"Explain the value of reflective practice and continuing professional development in the assessment process" Essays and Research Papers

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    Unit 15 Career Development P4 Here are many different methods for continuing professional development; here are a select few below. Case Study Method This gives a learner a case where they have to become the role of a certain person and make decisions themselves. This good as it gets the person to think about new situations they wouldn’t normally come across. This is similar to when I was working as a sales assistant in Sainsbury’s for my work experience with school‚ it helped me realise new

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    Engineers‚ as well as other professionals‚ have an important role in society. Their work is dedicated to properly and professionally serve and protect the public. The Mandatory Continuing Professional Development (CPD) for engineers in Ontario is a program aimed by Professional Engineers of Ontario (PEO) to force licensed engineers to be continuously exposed to new knowledge and experience needed to cope with technological advances in order to strengthen their careers and to maintain competence throughout

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    Reflective Review of my personal and professional practice Learning outcome: Demonstrating inclusive practice (PP1) My name is and I am the manager of a day care setting based in the north of London; in a rich culturally mixed community. I manage a 41 place centre offering full day care services for children aged 6 months to 5 years. I am responsible for the overall running of the setting including the writing of policies and recruitment of staff. I am also the settings SENCO‚ nominated

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    Continuing Personal and Professional Development Task 1: The role of a teacher has changed considerably over the years in the past the teacher may have been perceived as being the fountain of all knowledge and the purveyor of information. I would like to think we are still the fountain of all knowledge but the way we deliver our courses has changed considerably. We no longer stand at the front of the class with rows and rows of learners sitting waiting for us to transmit the information

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    Reflective Practice

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    England and Wales Registered Number: 1072954 Registered office: Mortimer House‚ 37-41 Mortimer Street‚ London W1T 3JH‚ UK Reflective Practice: International and Multidisciplinary Perspectives Publication details‚ including instructions for authors and subscription information: http://www.tandfonline.com/loi/crep20 Assessing students’ written work: experience of a student practice lecturer in the UK Krishna Regmi a a University of the West of England‚ School of Health and Social Care‚ Glenside Campus

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    Reflective Practice

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    Reflective Practice Professional Reflective Practice is part of the Continuing Professional Development for teachers; these regulations are what the government introduced in 2007‚ for teachers and people teaching in the FE and in the skills sector. (2007 Regulations p.1 IFL)‚ it set’s out to “move forward” the standards and requirement qualifications for teachers working within the FE sector and skills sector in education. Reflective practice plays a big part of Continuing Professional Development

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    Reflective Practice

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    constantly changing‚ but professional standards and thoughtful practice are two ideas that help teachers keep growing and improving. As teachers move through the different stages of their careers‚ they need to understand why these ideas are essential. Professional teaching standards clarify what teachers expect and what skills they need in various school settings. These standards delineate the criteria for assessing effective teaching and serve as a roadmap for professional growth‚ enabling educators

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    Reflective practice is an important tool for teachers to be able to learn from their own classroom experiences (Lane‚ McMaster‚ Adnum‚ & Cavanagh‚ 2014). Particularly for pre-service teachers such as myself‚ it is beneficial to think “about why teachers employ particular strategies” (Alger‚ 2006‚ in Lane et al.‚ 2014) in order to evaluate each approach and better understand our role as teachers. Establishing the habit of reflective practice in order to deconstruct the assumptions I bring with me

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    Assessment Process

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    sign-posting one answer to another. Criteria Number Assessment Criteria 1.1 Explain the functions of assessment: Why is assessment carried out? What is the purpose of assessment? What does assessment measure? What are the anticipated outcomes of assessment? 1.2 Define these key concepts and principles of assessment: Fair Reliable Valid Safe and manageable Suitable to the candidate needs 1.3 Explain the responsibilities of the assessor with regard

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    UNIT 2 –PRINCIPLES OF PERSONAL DEVELOPMENT IN ADULT SOCIAL CARE SETTINGS Task 1 Number 1 REFLECTING ON PRACTICE What is reflective practice? Reflective practice enables you to develop your skills‚ increase your knowledge and deal with emotionally challenging situations. Developing your reflective practice early on will pay dividends on everything you undertake as well as building a strong foundation for a successful career. What you did - How you did it - Why you did it - How you

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