Competences

a. Advise the SMT through research-based strategies on the importance of MLE in the school curriculum;

b. Collaborate with the SMT to implement a cross-curricular approach regarding MLE, in a variety of modes;

c. Guide students to understand and appreciate the true value of MLE and its aims and objectives, especially in making them more creative and responsible digital citizens, who can contribute to their community and society in general;

d. Ensure that all students have opportunities to learn the basic knowledge, skills, and competences of MLE, so that they feel empowered to access all media and create their own multimodal productions responsibly, experiencing maturation of their identity in the process;

e. Create the appropriate learning environment, through the right pedagogies, that makes it possible for students to access, analyze, evaluate, & create media in a variety of forms;

f. Formulate research-based strategies, policies and practical suggestions and initiatives to SLT Members, that aim at the improvement of MLE in the school, both as a curricular VET subject, and as a cross-curricular theme;

g. Monitor the learning environment and its conduciveness to MLE, after consultation with experts in the subject, in order to provide constructive feedback and make appropriate proposals to SLT;

h. Supervise and mentor other newly qualified MLE teachers, and provide them with the necessary support they would need, including research-based training on specific aspects of the curricular subject.

Knowledge 

Skills

a. Apply constructive alignment to schemes of work and lesson plans on specific MLE topics;

b. Demonstrate how constructive alignment can be applied in the MLE classroom, through specific examples;

c. Show how the pedagigcal implications of the aims and principles of MLE can increase the effectiveness of the constructive alignment between content, pedagogy and assessment;

d. Demonstrate how the qualities of the MLE educator could be utilized in specific situations, and to address specific learning outcomes, through case-studies;

e. Apply the qualities that every MLE educator must invest in through professional development initiatives (these should be aligned with the basic aims and principles of MLE), through short presentations of one’s work in the classroom;

f. Prepare and share short critical reflections on the pedagogical skills practiced in class, and those that are still identified as lacking;

g. Design research-based lesson plans and schemes of work that show constructive alignment, and how they can incorporate effectively various media texts, media genres, media forms and media platforms to increase the subject’s relevance;

h. Prepare self-critical self-evaluations on presentations delivered in the classroom;

i. Present concrete examples related to specific aspects of MLE, like news and advert literacy, through effective pedagogical techniques that are reflected upon through experience and sifted through research;

j. Examine, through research, reflexivity and critical discussion, how the qualities of the MLE educator could be utilized in specific situations;

k. Illustrate how to address specific learning outcomes, through case-studies and relevant scenarios, that could be utilized in assignment briefs.