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The learning outcomes and success criteria

The following learning outcomes with success criteria have been formulated for the teaching role of “supervisor and coach of learning processes”.

Learning outcomes	Succes criteria
Learning outcome 1 You prepare and carry out learning activities. These learning activities are aligned with the set learning objectives/learning outcomes and the specific needs of your student group, taking into account their starting situation.	You have analysed and described the students' initial situation. Your learning activities meet the learning needs of the students, as described in the initial situation. The learning activities contribute to the achievement of the learning objectives/learning outcomes at the desired level of proficiency. You implement formative assessment during your teaching activities.
Learning outcome 2 You apply coaching skills in guiding students.	You apply various conversation skills. You reflect on your own role in guiding your students based on feedback and/or evaluations received from students. You know which experts and support services are available within your institute and Fontys and refer students to them when necessary.
Learning outcome 3 You provide feedback to stimulate your student's learning process so that they take more and more control of their own learning process.	You formulate feedback and feedforward on your students' learning process. Your feedback encourages students to develop self-regulation skills.
Learning outcomes 4 You ensure social safety in your learning community.	You actively contribute to identifying and ensuring a safe learning environment.

Explanation
For these learning outcomes, you will prepare, carry out and evaluate educational activities. Preparation can be done according to an added lesson plan, but you may also develop your own lesson plan. When preparing an educational activity, you should take the following aspects into account: initial situation, constructive alignment, the objectives in relation to the unit of learning outcomes/module objectives, a safe learning environment, motivation and the feedback process. Not all aspects can or need to be included in a single educational activity. Therefore, choose carefully which teaching activity you can use to demonstrate which learning outcome. For these learning outcomes, you can show that you can help your students take a step further in terms of subject matter and/or personal development and/or (individual) learning processes.

Required evidence for this teaching position

Preparation and implementation of the educational activity attended by your trainer
For this teaching role, your trainer will observe an educational activity. You will prepare for the visit by writing a report. The report will include an educational activity preparation form (lesson plan) and a justification of your choices, supported by literature. You can use the formats provided, but this is not mandatory. You will receive feedback on this lesson plan. During the observation of your teaching activity, your trainer will use an observation form. This form contains various categories, but you can add your own elements (personal goals, specific feedback questions) or omit elements. The observation will be discussed afterwards and also recorded digitally in Portflow via a feedback request. You must ensure that the accountability report, including the lesson plan, is in the trainer's possession five working days before the visit so that they can prepare. An observation takes approximately 45 minutes, followed by a half-hour debriefing. You make an informed choice based on the feedback you receive from your trainer and get to work. This evidence provides you with feedback and is included in your portfolio.

Materials you can use for your observation teaching activity:

Onderwijsactiviteiten voorbereidingsformulier (lesplan) (Educational activities preparation form (lesson plan))
Onderwijsactiviteit observatieformulier (Educational activity observation form)

Suggestions for evidence related to the learning outcomes
You develop evidence with which you can demonstrate all learning outcomes, including the VRAAKKT quality criteria (Variation, Relevance, Current, Authentic, Quantity, Quality and Accessibility). Evidence always includes feedback (unless the evidence is an evaluation or feedback) and, if necessary, a reference to relevant sources.

During your programme, you can invite your trainer, colleagues and/or peers to observe your teaching activities based on the feedback you receive. Make sure you prepare specific feedback questions. Students can also give you feedback on specific feedback questions.
Video recording(s) of an educational activity accompanied by feedback from peers and/or students.
Examples of applications of (activating) working methods. What works (and what doesn't) and why?
Coaching sessions and/or guidance sessions and the methodology used.
What do you consider important in your contact with students? What are your core values? Does that already lead to a vision? Great! What does that look like?
Kallenberg skills sheet 39 (pages 309-340).

When you have sufficient evidence to demonstrate the learning outcomes, write an explanation referring to the evidence you have compiled. In your explanation, refer specifically to certain pieces of evidence, why you have included them and what they have contributed. On the BDB assessment page (pagina BDB-assessment), you can read more about what your assessment portfolio should contain. If you are unable to provide a required piece of evidence, discuss this with your trainer. You must justify this decision in your assessment portfolio.

Sources
The list of sources below is never complete. New, useful materials are always appearing. Is something missing? Let us know! Then we can add it.

Bron	Link
formative action	Kneyber-Formatief-handelen.pdf
wise lessons ('Wijze lessen')	Boek as PDF (Dutch)
Vernieuwenderwijs.nl - inspiration and innovation for education	Link to site
e-learning feedbackgeletterdheid	Feedbackgeletterdheid Canvas course (Dutch)