Graduate Profile Outcomes GDTE 2016

Graduate Diploma in Tertiary Education
Assessment of Prior Learning Model

Level: 7
Credits: 150
GRADUATE PROFILE
Below is a list of 12 attributes, in bold, that make up the Graduate Profile. During the APL
process, you provide evidence for your Assessment Portfolio that you meet these attributes.
The indicators listed below the attributes are some suggested ways of demonstrating that
you have met the attributes. It is not necessary to simply work through these lists; they are
intended as a guide for thinking. The indicators should not limit your evidence and other
evidence might be more appropriate. The GDTE is a Level 7 programme, and the NZQA
standard for this is listed at the end of the attributes.
A graduate of this qualification will be able to:

articulateandimplementtheirpersonaltheoryofpracticeanditsevidencebase,
includingwhatitmeanstobeadualprofessionalasbothatertiaryeducatorand
anexpertpractitionerintheworkplace;
1.
2.
You can identify what it means to be a dual professional as both a tertiary educator
and expert practitioner in the workplace;
You can identify the institutional /organisational strategies and priorities of your
employer and describe the ways in which you incorporate those priorities within your
practice;
You can articulate and implement a beginning personal teaching philosophy based
on your concepts and beliefs. You can integrate these with learning theories from
the education literature.
You can Identify, review and evaluate your knowledge and learning in your own
professional practice and context as a tertiary educator. You demonstrate deep
reflective learning and engage in transformative development activities.
advancelearningandteachingpracticethroughcriticalselfreflection,evaluation
andresearch;
Demonstrate reflective practice skills and self-evaluation in relation to your own

teaching;
Integrate critical reflection into learning and teaching practice and engage in selfevaluation practices.
Evaluate all stages of learning design processes and products.
Identify, review and evaluate your knowledge and learning from your own
professional practice and context as a tertiary educator, demonstrating deep
reflective learning, transformative development and an ability to integrate theory
into your practice in the tertiary teaching context.
3.
honourTeTiritioWaitangibyintegratingitsprinciplesintotheirteachingpractice;
Explain concepts of Tikaka Mori
GraduateDiplomainTertiaryEducation,OtagoPolytechnic,2015
Apply the principles of Te Tiriti o Waitangi to your own practice context;

Identify how you appropriately use basic Te Reo Mori in your practice context;
4.
practiseandcontinuetodeveloptheirownculturalcompetence
Recognise, value and utilise students cultural orientation, prior learning, learning
preferences/styles, numeracy and literacy needs, by providing a diverse range of
activities and opportunities to encourage deep learning;
5.
developandpromoteprofessional,inclusiverelationshipswithalllearnersintheir
care,relevantemployersandthewidercommunity;
6.
7.
Critically examine your institutions/employers strategies, policies and practices

related to learning. Consider their appropriateness for meeting student needs
(including Learning and Teaching Strategic Framework, assessment and
moderation, online and blended learning)
analyserelevantadulteducationandcognitivetheoryanddrawonthisinpractice
Identify education theories and/or philosophies that have influenced your practice
and how you have adopted these theories into your practice
Show how you have adopted sound pedagogical practices that reflect a
comprehensive understanding of adult learning approaches needed to engage
learners in vocational education.
Transfer student-centred learning and teaching principles into a specific

subject/work context, by planning, delivering and critiquing a session or a
learning sequence that covers a specific topic.
Develop and explore practitioner skills in inquiry methodologies, to enable and

inform the design and purpose of the focus of your inquiry, taking account of the
ethical implications that could arise during the project;
.
design,facilitateandguidelearningforeachindividualssuccess,usingawide
rangeofcontextappropriatestrategies;
Identify and demonstrate a range of digital literacy skills necessary within your
own practice context.
Use relevant educational theory to critique existing learning design approaches,

delivery and assessment implications
Make informed choices about learner centred pedagogy in learning design, taking
learner and contextual factors, and the views of stakeholders, into account;
develop and plan the implementation of innovative learning designs in a range of

