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									Workbook 2010

Wider Perspectives

UNIT 2.3
Name:

Group:




1
Intentionally Blank




2
Contents
The format for each of the units books is the same to help you navigate your
way through

Section 1
      a.    Introduction to the unit
      b.    How to use this workbook
      c.    Learning outcomes – mandatory unit
      d.    Specific assessment criteria – mandatory unit
      e.    Skills scan for mandatory unit
Section 2
      a.  Professionalism for teachers in the Lifelong Learning Sector
      b.  Personal professional responsibility including professional
          registration
      c. Encouraging personal development and raising aspirations
Section 3
      a. Celebrating diversity in teaching and learning
      b. Policy and policy drivers in twenty first century lifelong learning
      c. The role of regulatory bodies and inspection regimes
Section 4
      a. Evaluation and assessment
      b. Benchmarking standards and improving practice
      c. Principles and models of evaluation
      d. The evaluation process
      e. The learner voice
      f. Validity and reliability
Section 5
      a. Systems of quality management
      b. Promoting quality improvement
      c. Quality assurance
Section 6
      a. Developing personal quality improvement
      b. Using self-reflection to develop own practice
      c. Identifying and integrating own professional development activities
Section 7
          a. Assignment requirements and briefing information
          a. Author Declaration form
          b. How to submit your assignment
          c. Next steps/ progression




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Introduction

This unit aims to develop an understanding of the roles and responsibilities of
teachers and teaching teams in providing valid, reliable and accurate data
from a range of sources. Further the unit aims to encourage recognition of the
importance of critical reflection and evaluation to contribute effectively to
continuous quality improvement. Learners are encouraged to recognise the
improvements that can occur as a result of both personal and professional
development.

This unit encourages the investigation and analysis of government policy and
the impact of these on the lifelong learning sector.

The overarching professional standards and attitudes form an integral part of
this unit.

Please undertake the activities in the unit book too; they will add to your
understanding as well as your teaching repertoire.

By the end of this unit you should

Learning Outcomes

1. Understand the concept of professionalism and core professional values
   for teachers in the lifelong learning sector

2. Understand key issues in relation to professional conduct and
   accountability in the lifelong learning sector

3. Understand and apply principles of evaluation, quality assurance and
   quality improvement

4. Understand and demonstrate how to contribute to QA and QI systems and
   procedures

5. Understand how to evaluate and improve own wider professional practice




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Specific assessment criteria

1.1 Discuss key aspects of professionalism in the context of the lifelong
learning sector
1.2 Explain ways in which equality of opportunity and respect for diversity can
be built into teaching and learning practice
1.3 Discuss the contribution of learning to personal development, economic
growth and community regeneration
1.4 Analyse the impact of own professional values and judgements on
teaching and learning.

2.1 Discuss the implications and impact of government policies on teaching
and learning in the lifelong learning sector
2.2 Discuss the roles of regulatory bodies and systems and inspection
regimes in the operation of the lifelong learning sector
2.3 Interpret ways to apply relevant statutory requirements and underpinning
principles in relation to teaching own area of specialism
2.4 Analyse own responsibilities in relation to the above.

3.1 Review and compare a range of principles and approaches to evaluation
3.2 Explain differences and the relationship between evaluation and
assessment
3.3 Analyse the role of evaluation within quality assurance to inform and
promote quality improvement.

4.1 Work with others to develop and improve the effectiveness of evaluation
processes
4.2 Evaluate the validity and reliability of data collected and the effectiveness
of the methods/instruments used, with reference to own learner(s).

5.1 Evaluate own approaches, strengths and development needs, in relation
to professional practice
5.2 Plan and take up opportunities to develop and improve own wider
professional practice.




