Celebrating 500 Fellows – Leading Teachers by Example | Dathlu 500 Cymrawd ym Mhrifysgol Abertawe – Arwain Athrawon trwy Enghraifft

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Joanne Parfitt has considerable experience in educating learners, with a B.Ed in primary education and a CELTA (Certificate in Teaching English to Speakers of other Languages) and a Masters degree in TEFL.  For almost 25 years she’s been involved in teaching students English as a second language in various countries around the World – Japan, Barbados, Prague, Istanbul and Hungary, before returning to Swansea University full-time 19 years ago to teach students in the department of English Language training services.  Joanne’s been leading ELTS since 2014 and shares her story of why she applied for HEA Senior Fellowship.

 

 

Why apply?

All of the staff who support learning in ELTS are already qualified teachers.  HEA Fellowship however enables them to gain additional recognition for their teaching explicitly in an HE environment and was a goal I wanted all my staff to achieve.  However, I’m not one for asking my staff to do something that I myself wasn’t prepared to do!  So, I felt I needed to be a good role model and apply myself.  I set myself CPD challenges each year.  In 2017, it was gaining accreditation as an ILM Level 7 Coach.  This helped with my leadership skills and contributed also within the context of HEA Senior Fellowship which I applied for in 2018.

 

What was the value of applying?

It was an extremely valuable activity to reflect back on my considerable experience of teaching, but more specifically on the various initiatives to lead my department. It was invaluable to reflect back and consider the impact that I’d made on enhancing their teaching skills, supporting them also through changes in responding to student diversity and in preparing for the many external reviews that we are subject to.

 

What elements of the UK Professional Standards Framework do you find particularly valuable?

The professional values of the UKPSF are particularly relevant to me in that regard, in particular V1 – respecting the diversity of our students who come from different educational and cultural backgrounds and therefore that there are individual learning needs that we need to be aware of when supporting their learning.

What was easy in putting your application together? What challenges?

In writing the application, the availability of supporting evidence was not an issue – I had a wealth of evidence that I could provide.  My challenge was deciding which aspects to pick, as I had so much to discuss.  The particularly challenging issue was isolating my specific role in leading the department.  I see it as a team effort and therefore ‘blowing my own trumpet’ about my achievements for the application was particularly uncomfortable for me as I’m not that kind of person.

How are you continuing to meet the Senior Fellowship expectations?

I’m continue to demonstrate my good standing as a Senior Fellow through my usual leadership duties, many of which I outlined in my application.  I value greatly the enhancement of skills of my team, so I organise weekly CPD time and recently for example we’ve had sessions about promoting our own well-being…if we’re not well, we can’t support our students effectively.  I conduct regular peer observations to enhance my staff’s teaching capabilities and to prepare them for forthcoming external inspections.

One thing that I’ve wondered about is the impact that engaging in our courses to meet the minimum English Language thresholds has on the outcomes of our students, compared with those that come in straight to the University having the minimum IELTS scores already.  I was surprised that there was no evidence on that matter, so I’m coordinating some research to find out more.  Being evidence-based in our work is incredibly important and informs our curriculum and the ways in which we support our learners.

Some Top Tips for future applicants?

Be prepared and set aside time.  It might seem like the application deadlines are far into the distance, but they crop up on you.  We are all busy, but perhaps if you set aside a regular time to write part of your application, then you will get there.

Also, get organised.  I establishes a folder into which I put the evidence I was going to use and that helped me in deciding which examples I was going to use in my application.

My mentor was fabulous too – so take full advantage of the support they can provide.

And some encouragement?

You’ll get an incredible amount of satisfaction just reflecting and realising how much you do in supporting learning.

 

For more details about ELTS: https://www.swansea.ac.uk/english-language-training-services/

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Mae gan Joanne Parfitt brofiad sylweddol o ran addysgu dysgwyr, gan feddu ar B.Ed mewn Addysg Gynradd a CELTA (Tystysgrif mewn Addysgu Saesneg i Siaradwyr Ieithoedd Eraill) a gradd Meistr mewn TEFL. Ers bron 25 mlynedd mae hi wedi bod yn rhan o addysg Saesneg i fyfyrwyr fel ail iaith mewn amrywiaeth o wledydd o amgylch y byd – Siapan, Barbados, Prague, Istanbul a Hwngari, cyn dychwelyd i Brifysgol Abertawe yn amser llawn 19 mlynedd yn ôl ar gyfer addysgu myfyrwyr yng ngwasanaethau hyfforddi adran yr Iaith Saesneg.  Mae Joanne wedi bod yn arwain ELTS ers 2014 ac mae’n rhannu ei stori am ei rhesymau dros gyflwyno cais am Uwch Gymrodoriaeth yr Academi Addysg Uwch.

 

Pam cyflwyno cais?

Mae pob aelod o staff sy’n cefnogi addysgu yn ELTS eisoes yn athro cymwysedig. Fodd bynnag, mae Cymrodoriaeth yr Academi Addysg Uwch yn eu galluogi i dderbyn cydnabyddiaeth ychwanegol am eu haddysgu mewn amgylchedd Addysg Uwch yn benodol a bu’n nod yr oeddwn i eisiau i’m staff ei chyflawni. Fodd bynnag, nid wyf yn berson sy’n gofyn i’m staff wneud rhywbeth nad oeddwn yn fodlon ei wneud fy hun! Felly, teimlais fod angen i mi fod yn fodel rôl da a chyflwyno cais fy hun. Rwy’n gosod heriau DPP i fy hun bob blwyddyn.  Yn 2017 yr her oedd ennill achrediad fel Hyfforddwr Lefel 7 ILM. Helpodd hyn â’m sgiliau arweinyddiaeth a hefyd cyfrannodd at gyd-destun Cymrodoriaeth Uwch yr Academi Addysg Uwch y cyflwynais gais amdani yn 2018.

