| PROFESSIONAL VALUES | EVIDENCE | |
| V1 | Respect individual learners and diverse learning communities | This is extremely important at Coventry University London, with a diverse collection of students from over 100 countries currently studying with us. All enrolling students are enrolled onto the personal tutoring service and are given the same opportunities to access services. I am able to differentiate my lessons according to the needs of the students, whilst challenging and promoting inclusivity in the class. I strongly believe in equality, but also allowing the provision of extra support for those in need, which is why meeting with other departments to share best practice for differentiating at HE is important, such as the advice I receive from our Language Skills team. |
| V2 | Promote participation in higher education and equality of opportunity for learners | – Timetabling introduction sessions with embedded skills to promote further participation in personal tutoring services.
– Stage 1 UG’s have a timetabled session in first two terms for extra support during transition period – Services are advertised by email, text, posters, and social media, as well as through timetabled module sessions via academics. |
| V3 | Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development | Since starting MO10L I am more aware of my reflective practices, using Kolb’s reflective cycle more often when structuring reflection on my actions. I also actively research for further articles in order to provide support on my next steps.
I have also used student feedback given verbally and through surveys, as well as student data to inform future teaching approaches, including the content we cover. This can be seen in my reflective assignment. |
| V4 | Acknowledge the wider context in which higher education operates recognising the implications for professional practice | I am very well aware of matters which operate within Higher Education, such as:
– GDPR when recording student details and learning development plans, used to track service provision and the implementation of support. – Inclusivity, diversity and equality as documented through several acts, including the Equality Act 2010. This covers the practices to promote inclusive learning no matter of sex, gender, ethnicity, sexuality, etc. – Changes in membership with EU and the impact on European students, for example I am aware that it is currently proposed that EU students enrolling after Brexit to universities in England will only be expected to pay the same fees as British students. |