Supporting teaching and PGCAP

• Draw awareness to and explain the University's expectations for teaching and supporting student learning, as detailed in the Statement on Teaching Performance Expectations
• Support mentees to understand their role as members of programme teams and their responsibilities for the design and delivery of learning aligned to the York Pedagogy
• Guide mentees on both departmental and University processes relating to the assurance of quality in teaching and learning
• Support mentees to engage effectively with requisite training associated with their employment as teachers (for example, the Postgraduate Certificate in Academic Practice) by monitoring that mentees have a sufficient range of teaching opportunity and time to complete requirements
• Offer a forum for reflection and discussion on teaching experience and the successes and issues that have arisen. These may relate to:
  • learning design (individual classes, modules or programmes at relevant levels)
  • delivery (face-to-face in a range of contexts as befits the discipline, and online)
  • assessment
  • feedback
  • student support (including student supervision)
  • the creation of learning materials
  • evaluation of teaching
  • administration and management in teaching
• Enable new ideas or innovations in teaching practice to be discussed and evaluated, including those associated with technology-enhanced learning
• Encourage mentees to engage with professional development opportunities within the department, the University and within the discipline beyond the University, and signposting them to relevant professional services who can support their teaching development
• Offer opportunities for direct input into the development of teaching practice (eg utilising the University's Peer Support for Teaching process, including direct observation of classroom practice)
• Identify personal and professional objectives appropriate to teaching, discussing ways of evaluating progress against these objectives and monitoring that progress
• Discuss expectations of career progression, as it pertains to teaching, including identifying evidence of effectiveness and indicators of esteem