5
Skills Scan
Please rate yourself in terms of confidence in your ability to meet the
statements below:
No. Statement                         Very       Not very Not at all What evidence
                                      confident confident confident do I have?
1     I can identify the key aspects
      of professionalism of the
      teacher in the post
      compulsory sector
2.    Throughout my teaching I
      can show how equality of
      opportunity and diversity can
      be promoted
3.    I can explain the way that
      learning helps economic
      growth

4.    I know my own professional
      values and judgements

5.    I can explain the impact of
      my own professional values
      on my teaching and learning
6.    I know the current
      government initiatives that
      impact upon the Lifelong
      learning sector
7.    I am able to explain the role
      and mechanisms for
      Inspection (OFSTED)
8.    I am able to explain the role
      and mechanisms of awarding
      bodies
9.    I am able to explain the role
      and mechanisms of my
      professional body

10.   I am able to explain the role
      and mechanisms of the
      Institute for Learning (IfL)
11.   I can apply regulations and
      principles from the regulatory
      bodies to my own teaching
12.   I am able to explain my own
      role within the regulatory
      framework


6
No. Statement                           Very      Not very Not at all What evidence
                                        confident confident confident do I have?
13    I am able to compare
      different approaches or
      models of evaluation
14.   I am able to explain the
      relationship between
      evaluation and assessment
15.   I can explain the principles of
      quality assurance

16.   I can explain the principles of
      quality improvement

17.   I can explain the role of a
      work team in improving the
      evaluation process
18.   I am able to critically assess
      evaluation data

19.   I can identify the
      effectiveness of instruments
      used to collect and measure
      evaluation data
20.   I am able to evaluate my own
      development needs in terms
      of my professional teaching
      practices
21.   I take up opportunities to
      develop my practice


What actions am I going to take as a result of this skills scan?




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Section 2
Professionalism for teachers in the Lifelong Learning Sector

At the beginning of the 21st Century various inspections, investigations,
assessments and other research was undertaken with the specific aim of
finding out the extent to which teaching and learning in the post compulsory
sector was effective. The focus was on the extent to which lecturers were
effective in teaching their learners, and on the teacher training courses that
provided qualifications for people teaching in the sector. The conclusions
drawn were that the quality of teaching across the sector was inconsistent and
that the vast number of teacher/ trainer courses (over 70) made
standardisation very difficult.

It was generally recognised by the government of the day that learning
throughout life should be encouraged, and that the post compulsory or adult
education sector was ideal for that aim to be realised. The sector needed to
be fit for the purpose. ‘The Lifelong Learning Sector’ has been adopted to
reflect the aim of encouraging learning and/ or up skilling throughout life. This
brings together all of the subsidiary groups: Community Learning, Learn
Direct, Adult Education, Further Education Colleges, Sixth Form Colleges,
independent or specialist providers, silver surfers, and so on…

There are four main advantages to encouraging learning throughout life:
Changing expectations: the school leaving age (currently 16) is not the end of
the educative process, although education may take place in a range of
different places and formats
Mental wellbeing; people who keep their minds active are less prone to illness
Social cohesion; people can develop friendship and collaborative groups
through learning together; it can also be an opportunity to increase
understanding of other cultures and societies
Economic prosperity: in a world of increasingly rapid change the workforce
needs to embrace change and develop the skills and knowledge required to
proactively drive the economy forward.

In 2007 The New Professional Standards was published and a Bill passed
through Parliament the same year that shifted the status and role of teachers
in the Lifelong Learning Sector. In support of this a set of ‘role specific’
training and education was required of teachers new to the sector. The
following link gives a very brief context:
http://www.skillsforlifenetwork.com/?atk=1630
The Institute for Learning (IfL) was recognised as the Professional Body for
teachers in the sector. Teachers in the sector who work on publicly funded
courses are required to register with the IfL and abide by their Code of
Practice. For specific information about the role and scope of the IfL visit their
website http://www.ifl.ac.uk/


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The IfL was tasked with professionalising teachers in the Lifelong Learning
Sector. The great majority of teachers employed in Further Education
Colleges are vocationally competent. This is recognised as a unique
advantage because teaching is undertaken by individuals with competence in
their profession: brickwork, hairdressing, child care and so on. The task of the
IfL was to recognise the dual professionalism of these teachers (e.g. both a
professional hairdresser and teacher) and to encourage the shift in emphasis
from ‘a specialist who does some teaching’ to ‘a teacher of a specialist
subject.’

