Pat Hulin Institute of Education

1. LONCETT ACL Research-Making Initial Teacher Training and Continuing Professional Development Accessible Pat Hulin Institute of Education

2. LONCETT ACL Research Aims • Year One: Identify key barriers to professional development of the ACL workforce • Year two • Research and develop a series of illustrative case studies of effective staff development planning for ITT and CPD • Research and develop a collaborative framework for CPD units

3. Some of the Research findings from Year 1 • The nature of the workforce and ‘Orientation to training’ by part time staff greatly affects the take-up of training for non Skills for Life teachers • The role of employers in supporting part-time staff in undertaking training is crucial • Many employers are confused by the new regulatory framework’s application to ACLand need clear information and advice on how the new regulations can be applied to ACL. /….

4. …/Year 1 findings • Interpreting the new regulations for all parts of the ACL workforce needs clarification • Commitment at senior level is varied • Planning for the different needs of the workforce is essential • Workforce Development is most effective where there is a cross college strategy • Capacity Issues -Finance and staff resources will be stretched

5. Implications from year 1 • Information and advice is crucial for organisations and individual teachers in understanding and implementing all aspects of the new regulations • Differentiated approach needed for qualifying staff • A flexible approach to delivery is needed for this predominately part time workforce • Essential role of CPD for ACL -How can this be built on ?

6. Context for Professional Development • Key themes of 2007reform • New teacher training qualifications • Registration of all teachers in the sector with Institute for Learning • New professional status for teachers – ATLS or QTLS • Undertake and record 30 hours of CPD (pro-rata for P/T) • Government commitment to having a fully qualified workforce by 2010 • Statutory for FE vs Contractual for other LSC providers • Particular nature of the ACL workforce

7. ACL response to requirements • Is a contractual not a statutory obligation so is essential for ACL providers to negotiate with their LSC • Essential to show you have an appropriate Staff Development Plan and are implementing it • Adult sector has to be assertive about the appropriateness of the associate vs full role for teachers of non accredited adult provision • Need to develop differentiated approach to professional status for the varied nature of the workforce

8. But I’m not really a teacher – • Full teacher role –broad curriculum design responsibilities. ‘Demonstrates extensive range of knowledge, understanding and application of curriculum development, curriculum innovation or curriculum delivery strategies…Teachers in this role need to achieve DTLLS and gain QTLS’ • Associate teacher –limited curriculum design responsibilities. ‘undertakes same activities in teaching cycle but carries significantly less than the full range of teaching responsibilities….Does not need to show extensive range of knowledge, understanding and application of curriculum development, curriculum innovation or curriculum delivery strategies … Teachers in this role need to achieve CTLLS and gain ATLS ‘ LLUK Guidance for those who deliver ACL, Offender Learning, or deliver in 3rd sector September 2008

9. What do providers need to do ? If in receipt of LSC funding • Define who is in which teaching role and how they are affected by the reforms • Consider individual needs of staff and understand personal career priorities • Gain staff buy-in • Help staff identified in teaching role to undertake appropriate recognition route or gain appropriate qualification • Encourage all teachers to join Institute of Learning (IfL) • Support all teachers to gain appropriate professional status (QTLS or ATLS) • Encourage all teachers to keep a record and reflective account of their CPD LLUK guidance for ACL

10. Year 2:Interim findings • Workforce Development Strategy is most effective when linked to quality improvement • Effective Implementation plans take into account the different requirements and routes for different staff groups • Clear statement of contractual requirements for all teaching staff underpins effective planning • Staff audit and management of information on staff initial qualifications and CPD is under-developed • Professional formation planning is at a very early stage

11. Illustrative case study A:Breakdown of qualified teachers

12. Organisation A: Interpretation of Associate versus Full role for contractual requirements • all sessional teachers who teach over 20 hours per annum (apart from those in a skills for life role) ARE REGARDED as in an associate teaching role to ensure that there is no contractual requirement for the staff outlined above to gain a DTLLS qualification. • All Skills for Life teachers will be classified as working in a full teaching role To ensure quality the following conditions will also be set: • If teaching on certain accredited courses a 7305 DTLLS year 1 plus unit accreditation and a CPD plan to achieve a PGCE/Diploma will be a contractual requirement when a qualification in excess of PTLLS/CTLLS is required by an awarding body Cont../…

13. Organisation A: …/cont • The requirement for no qualification will be maintained for all teachers who teach less than 20 hours in a year. • “Industry professionals” who teach in excess of 20 hours will also be expected to obtain PTLLS as previously. • All staff who obtain PTLLS will also be expected to complete a planning & enabling module and a CPD plan to successfully complete a CTLLS. • Staff who started prior to September 2001 will be encouraged to become qualified in accordance with the 2007 regulations where funding allows and it is necessary to maintain quality improvement.

14. Organisation APlanned provision 2008-9 • PTLLS pre-service • Certificate part 1 • PTLLS with Planning and Enabling Unit • Certificate part 2 • Principles and Practice of Assessment+ Optional Module+ Minimum core/functional skills (Blended delivery) • DTLLS year 1 (Cert Ed ) • Level 2 maths for teachers • Central CPD programme

15. Sources of information/support • ‘Reforms to the training, qualification and CPD of teachers, tutors , trainers and instructors – what this means for those who deliver ACL, offender Learning and who deliver in the third sector’ (LLUK 2008) • ‘Evidencing Personal Skills in Literacy and Numeracy –Guidance to teachers and Employers’ (LLUK September 2008) • Supporting Workforce development in London for the Lifelong Learning Sector (London Strategic Unit - LSU@ioe.ac.uk ) • Licence to Practise. Professional Formation –Your guide to QTLS and ATLS (IfL September 2008) • LLUK events -Workforce Strategy Breakfast Briefing Dec 16th