate and share a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship	A
3c	demonstrate an understanding of and take responsibility for continually promoting and encouraging high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject	A

4	Plan and teach well-structured lessons	RAG	Dev Area
4a	impart knowledge and develop understanding through effective use of objectives and lesson time	A
4b	promote and encourage a love of learning and children’s intellectual curiosity	G
4c	Consistently set challenging and meaningful homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired	A
4d	reflect systematically on the effectiveness of lessons and approaches to teaching, developing own teaching practice as a result of reflection	G
4e	contribute to and develop the design and provision of an engaging curriculum within the relevant subject area(s).	G

5	Adapt teaching to respond to the strengths and needs of all pupils	RAG	Dev Area
5a	differentiate effectively, using approaches which enable pupils to be taught effectively	G
5b	have a good understanding of how a range of factors can inhibit pupils’ ability to learn, and put systems in place to help overcome these	G
5c	Use a clear awareness of the physical, social and intellectual development of children, to adapt teaching to support pupils’ education at different stages of development	G
5d	have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use, develop and evaluate distinctive teaching approaches to engage and support them.	G

6	Make accurate and productive use of assessment	RAG	Dev Area
6a	effectively use assessment within the relevant subject and curriculum areas, including statutory assessment requirements	A
6b	make use of formative and summative assessment to secure, develop and improve pupils’ progress	A
6c	have a good understanding of and use relevant data to monitor progress, set targets, and plan subsequent lessons	A
6d	give pupils regular, positive and effective feedback, both orally and through accurate marking, and ensure pupils to respond to the feedback.	A

7	Manage behaviour effectively to ensure a good and safe learning environment	RAG	Dev Area
7a	have clear rules and effective routines for behaviour in classrooms that promote learning, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy	G
7b	communicate high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly	G
7c	manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them and improve standards of achievement	G
7d	maintain and develop good relationships with pupils, exercise appropriate authority, and act decisively when necessary.	G

8	Fulfil wider professional responsibilities	RAG	Dev Area
8a	make a positive contribution to the wider life and ethos of the school, encouraging others to do the same	G
8b	develop effective professional relationships with colleagues, knowing how and when to draw on and give advice and specialist support	G
8c	deploy support staff effectively	G
8d	take responsibility for improving teaching and learning through appropriate professional development, responding to advice and feedback from colleagues	G
8e	communicate effectively with parents to develop pupils’ achievements and well-being.	A

Appendix 2 - Action Plan

Personal Goals

• Be free from depression

• Manage time to maximise effectiveness

• Recognising and minimising “Black Dog” and “Egg-shell” days

• Engage

• Be a good husband and father

• Manage time to be available and “present”

• Manage stress levels and communicate

Professional Goals

• Qualify as a teacher

1. Complete BA in Education and Personal Development

1. Submit EPD51.1 by 20/12/19

2. Adapt Action Plan into complete presentation EPD51.2 by 10/01/20

3. Prepare draft of EPD52.1 Literary review for 03/02/20

4. Prepare EPD52.2 seminar for 07/03/20

5. Submit EPD52.1 by 16/03/20

6. Present EPD61.1 CiP poster 02/05/20

7. Submit EPD61.2 by 08/06/20

8. Submit EPD62 by 25/08/20

2. Complete PGCE

3. Complete Skills enhancement

4. Complete NQT year

Academic Goals

• Lead a CPD session that is not immediately forgotten

• Research fully and gather evidence to support

• Read widely and effectively

• Make use of the library being open late on Mondays

• Use tutorials for guidance 

• Continually critically reflect on my knowledge and learning

• Further develop journal use

• Reflect weekly, monthly

• Develop ideas to their logical conclusion

• Continue to develop a growth mindset

• Remember I am not right, neither am I wrong

• Even Neil Armstrong suffered Imposter Syndrome (Gaiman, 2017)

• Catch up on missing knowledge re: DTTLS etc

• Complete additional reading to fill skills gaps