Personal Professional Responsibility
Traditional professions are those of doctor and lawyer. Professionals have a
very high degree of personal autonomy and are generally self- regulated by a
body of their peers. This means that individuals in the professions are allowed
lots of personal responsibility to make decisions and make sure that they keep
themselves up to date. They are listed or registered with their professional
body and agree to abide by a Code of Practice. It also means that if they do
things wrong they can be investigated by their professional body and their
Licence to Practice withdrawn (struck off). In extreme cases the professional
body can also refer and support charges brought by a court for criminal
activity. The IfL fulfils this role for teachers in the Lifelong Learning Sector.


From the IfL website note down the key features of the Code of Practice that
impact upon you:




There is an argument that the professionalism of teachers in the Lifelong
Learning Sector is compromised by increasing ‘managerialism’ – the amount
of checking, reporting and justification required by organisations for personal
accountability. The following link is a really useful reading to understand the
debate around professionalism and the changing face of the sector since
incorporation in the early 1990s
http://www.leeds.ac.uk/educol/documents/000000104.htm




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Use this box to capture the key points you have discovered about
professionalism and managerialism in the section:




The teacher is responsible for self-evaluation and identifying their own training
and education needs. S/he is also responsible for improving the standard of
their work and making sure their knowledge base is up to date. This applies
equally to pedagogy and subject specialism.
The teacher is required to maintain their ‘good standing’ by working in an
ethical and honest manner in accordance with legislation and good practice.
Teachers have been encouraged to become reflective practitioners; the IfL
have recognised and encouraged this through the framework for making a
formal record of professional updating, or Continuous Professional
Development (CPD). Teachers are required to upload a reflective
commentary into a dedicated space of the IfL website.

The traditional role of the teacher, the context within which teaching and
learning takes place, and the way individuals learn has evolved, and
continues to develop with the competing demands of business and the
improvements in technology. It is important that teachers recognise and
develop different methods of teaching. To be able to develop their teaching
skills teachers need a good understanding of pedagogic processes. The
reader by Kalanis and Cope (2004) - link below is a very worthwhile:
http://docs.google.com/viewer?a=v&q=cache:o7gwbpWO5MQJ:newlearningo
nline.com/learning-by-
design/files/2010/10/DesignsForLearningELearning2004.pdf+%22pedagogica
l+processes&hl=en&gl=uk&pid=bl&srcid=ADGEESgfW2jBsC-
Ki3hYVsQxhVEtKMk2BWBtFIwy3SKg-
XNip7lM1KpGVUFoKrrCo1PWHpzSt3TRiH63FinMinIi5iPRB4spyrBcVbvgjanu
PEovUn-
gAYARsarZLYY3M4XTBxm7et3C&sig=AHIEtbTjgIB39eEPB81nM94AkN9Rzc
NLKQ

The clear shift in emphasis from teaching, to learning has set the learner at
the centre of the process. Learning opportunities revolve around the learner
and the teacher provides the infrastructure for that to happen. This does not
mean that the learner can abrogate or refuse to be responsible for their
learning. Rather the learner has more personal responsibility, both to
participate totally in the activities provided by the teacher, and also to provide
feedback to the teacher if they need more or different opportunities so that
they can be successful.




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LSIS (Learning and Skills Improvement Service) have a useful flowchart
(reproduced below) to show the stages required to develop the independent
learner:

Learner

Passive           Engaged                 Active           Proactive




Instructor         Teacher                Coach            Mentor

Teacher


With reference to the table above:
Take this opportunity to consider your own teaching style and the way that
you change your role to encourage your learners to become independent.
Use Brookfield’s ‘critical lens’ as a model for your reflections – it can be a
really interesting insight into your practice.

Summarise your reflections below:




The following links are very useful in exploring andragogical learning and
teaching methods (usually attributed to Malcolm Knowles).

These two links are really worth exploring widely to help you with your
understanding of the sector and further develop your own teaching skills.

