RAPPORT
Aston participants, built upon the values
and core development outcomes to
support the undertaking of learning and
teaching enhancement initiatives and
demonstrate a scholarly and
developmental approach to personal and
academic tutoring practice.
In order to meet the requirements for the
Award, it was necessary for participants
to demonstrate a process of engagement
with implementing practice in evidenceinformed
ways and to present the
learning and outcomes from this in the
form of a Portfolio for accreditation. This
explicitly required candidates, with
scaffolded support from tutors and in
some cases peers, to:
• adopt the ‘plan-do-review’ model
appropriate to the overall SEDA Core
Development Outcomes;
• identify appropriate targets for, and
undertake key tasks related to the
Specialist
• Outcomes of the Award which were
commensurate with their own role(s);
• report upon the outcomes of this work,
making claims for accreditation
supported by evidence.
• provide, an appropriate holistic narrative
(1000-1500 words) which drew upon
the evidence presented in 1-3 above.
presented with an overarching critical
and reflective commentary explaining
how the portfolio content individually
and collectively addressed the learning
outcomes for the Award.
Issue 5 (August 2020)
Within the submission to SEDA, and
subsequently in the Award Handbook,
five elements were specified which
sought to facilitate the representation of a
range of practice within a common
development and presentational
structure. Award participants were
required to build their Portfolios around
these five elements:
1. Review their current experience and
evidence-informed expertise in the
areas covered by the Award, with
reference to their institutional policies
and practices;
2. Plan: on the basis of this review, with
supporting evidence, identify their
professional development goals,
directions and priorities and their plan
for work on these within the timeframe
of the award;
3. Do: undertake the development
activities specified, providing at least
four accounts of these activities, at least
two of which relate to work directly with
students (whether individually or in
group settings), whilst allowing for
unanticipated learning which may not
have been recognised in the plan 3 ;
4. Review: their development/practice and
the relationship between these;
5. Present: a final portfolio which
demonstrates how they have met the
core and specialist outcomes of the
award.
The requirements in respect of each of
these were defined in detail in the
supporting Scheme Handbook, and
formative feedback from a CRA
3
Opportunity was provided for these to be
reviewed and refined during the life of the
programme.
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