 

Pa fudd sydd ynghlwm â chyflwyno cais?

Bu’n weithgarwch gwerthfawr iawn er mwyn myfyrio ar fy mhrofiad sylweddol ym maes addysgu, ond yn fwy penodol ar y mentrau amrywiol er mwyn arwain fy adran. Bu myfyrio ac ystyried yr effaith a gefais ar wella eu sgiliau addysgu yn amhrisiadwy, gan hefyd eu cefnogi trwy newidiadau o ran ymateb i amrywiaeth myfyrwyr ac mewn paratoi ar gyfer yr adolygiadau allanol niferus.

 

Pa elfennau o Fframwaith Safonau Proffesiynol y Deyrnas Unedig sydd o’r budd mwyaf i chi?

Mae gwerthoedd proffesiynol UKPSF yn berthnasol iawn i mi o ran hynny, yn enwedig V1 – parchu amrywiaeth ein myfyrwyr sy’n dod o gefndiroedd addysgol a diwylliannol gwahanol ac felly mae ganddynt anghenion dysgu unigol y mae’n rhaid i ni fod yn ymwybodol ohonynt wrth gefnogi eu dysgu.

 

Beth oedd yr elfennau hawdd o ran llunio eich cais? Beth oedd yr heriau?

Wrth ysgrifennu’r cais nid oedd argaeledd tystiolaeth atodol yn broblem – roedd gennyf lwyth o dystiolaeth y gallwn ei darparu. Yr her i mi oedd penderfynu pa elfennau i’w dewis, am fod gennyf gymaint i’w drafod. Yr her fwyaf oedd ynysu fy rôl benodol fy hun o ran arwain yr adran. Rwy’n ei ystyried yn ymdrech tîm ac felly roedd clodfori fy nghyflawniadau fy hun ar gyfer y cais yn anghyffyrddus i mi am nad yw pethau felly’n dod yn naturiol i mi.

Sut ydych chi’n parhau i fodloni’r disgwyliadau ar gyfer Uwch Gymrodoriaeth?

Rwy’n parhau i ddangos fy statws da fel Uwch Gymrawd trwy fy nyletswyddau arweinyddiaeth arferol, ac amlinellais lawer ohonynt yn fy nghais. Rwy’n rhoi gwerth mawr ar wella sgiliau fy nhîm felly rwy’n trefnu amser DPP wythnosol ac yn ddiweddar, er enghraifft, rydym wedi cynnal sesiynau ar hyrwyddo ein llesiant ein hunain…os nad ydym ni’n iach ein hunain ni allwn ni gefnogi ein myfyrwyr yn effeithiol. Rwy’n cynnal arsylwadau cymheiriaid yn rheolaidd er mwyn gwella galluoedd addysgu fy staff ac er mwyn eu paratoi ar gyfer arolygiadau allanol sydd ar y gweill.

Un peth yr wyf wedi meddwl amdano yw’r effaith y mae ymgysylltu â’n cyrsiau er mwyn diwallu trothwy lleiafswm yr iaith Saesneg wedi’i chael ar ganlyniadau ein myfyrwyr, o’u cymharu â’r myfyrwyr sy’n dod yn syth i’r Brifysgol gan eisoes feddu ar yr isafswm sgoriau IELTS. Cefais fy synnu nad oedd unrhyw dystiolaeth am hyn, felly rwy’n cydlynu ymchwil er mwyn dysgu mwy. Mae sail dystiolaeth yn ein gwaith ni yn hynod bwysig ac mae’n llywio ein cwricwlwm a’r ffyrdd yr ydym yn cefnogi ein dysgwyr.

Cyngor ar gyfer ymgeiswyr y dyfodol?

Byddwch yn barod i neilltuo amser. Efallai y bydd yn teimlo bod y dyddiadau cyflwyno yn bell yn y dyfodol ond byddant yn cyrraedd mewn byr o dro. Mae pob un ohonom ni’n brysur ond efallai os byddwch chi’n neilltuo amser rheolaidd er mwyn ysgrifennu rhan o’ch cais yna bydd yn haws i’w wneud.

Hefyd, byddwch yn drefnus. Creais ffolder er mwyn rhoi’r dystiolaeth yr oeddwn yn mynd i’w defnyddio ynddo a bu hynny’n help o ran penderfynu pa enghreifftiau yr oeddwn yn mynd i’w defnyddio yn fy nghais.

Roedd fy mentor yn wych hefyd – felly manteisiwch yn llawn ar y cymorth y gallant ei gynnig.

Geiriau o anogaeth?

Bydd myfyrio a sylweddoli faint yr ydych chi’n ei wneud o ran cefnogi dysgu yn rhoi cymaint o foddhad i chi.


Am fanylion pellach am ELTS: https://www.swansea.ac.uk/english-language-training-services/[:]

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