Update on Teacher Qualifications

1
Update on Teacher Qualifications

• John Sutter
• LLU London South Bank University
• Derby 1st August
• j.sutter_at_lsbu.ac.uk

2
Background

• Government Skills for Life Strategy includes aim
  to professionalise the SfL workforce (Adult
  Basic Skills Strategy Unit set up in 2000)
• Success for All (DfES 2002)sets parameters and
  timescale for achievement of teacher
  qualifications
• Fento Standards and Subject Specifications at
  Levels 3 and 4 (2001 2003)
• Key findings from inspection of Sfl (Ali/Ofsted
  2003)and ITT (2003)
• Equipping our Teachers for the Future (DfES 2005)
  sets out 4-year agenda for reform of teacher
  /trainer education for the post-school sector

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The challenge

• A fully qualified workforce by 2010
• To ensure there are sufficient SfL teachers to
  meet the needs of learners and their employers
• There are sufficient new teachers entering the
  workforce
• The need to achieve a fully qualified SfL
  teaching and learner support workforce

4
Workforce Strategy

• A continuous Development Framework in place and
  accessible across the workforce
• All teachers enabled to improve their own
  language, literacy and numeracy skills
• Address the capacity and capability issues from
  the introduction of ICT as a SfL
• Ensure the teaching workforce broaden their skill
  base in order to better meet the needs of
  learners in different occupational sectors

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For All Teachers - Minimum Core

• Minimum core now a requirement in ITT
• Revision re ICT as a User Skill, from 2007
• Revision re the development of Functional Skills
  (14-19 White Paper). To gain a GCSE grade A to
  C, one must achieve Level 2 in Functional Skills.
  English and ICT introduced in 2008, Maths in 2009
• Presently evaluating Skills Tests in literacy and
  numeracy. Full pilot from September 2006

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The current landscape
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Current initiatives
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Emerging picture
CPD credits
pathways
Sfl teacher qualifications incl. legacy
Unit /CPD
revised
standards Specifications
9

• New routes for teacher qualifications
• Outlined in Equipping our Teachers for the
  Future
• CPD
• QTLS
• FURTHER QUALIFICATIONS
• INITIAL TEACHING AWARD

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Teacher qualification routes - some options
TEACHING QUALIFICATION SUBJECT SPEC
QUALIFICATION (until 2007)
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Continuing Professional Development (CPD)

• 2007 changes in teacher training and
  expectation of CPD which will form part of QTLS
• Institute for Learning once teachers have been
  awarded QTLS they will be expected to register
  CPD with them
• Shift from SfLQI to Quality Improvement Agency
  (QIA) and its impact on professional development
• New Professional Recognition scheme coming in
  over the next academic year

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SfL Professional Recognition Scheme

• Conferring PRLS is the outcome of a professional
  judgement by experts and respected members of the
  relevant community of practice
• The evidence provided through a formal
  application process
• The recognition process will be open to teachers
  who are fulfilling the full teaching role in
  their specialist Skills for Life subject but do
  not have one or both of the following
• Stage 3 generic qualification i.e. Certificate in
  Education, PGCE, or FE Teachers Certificate or
• Level 4 Subject Specialist certificate
• In addition these teachers cannot provide current
  evidence for an APL (assessment of prior
  learning) process to existing qualifications
• Detailed guidance on the application process will
  soon be available and applications will be
  considered from September

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Revision of the subject specifications

• Taking account of the need to include pedagogy in
  professional standards
• Feeding into review of the Fento standards
• Level 3 issues not yet resolved
• Application of standards to literacy, numeracy
  and ESOL

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Functional Skills (from 2008)

• in literacy, numeracy and ICT
• Basis of entry to teacher education when
  functional skills are introduced
• May need bridging courses until then
• www.qca.org.uk

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Research/Inspection findings

• Employability skills needed
• Large number of adults at Level 1 and below in
  literacy and numeracy
• What is effective practice in LLN (NRDC)
  Ineffective practice in SfL and ITT(ALI and
  Ofsted)
• Range of models for professional development
  being trialled (e.g. collaborative practice /
  blended learning)

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Future Skills for Life Workforce Initiatives

• Accelerated Intensive Routes for new literacy,
  language and numeracy specialists, rolled out
  through QIA
• Foundation degrees, led by LLUK
• Professional Recognition Scheme, led by SVUK
• Subject Learning Coaches in SfL, through QIA
• Specialist ITT routes, all providers from
  September, 2007
• Enhanced Information, Advice and Guidance, LLUK
  and QIA
• Expert Practitioners to increase the supply and
  deliver quality ITT and mentoring.QIA

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Specialist ITT Training Route - rationale

• Opportunity to revise the subject specifications
  in parallel with the generic teacher standards
• Opportunity to address the concerns about and
  distinctive pedagogies of literacy, numeracy and
  ESOL
• Two commissions to revise the subject
  specifications and define subject pedagogy (LLUK
  and LSU, Autumn, 2005)
• Opportunity to take forward the outcomes in terms
  of new qualifications within the timescales of
  the overarching reforms (Equipping our Teachers)

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Informed by Research Concerns

• The breadth and depth of the Subject
  Specifications themselves
• The problems of combining subject-specific
  knowledge and generic teacher skills
• Assessment of the Subject Specifications
• The account taken of APL and the needs of the
  trainees
• The quality of teaching practice placements

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Informed by Inspection

• Poor delivery of SfL in Specialist Colleges
• The need to meet disadvantaged groups including
  pre-entry learners
• Shortage of suitable mentors
• Initial assessment is weak
• Generic teacher training failing to address weak
  skills
• Emerging improvement in the quality of teaching
  by the introduction of the Subject Specifications

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Issues for consideration

• The need to meet contextual differences
  work-based learning, offender learning, adult and
  community learning, social enterprise and the
  voluntary sector, FE Colleges
• Meeting the need of pre-entry level learners
  what do all teachers need to know?, what do
  subject specialists need to know?, what do
  specialist teachers of pre-entry learners need to
  know?

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Improving Provision

• Access and the provision of flexible/blended
  learning
• Regional coordination and planning of
  Professional Development
• Centres for Excellence in Skills for Life
• Quality of Mentoring
• Key initiatives e.g. Maths 4 Life, Whole
  Organisation Approaches