Read from the following links and provide your own definition of andragogic
methods:
http://www.infed.org/lifelonglearning/b-andra.htm
http://www.brookes.ac.uk/services/ocsd/2_learntch/theories.html




Indicate ways in which your own current practice is andragogic:




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Indicate how you could make your teaching even more andragogic:




Celebrating diversity in teaching and learning

It is recognised more than ever before that teaching takes place in a variety of
spaces: the traditional classroom in a University or Higher Education
Institution (HEI), a Further Education college, a sixth for college, at home, in
prisons or detention centres, in community education centres, in a community
hall or in the workplace itself. New technologies bring the Internet with its
depository of accumulated knowledge into the personal environment through
computers and, increasingly, personal communication devices such as mobile
(cell) phones.

The previous reader by Kalantis and Cope (2004) gives an interesting view of
diversity in the design of educational study.

Use the space below to summarise their views on equality and diversity:




How will this impact upon your own teaching?




The methods used to organise the learning experience will vary to suit the
context of the learning space. Learners should be able to decide for
themselves what is wanted or needed, the level and the duration of their
learning and the framework within which learning will take place. Individuals
often need or want a small piece of information, or to master a particular skill
rather than have a protracted course of study – even if that results in a
qualification.




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The use of ICT as a tool and as a resource has enriched formal and informal
learning opportunities. For example if something is not known the phrase
‘Google it’ is a reference to the use of the communal pool of knowledge that
can be drawn upon.

The recognition that individuals have an opportunity and, in many instances a
responsibility to up date their skills and knowledge is reflected in the changing
context of teaching and learning in the lifelong learning sector. The following
report was the government’s response to the Foster Report. The executive
summary is useful as an overview.
http://www.bis.gov.uk/assets/biscore/corporate/migratedD/ec_group/98-08-
FE_on

Section 3

Policy drivers in education and learning

The policy context within which the education of adults takes place is
dependent to a large extent upon the ideologies of the prevailing political
administration and the requirements for economic growth. For example in
England the policy imperatives in the first decade of the 21st Century were for
employability and social cohesion. The link below to the revised strategy
document reflects the increased emphasis on economic growth.
http://www.atl.org.uk/Images/Workforce%20Strategy.pdf
The original policy drivers were heavily weighted towards employability to
enable individuals to be employable and for increased and sustainable
economic growth and prosperity. The original document had a second aim of
social inclusion, possibly as a result of freer migration across the European
Union; courses of study developing social responsibility and Citizenship were
promoted. It would appear that the revised document reinforces the initial aim
of the original document.
At this point it might be beneficial to take a broad look at the economic
landscape and the role of education. The practice of driving down ‘unit costs’
so that products (whether cooking pans or financial services) that people need
can be sold for less than your competitors is initially very attractive. A smaller
profit per unit is more than compensated by the quantity of product sold (mass
produced). If the labour costs can be further reduced by mechanisation and
designing a process that does not need a highly trained or skilled workforce
this further reduces costs (maximising profit). A good example of this in action
is the conveyer belt system for building cars attributed to Henry Ford – each
worker knew his own part in the manufacturing process and was not required
to know, or learn anything else.

Note below any disadvantages with this ‘low skills equilibrium’




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 There are two main disadvantages – you may have thought of others
 This process is always vulnerable to being undercut in turn by a
   competitor. In England this has be demonstrated within a number of
   different manufacturing sectors: textiles, steel, motor vehicle and ship
   building for example.
 The ability to respond to changes in machinery, customer requirements
   and even to take on the role of another worker who is absent for some
   reason is difficult if not impossible without additional training and
   supervision.

A shift in emphasis towards a ‘high value, high skills equilibrium’ creates a
workforce that has a high level of ability to solve problems and adapt quickly
to changes. This workforce supports customers who has very specific
requirements, wants a personalised product, and the fees can be substantially
increased to reflect the specialisation.

