Workforce Development Professional Development Planning for numeracy, literacy and ESOL Policy and context

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Workforce DevelopmentProfessional Development
Planning for numeracy, literacy and ESOLPolicy
and context

• March 2009

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Underpinning Policies and Research

• Skills for Life strategy (Moser Report)
• Teacher training reform (DfES, 2004, 2007)
• World Class Skills (Leitch, 2006)
• Teachers and learners studies (NRDC)

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Skills for Life Strategy

• 1997 Schools national literacy and numeracy
  strategies
• 1998 Adult learning and report on basic skills
  in England
• 1999 A Fresh Start - improving literacy and
  numeracy (DfEE),
• the Moser Report, - to improve the literacy,
  language and numeracy skills of 2.25 million
  adult learners by 2010
• 21 recommendations included Develop intensive
  training programmes for literacy, numeracy and
  ESOL (English for Speakers of Other Languages)
  teachers
• 2009 Skills for Life changing lives

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Teacher training reform

• Equipping our teachers for the future (DfES,
  2004)
• FE teachers qualifications (England)
  regulations, 2007 (DIUS) - implemented September
  2007
• Introduction of professional status
• QTLS for the full teaching role
• ATLS for the associate teaching role
• New ITT qualifications - awards, certificates,
  diplomas
• New process of professional formation

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World Class Skills

• World Class Skills (Leitch, 2006) - the vision
  for the UK
• The UK commits to becoming a world leader in
  skills by 2020
• Objectives and recommendations include
• 95 of adults to achieve functional numeracy -
  390,000 to Entry 3
• and functional literacy - 597,000 to Level 1 by
  2011
• Over 90 of people to be qualified to level 2
• Skills Pledge for employers

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Research into teacher qualifications

• Skills for Life teachers qualifications and
  their learners progress in numeracy - from the
  teachers and learners studies (NRDC, 2008)
• Conclusions included
• Experience matters
• Subject knowledge is of prime importance
• Both for learner achievement and learner
  confidence

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Workforce strategy for the FE sector2007 - 2012

• For all providers and the entire workforce in
  the broader further education sector
• Priorities understand the nature of the
  workforce
• attract and recruit the right people
• retain and develop the workforce
• ensure equality and diversity
• 14 outcomes, including
• the teaching workforce fully qualified and
  registered with the IfL
• information available to help providers plan
  workforce development
• Next version of strategy and plan due out in
  April 2009

