Objectives of Programme's Learning Outcomes

• Analyse a situation of teaching and learning in reference to theories and methodological approaches resulting from developments in educational sciences.
• Master and appropriately mobilise knowledge, models, methods and techniques used in various fields of educational sciences in order to understand a teaching-learning situation.
• Analyse and model an educational action by critically selecting theories and methodological approaches, and taking into account multidisciplinary aspects.
• Develop and support a teaching-learning device, and implement and evaluate it.
• Master knowledge about different teaching-learning devices as well as implement them.
• Critically analyse the extent and limitations of different teaching-learning devices.
• Rate a teaching-learning device.
• Alter a teaching-learning device.
• Communicate and exchange information in the specific field of teaching and academic learning in a structured and adapted way to the intended purpose and relevant public.
• Present and structure data in a clear, precise, neutral, and non-oriented way.
• Present (orally and in writing) a personal and adapted summary to the public concerned (to colleagues, non-specialists, sponsors or hierarchy), resulting from their own productions or not.
• Appropriately use presentation materials.
• Work effectively with different actors as part of a team or a network of professionals in the specific field of teaching and academic learning.
• Contribute to the coordination and animation of a multi-professional and multi-disciplinary team.
• Implement the most effective ways of collaboration in a given situation.
• Share knowledge and data to carry out a common project.
• Listen to team members and partners. Encourage expressing a shared opinion. Accept and discuss a different point of view than theirs.
• Identify professional networks, interact and collaborate with them, and research external expertise if necessary.
• Act ethically and professionally in the specific field of teaching and academic learning.
• Refer to ethical principles to define the framework of their professional practice.
• Act in compliance with specific legislative frameworks athe specific provisions of the context (code of ethics, educational projects, etc.).
• Adopt professional attitudes (think critically, avoid prejudices, respect professional confidentiality, etc.).
• Assess and pursue professional and personal development in the specific field of teaching and academic learning.
• Adopt a reflexive stance in relation to their skills and practice and regulate their actions.
• Monitor knowledge and methodological approaches in order to evolve their thinking and practice.
• Continue to train and improve their skills.

Learning Outcomes of UE

The training aims the general objective and skills outlined in the general presentation of the educational axis of the Decree of the Government of the French Community of 26 September 2007 determining the training plan on common component to all networks for the training of managers. The training will develop the ability to:
1) understand the educational issues in social diversity, integration, democratic practices and implications of strategies put in place to promote these practices within the school:
to. Establish democratic practices of responsible citizenship within the school;
b. Promote social diversity within the institution;
c. Implement priority actions to promote the integration of pupils with special needs (students enrolled in special education or not);

2) acquire teaching skills related to the director function:
to. Foster, among teachers, development of teaching skills for continuing the implementation of the general objectives of education through consultations and mid-career training;
b. Promote, organize and operate the mid-career training of teaching staff;

3) define and establish favorable conditions for the continuity of learning both in mainstream education and in special education and the transition between different levels and forms of education;

4) understand and manage the various aspects of the evaluation:
to. Implement internal assessment practices to measure the level achieved by pupils and the quality of learning;
b. use inputs from external evaluations (collaboration with the inspectorates and educational advisers);
c. use assessment tests calibrated to the common reference to all education networks, produced by the Commission of the assessment tools and distributed by the Government for guidance;

5) organize pedagogically her school to allow the acquisition of skills required by the common reference:
to. Organize remediation;
b. Organize the operation of class councils.

Content of UE

Cf. Specific Learning outcomes (including common reference, mid-career training, external evaluations, pilot a school ...)

Prior Experience

Not applicable

Type of Assessment for UE in Q1

• N/A

Q1 UE Assessment Comments

Not applicable

Type of Assessment for UE in Q2

• Written examination

Q2 UE Assessment Comments

The evaluation consists of the analysis of two case studies treated individually and in writing by the student (answer sheets are given, answers must be carried hand written on these sheets only).

The candidate may have the record made during the course (legal resources, index, personal notes ...) and all the documents he considers relevant, in paper or electronic (the candidate must be aware that he will not have to an Internet connection, or to the electric network - it will have, if any, have sufficient batteries). The written test is only a maximum of 4 (four) consecutive hours, no break is scheduled between the two case studies provided simultaneously from the start of the session.

Any communication or attempt to communicate with another participant or others outside by any means results in immediate cancellation of the event (mobile phones must be cut during the test).

The student must demonstrate an ability to:
- Analyze a complex situation (situation analysis, case decomposition, coordination of the various problems identified, identification of actors ...)
- Mobilize knowledge related to problem situations (educational point of view, organizational and legal aspects, internal and external resources ...) and articulate;
- Propose realistic and appropriate solutions, taking particular account of the legislation and their scientific basis (research, experiments ... addressed at the training);
- Communicate his thoughts, his pedagogical and organizational strategies;
- Take into account different points of view, aspects of the same problem.

Type of Assessment for UE in Q3

• Written examination

Q3 UE Assessment Comments

The evaluation consists of the analysis of two case studies treated individually and in writing by the student (answer sheets are given, answers must be carried hand written on these sheets only).

The candidate may have the record made during the course (legal resources, index, personal notes ...) and all the documents he considers relevant, in paper or electronic (the candidate must be aware that he will not have to an Internet connection, or to the electric network - it will have, if any, have sufficient batteries). The written test is only a maximum of 4 (four) consecutive hours, no break is scheduled between the two case studies provided simultaneously from the start of the session.

Any communication or attempt to communicate with another participant or others outside by any means results in immediate cancellation of the event (mobile phones must be cut during the test).

The student must demonstrate an ability to:
- Analyze a complex situation (situation analysis, case decomposition, coordination of the various problems identified, identification of actors ...)
- Mobilize knowledge related to problem situations (educational point of view, organizational and legal aspects, internal and external resources ...) and articulate;
- Propose realistic and appropriate solutions, taking particular account of the legislation and their scientific basis (research, experiments ... addressed at the training);
- Communicate his thoughts, his pedagogical and organizational strategies;
- Take into account different points of view, aspects of the same problem.

Q1 UE Resit Assessment Comments (BAB1)

Not applicable