The two links below offer further discussion on the low skills and high value
high skills equilibrium – both draw heavily on the work of Soskice and
Finegold in the 1980s and 1990s.

http://www.bis.gov.uk/files/file11007.pdf

http://books.google.co.uk/books?id=lF24fJsUP48C&pg=PA1&lpg=PA1&dq=hi
gh+skills+equilibrium&source=bl&ots=84jKil_MMC&sig=Jv0VxnJKVgSDAAI-
lqDpuPcoUoQ&hl=en&ei=p_PlTZ72Bo6xhAeH073KCg&sa=X&oi=book_result
&ct=result&resnum=4&ved=0CDkQ6AEwAw#v=onepage&q=high%20skills%2
0equilibrium&f=false

Research lead by Tomlinson and later Leitch identified key constituents for
better opportunity for economic prosperity through workforce development.
From this arose the 14 – 19 initiative; encouraging and reinforcing the
expectation that young people in England and Wales would remain in
education or training until at least the age of 19.

Tomlinson also recognised and sought to address the disparity between
vocational subjects and qualification and the more traditional academic
courses of study. In England however the academic ‘A’ level is recognised as
the standard for achievement and access to university.

The Labour administration of the late 1990s and early 2000 strove to develop
an environment, which encouraged widening participation; encouraging more
people to access further, and higher education with more and increasingly
flexible provision. This included defusing the traditional boundaries between
Compulsory, Further Education and Higher Education. Extending the
provision for fourteen and fifteen year olds to be taught in an FE college
environment; incorporating degree or Higher Education Diplomas into FE



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Colleges and Access or professional qualifying courses at Level 3 (A level
equivalent courses) into Universities. ‘Widening participation’ and ‘increased
flexibility’ were common sound bites associated with post compulsory
education as policy used financial incentives to try and address the social and
demographic issues and change attitudes towards life long learning.
Community Learning schemes encouraged learning opportunities for
traditionally ‘hard to reach’ groups. Train to Gain offered incentives for those
in the workforce who did not have qualifications at level 2 (GCSE equivalent)
or in some cases level 3. Funding was available to give qualified status to
areas of the workforce which traditionally was low qualified and low paid. As
part of an EU initiative additional courses in English were made available for
learners for whom English was an additional language. Learning was
incorporated into economic regeneration packages to equip a workforce with
the basic and specific skills and knowledge needed for employment
opportunities. Additional support was offered to learners who were the first in
their family to access Higher Education (part of this was the ‘Aim Higher’
programme). The breadth of study available at Higher Education level
increased massively, particularly in degree programmes in vocational areas
(in comparison to professional qualifications).

The new government administration of 2010 amended this broad initiative.
The emphasis on business and courses of study that are employment
orientated is changing the educational landscape. For young people
apprenticeships will be fostered and vocational courses customised or
withdrawn. The core GCSEs will be reinforced and an English Baccalaureate
has been developed. In England Universities have had their government
funding adjusted to support the curriculum areas of science, technology,
engineering and mathematics. The ability from 2012 to increase tuition fees
for students in England on Higher Education courses means that potential
students need to carefully consider their options.

The most recent report is that published in 2011 by Professor Alison Wolf
A quick review of the main findings can be found in this link:
http://www.education.gov.uk/16to19/qualificationsandlearning/a0074953/revie
w-of-vocational-education-the-wolf-report

A copy of the full report can be downloaded from the web page link below
https://www.education.gov.uk/publications/standard/publicationDetail/Page1/D
FE-00031-2011

Identify any impact issues for your own work or those of your organisation
resulting from the Wolf Report (published: March 2011)




15
Take this opportunity to generally summarise your findings about the policies
in education that impact upon your own work and the sector




It could be argued that learning for its own sake – without a social or an
economic purpose and with no obvious progression to an industry or
profession – has become a victim of policy initiatives

What are your reflections on the statement above?




Section 4

Evaluation and assessment
Courses of study and the performance of teachers and teaching teams is
regularly assessed and evaluated.
This is to provide evidence to regulatory bodies (e.g. Awarding Bodies such
as BTEC/Edexcel and the City and Guilds) and inspection bodies (OFSTED
and QCA for example). It also helps the organisation to improve the quality
and efficacy of provision. There is a difference between assessment and
evaluation that needs to be carefully understood; as does the relationship
between these two terms.