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Teacher roles
The full teacher role - full range of teaching
responsibilities requires extensive range of
knowledge, understanding and application of
curriculum development, innovation and delivery
strategies The associate teacher role -
significantly less than the full range of
teaching responsibilities does not require an
extensive range of knowledge, understanding and
application of curriculum development, innovation
and delivery strategies Literacy, Language
(ESOL) and Numeracy teachers the full teacher
role Non teaching roles the assessor-verifier
role - under review by LLUK (2008/2010) the
learning support practitioner role - occupational
standards published 2008 and guidance for
qualifications and training published 2009
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Teacher/trainer qualifications
Qualifications for teaching roles - whatever the
job title - teachers, trainers, tutors,
assessor-trainers, instructors,
lecturers Awards, certificates and diplomas (and
university titles) DTLLS - Diploma in Teaching
in the Lifelong Learning Sector CTLLS -
Certificate in Teaching in the Lifelong Learning
Sector PTLLS - award in Preparing to Teach in the
Lifelong Learning Sector
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Literacy, numeracy and ESOL teacher roles,
qualifications and training
All teachers of literacy, numeracy and ESOL need
to be qualified for the teaching role - whatever
the programme - discrete literacy, language and
numeracy (LLN), embedded LLN, Skills for Life,
Basic Skills, Functional Skills, Key Skills,
Essential Skills Routes to qualification
include Fully integrated diploma
route Partly integrated diploma
route Additional diploma route Concurrent
diplomas route Combined Literacy and ESOL
delivery pathways Entry assessments and
preparation programmes
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Registration and CPD regulations
For teachers who qualified before September
2007 Register with the Institute for Learning
(IfL) Demonstrate commitment to CPD (30 hours per
year or pro rata) Choose whether or not to apply
for Q/ATLS For teachers who qualified after
September 2007 Register with the IfL within six
months of appointment Complete PTLLS within one
year Complete CTLLS or DTLLS within five
years Achieve Q/ATLS within five
years Demonstrate commitment to CPD Providers
keep records of IfL members and their summary CPD
submissions
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Professional formation and Q/ATLS
Candidates submit their professional formation
account to the IfL Mandatory
elements Approved qualification or equivalent
(e.g. GPRLS) Numeracy and literacy skills at
or above level 2 Supporting testimony Declar
ation of suitability Personalised
elements Subject currency Teaching and
learning Self-assessment
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General professional recognition (Learning and
Skills)
A process by which competent and experienced
teachers can be recognised for having
professional standing in the workforce One
route towards achieving QTLS (Literacy, ESOL and
numeracy teachers) or Q/ATLS (all areas of
learning) Apply to Standards Verification UK
www.svuk.eu
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Teachers and trainers for learning for living
LLUK developed 3 CPD units for teachers of
learning for living and work (learning
difficulties and disabilities/LDD) is
exploring the feasibility of specialist
standards for learning for living and
work/LDD teachers (2009/10 project)
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Literacy, Language and Numeracy support roles
Vocational trainers trainer-assessors who
embed/integrate literacy, language and numeracy
in their training Vocational trainers
trainer-assessors who adopt inclusive approaches
to literacy, language, numeracy and ICT in their
training Learning support practitioners who
support learners with LLN needs IAG advisers and
others who advise and offer other non-teaching
support to learners with literacy, numeracy and
ESOL needs Leaders and managers who develop and
implement policy for literacy, language and
numeracy
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Vocational trainers trainer-assessors who
embed/integrate literacy, language and numeracy
Associate teacher role There is currently no
expectation that trainers in the associate
teacher role would take responsibility for
embedding literacy,language and
numeracy 2009/2010 - LLUK development project
is exploring the feasibility of appropriate
qualifications and training for the associate
teacher role
Full teacher role - helping learners develop LLN
working in partnership with LLN teachers DTLLS
with an optional module on embedding LLN or
DTLLS Developing approaches to embedding
literacy, language or numeracy (vocational
pathway) Level 5 accredited qualification or DTL
LS plus regional CPD on embedding literacy,
language or numeracy
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Vocational trainers trainer-assessors who
adopt inclusive approaches to literacy, language,
numeracy and ICT
Full teacher role DTLLS For trainers with
pre-reform Cert.Eds and PGCEs New Level 3 Award
for teachers in understanding learners and their
literacy, language, numeracy and ICT needs
(lifelong learning) (
Associate teacher role CTLLS For trainers with
CTLLS and other pre-reform training
qualifications - LLN personal development and
application of understanding New Level 3 Award
for teachers in understanding learners and their
literacy, language, numeracy and ICT needs
(lifelong learning)
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Learning support practitioners
Generalist role - learning support
practitioner Level 3 Certificate in Learning
Support - some units may be taken at L2 Level 2
Award in preparing to support learning Level 3
Award in preparing to support learning First
courses likely in autumn 2009 Specialist role
e.g. specialist learning support practitioner
(Care) specialist learning support practitioner
(Numeracy) - qualifications not yet available In
development consultation with employers under
way
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IAG advisers and other non-teaching support
roles
Specialist IAG (or other) qualifications
awareness-raising, signposting and supporter
training/qualifications Level 2 Certificate in
Learning Support Level 2 Award in Literacy,
Language, Numeracy and ICT Awareness L2 Maths
and L2 English Move On programmes - i route -
encouraging others to improve their skills Non
accredited awareness-raising
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Leaders and Managers
SfLIP modules for managers- Embedding
literacy, language and numeracy policy, context
and implications for leadership and management
Literacy, language and numeracy in observation
of teaching and learning Embedding literacy,
language and numeracy in the curriculum
Literacy, language and numeracy in the Self
Assessment Process LLN awareness raisin g for
managers - regional variants
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Further Information
Lifelong Learning UK www.lluk.org Standards
Verification UK www.svuk.eu Institute for
Learning www.ifl.ac.uk Move On www.move-on.org
.uk Skills for Life Improvement Programme
Professional Development Planning
www.sflip.org.uk
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Training and CPD course information
To find out about courses and CPD To promote
your own courses and CPD Skills for Life
network website www.skillsforlife.com talent
website www.talent.ac.uk LLUK National
Reference Point nrp_at_lluk.org 020 7936
5798 www.lluk.org - projects section