formats which demonstrate multiple understandings of learning and teaching and
applies professional practices
Observe and be observe teaching different groups; reflect on what you learned
from these experiences.
8.
leadevidencebasedassessmentpracticesforlearninginarangeofcontexts,
includingAPLandworkbasedlearning;
Critically review the integration of current assessment and evaluation theories,

principles and practices with learner centred, culturally competent, learning
approaches and assessment of prior learning
Explore appropriate strategies and methodologies for assessing skills for learning
(including literacy and numeracy, online and digital, self-direction) select or
design, and justify the use of a range of assessments including clear and specific
assessment/marking criteria to support student learning;
Critique a variety of feedback models/processes in order to provide clear,

constructive feedback to support and advance student learning.
Evaluate all stages of learning design processes and products.
Construct a well justified and methodologically sound WBL project, inquiry and/or
other work-based activity, designed to improve or inform areas of your own or
others work/practice;
Understand claims for prior learning assessment, supported by evidence, which
demonstrates your ability to provide a persuasive account of learning from
work/practice and how this informs your own professional identity and
development.
9.
monitordevelopmentsandtrendsintertiaryeducation,technologyandpractice,
anticipatechangesandadaptteachingandlearningaccordingly
Identify and demonstrate a range of digital literacy skills necessary within your
own practice context.
Integrate critical reflection into learning and teaching practice and engage in selfevaluation practices.
Show that you are familiar and up to date with the research on teaching and
learning issues in your subject areas.
Demonstrate that you are familiar with national and international trends in
vocational education
Show an understanding of funding issues and NZQA requirements in your subject
area.
10.
fostercommunitiesofpractice,identifyingandsharinggoodpracticesacrossthe
organisationandbeyond;
Take part in collaborative learning/teaching activities and critically evaluate the

experience.
Explore, co-negotiation and collaborate to develop support mechanisms for
learning design;
Develop a major project which includes sharing the results with colleagues both
in own programme/School and the wider education community.
11.
fostercollaborationandcollegialityinordertocatalyseteamsolutionstoenhance
learning;
With colleagues, write and negotiate the development of a learning agreement or

proposal with your employer/sponsor/professional body and institution for a
project or some research that will ultimately have benefits to yourself and others.
Show how you have used the results of a project or carried out research to
enhance learning
Show how you use teamwork and collaborative learning techniques with your
learners.
12.
facilitatetheabilityofgraduatestoparticipatewithconfidenceinthefuture
workforceascapableandsustainablepractitioners
Demonstrate your commitment to sustainable practices within the

subject/organisation and show how you incorporate them within your own
practices
Show how you encourage sustainable practices in students
Explain how you engage with your industry/profession and how you network with
fellow professionals in order to keep informed about industry/profession change
Share any projects that you have been involved with, that involve workplace
placements for your students, with industry.
Level 7 (NZQA
A graduate from a Level 7 programme has
Specialised technical or theoretical knowledge with depth in one or more fields

of work.
[Can] analyse, generate solutions to unfamiliar and sometimes complex
problems.
[Can] Select, adapt and apply a range of processes relevant to the field of work
or study.

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Graduate Diploma in Tertiary Education

Assessment of Prior Learning Model

A graduate of this qualification will be able to:

Demonstrate reflective practice skills and self-evaluation in relation to your own

Evaluate all stages of learning design processes and products.

Explain concepts of Tikaka Mori

Apply the principles of Te Tiriti o Waitangi to your own practice context;

Critically examine your institutions/employers strategies, policies and practices

Transfer student-centred learning and teaching principles into a specific

Develop and explore practitioner skills in inquiry methodologies, to enable and

Use relevant educational theory to critique existing learning design approaches,

develop and plan the implementation of innovative learning designs in a range of

Critically review the integration of current assessment and evaluation theories,

Critique a variety of feedback models/processes in order to provide clear,

Take part in collaborative learning/teaching activities and critically evaluate the

With colleagues, write and negotiate the development of a learning agreement or

Demonstrate your commitment to sustainable practices within the

Specialised technical or theoretical knowledge with depth in one or more fields

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