Assessment is a judgement of something. In best practice assessments are
based upon set criteria. These criteria are published and known by the
assessor and the individual or group who are going to be assessed. In the
context of assessment of a course or programme of study the selection of
criteria and the environment within which the assessment is made can cause
the assessment to be subjective rather than objective. There is frequent
debate, especially within course teams about the reliability and validity of
course assessment data. A number of variables can be said to skew the
results.
There are some data that can provide greater objectivity: the results of exams,
especially those that are externally administered of externally moderated. This
can indicate the quality of the learning if the results are graded. The number
of learners who achieve year on year and the number of learners who are




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retained on a course can indicate a trend over time and also indicate the
quality of the provision.

List those issues that you think might affect the attitude of teachers and
learners towards a course of study:




Some of the issues are discussed below; you may have thought of others:

Teachers express anxiety that learners know what good teaching and learning
looks like therefore how they can make a judgement.
Teachers who want to provide a broader educational experience may feel
they are unfairly assessed by learners who are driven by the requirements of
assessment (‘if I’m not going to be assessed on it I don’t want to learn about
it’).
Learners are asked to complete a questionnaire about their course at the
same time as they are under pressure to revise for a terminal exam, of submit
final pieces of work for summative assessment.
Learners are asked to complete the course assessment by a tutor with whom
they have a great/ poor relationship.
The survey questions are examined and explained by a member of staff prior
to being completed by the learner group (do you remember when…?)
Learners are overwhelmed with simultaneous requests to complete forms,
questionnaires and surveys for the different facilities and faculties with whom
they have interacted.
The course review is offered at the end of a session immediately prior to lunch
or the end of the day or just after an uncomfortable discussion with a staff
member.
Learners are invited to participate in a focus group – there is the potential for
the group to be dominated by a particularly vocal person or subgroup.
Individuals who wish to voice a contradictory view may not have the
opportunity or feel sufficiently safe to do so.
The small size of the group skews the data when expressed in terms of a
percentage.

The Learner Voice
As part of the evaluation and quality improvement process one of the lenses
for critical evaluation is that of the learner experience, as Brookfield’s critical
lens model of reflection would confirm. A short explanation of the learner
voice is offered in the following link:
http://www.excellencegateway.org.uk/page.aspx?o=114427


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This following document reports on research over a three year period. It
establishes the importance of ‘the learner voice’ in developing the quality of
provision in terms of both curriculum content and pedagogic processes.
http://www.excellencegateway.org.uk/pdf/A1183.pdf


Consider and explain how the ‘learner voice’ is captured in your own
organisation:



How does the data obtained feed into the quality cycle for your organisation?




Benchmarking standards and improving practice
There are a number of organisations that were set up to support organisations
to evaluate their provision and improve practice in teaching and learning.
Some of those have amalgamated or ceased to exist since the new
government of May 2010.
The work that had been undertaken, some of which has already been
discussed in this document, is generally available in archived form on the web
– it may require slightly more concentrated searching than previously.
The Qualifications and Curriculum Authority (QCA) were originally tasked with
overseeing, authorising and slimming down the vast number of individual
qualifications on offer to learners in England and Wales. Committees were set
up to produce a National Qualifications Framework –
http://www.courtauld.ac.uk/degreeprogrammes/documents/NQF.pdf
And subsequently the Qualifications Credit Framework (QCF)
http://www.ofqual.gov.uk/qualification-and-assessment-framework/89-
articles/145-explaining-the-qualifications-and-credit-framework
The links above will help you understand the aim of identifying the similarities
and differences between levels and types of study with the ambition of being
able to recognise prior achievement in new courses of study – rather than
require learners to do something over again.

To develop qualifications and courses that met the needs of employers
National Training Organisations (NTOs) were set up and National
Occupational Standards (NOS) were established. NTOs had representatives
from government, education and training and the appropriate business or
industry to develop national standards (NOS) that would be incorporated into
courses and be more appropriate for employability.




