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Basic Qualification Teaching Competence at Fontys

You go through the BDB program at Fontys. In your learning group, participants from various Fontys institutes are present. Everyone can contribute their own experience and teaching practice during the sessions. The sessions are both supply and demand driven, with content that helps further develop the teaching roles. During the sessions, there is a mix of knowledge sharing, processing, and application of various topics. In the intervening period, you work with the offered material in your own teaching practice. Among other things, you get acquainted with the vision on education and learning, the vision of your institute, and that of Fontys. At Fontys, we aim for Talent-Oriented Education (TGO) (Talentgericht onderwijs (TGO). The BDB is organized in line with TGO, where we will navigate through your learning process (navigating your learning process). We would like to take you along in this educational vision to experience it as well as to learn about and apply these principles in your teaching. The program consists of 15 days and an assessment day on which you receive your final evaluation. Between the guided sessions, there are also nine half-day sessions scheduled to work on the learning outcomes in a study group. This is the proposed learning path.

The BDB-assessment
The BDB assessment consists of four teacher roles that you will work with during the program: professional, mentor and coach of learning processes, curriculum redesign specialist, and examiner. Learning outcomes with success criteria have been formulated for the four teacher roles. We consider the BDB as a unit of learning outcomes, and you, as a teacher, will demonstrate this unit. During the process, you will build a development portfolio, supported with evidence accompanied by feedback. When you are ready for the assessment of a teaching role, you convert the development portfolio into an assessment portfolio. Instructions on how to do this can be found in the evidence guide (guide evidence.) On the page 'the BDB assessment,' you can read about the decision procedure for the examination of the BDB learning outcomes.

The four teacher roles with learning outcomes

Teacher role 1: Professional	Teacher role 2: Mentor and coach vanof learning processes
Learning outcome 1 (BDB) You regularly reflect based on your own experiences, opinions, and evaluations of learning and assessment to improve your professional practice. You place these reflections in the context of your teaching, your institution's vision on learning and assessment, and the frameworks of TGO.	Learning outcome 1 You prepare learning activities and carry them out. These learning activities align with the set learning objectives/learning outcomes and the specific needs of your student group, taking into account their starting situation. Learning outcome 2 You apply coaching skills in guiding students. Learning outcome 3 You give feedback to stimulate your student's learning process so that they increasingly take more control over their own learning process. Learning outcome 4 You ensure social safety in your learning community.
Teacher role 3: Educational Designer	Teacher role 4: Examiner
Learning outcome 1 You redesign and justify educational activities while taking into account the future professional practice of your students. In doing so, you make use of Fontys' learning vision, your program, and, where available, the national frameworks / professional profile. Learning outcome 2 You justify the place of the redesign in the educational module, learning pathway, and educational phase.	Leeruitkomst 1 You contribute to the quality of assessment within your institution by acting in accordance with both the vision on assessment and the assessment policy, taking the assessment organization into account. Learning outcome 2 You explain how your assessment contributes to the intended learning outcomes of the program, making clear the role and function of the assessment within the education and testing program. Learning outcome 3 You analyze and evaluate your test systematically using the BKE test cycle, so that you can use information from this analysis to formulate improvement suggestions for the test and/or the teaching.

In the modules per teaching role, you will also find the success criteria formulated for the above learning outcomes and suggestions for evidence to demonstrate the learning outcome. A page with literature tips has been added for each teaching role.

Feedback
Asking for feedback is important. To receive feedback that you can actually use, it is important to ask the right feedback question. For this, take a look at the handout 'How to Ask (for) Feedback!' (hand-out 'Feedback (leren) vragen zo doe je dat!)