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One of the more comprehensive sites with a range of suggestions for
improving personal and organisational practice can be found at the link below:
http://www.excellencegateway.org.uk/page.aspx?o=127639

Principles and models of evaluation
The evaluation process

In comparison to assessment, evaluation is a qualitative tool; in best practice
evaluations use valid and reliable data from a range of sources. It is essential
to ensure that evaluations are based upon reliable and valid data
(http://writing.colostate.edu/guides/research/relval/ offers a really
straightforward definition of both validity and reliability.)

Construct your own definitions for reliability and validity – with reference
specifically to course review and evaluation




 The links below offer a breadth of reading about the use of evaluations in
education.

http://www.infed.org/biblio/b-eval.htm
http://www.ifets.info/journals/5_2/eseryel.html

Evaluation: the extent to which something is successful, or has improved.
Evaluation is an interpretation of data and is expressed qualitatively.

Models of reflective practice (as described by Gibbs, Brookfield, Kolb etc.) can
all be used to support the evaluative process. A model of evaluation which is
commonly recognised is Kirkpatrick’s model
http://www.businessballs.com/kirkpatricklearningevaluationmodel.htm

The link below offers a brief summary of a range of different models of
evaluation that you might wish to investigate
http://www.edtech.vt.edu/edtech/id/eval/eval_models.html

Identify the model(s) of evaluation used by your organisation




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Section 5
Models of quality improvement
http://www.businessballs.com/qualitymanagement.htm
 offers a number of different models of quality improvement. Most of them
have elements of the reflective cycle or mimic models of action research.
Most of the common quality improvement models have their origins in
business, however they translate quite well into education and learning.

Research two models of quality improvement, note down the main features of
each and how the model could be applied to your own area of work
Name of quality improvement model:


Key features



Application to my work




Name of quality improvement model:


Key features



Application to my work




Promoting quality improvement
Organisations have a range of mechanisms to improve the quality of
provision. Some of these are associated with quality assurance which
includes statutory requirements such as OFSTED inspections and verification
procedures or national sampling. Other mechanisms are designed to support
individuals and teams to improve the quality of their provision.

Quality improvement opportunities in learning organisations can generally be
recognised as supportive. For example: opportunities to share good practice,



20
including (for the purpose of improving your own teaching skills) observing
peers teaching; discussion groups within communities of practice to consider
curriculum developments and evaluating the extent to which a qualification, or
a method of teaching and learning continues to be fit for purpose; listening to
and acting upon feedback from stakeholders – particularly finding out what
they would like to experience more often so that it can be planned in to future
programmes; developing ‘service agreements’ to manage the expectations of
those who are involved in the organisation and the learning programme.

Suggest ways in which your own organisation could improve or develop the
support mechanisms to improve the quality of provision




Teachers need to recognise that they are accountable for their actions and
their inactions which impact directly on the quality of the provision.

Quality assurance is more frequently associated with the various regulatory
bodies and is checked and measured to ensure that quality is being
maintained or improved. This is generally recognised as an assessment
activity designed to check that standards are being maintained and that
organisations and their employees are adhering to procedures and protocols.
There is usually an expectation of evidence to support good practice, and that
awarding body, or Inspection requirements are being met, including those of
Self Assessment Reports

This link to the guide for inspections during the current cycle provides some
interesting information to help prepare of OFSTED. It also gives an interesting
insight into the expectations of the Further Education sector, including why
data collection and reporting is so important. The full handbook and a
summary is available from this site. It is worthwhile to spend some time
exploring this publication because of its impact upon organisations that come
under OFSTED regulations.
http://www.ofsted.gov.uk/Ofsted-home/Forms-and-guidance/Browse-all-
by/Other/General/Handbook-for-the-inspection-of-further-education-and-skills-
from-September-2009




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Section 6
Reflect upon the research you have done during this unit and the impact
policy drivers and quality initiatives have on your own organisation and
working practices.

Summarise your thoughts:




With reference to the IfL website identify your next steps in terms of your
professional development




Consider your own responsibilities for developing your curriculum area,
organisation and yourself.

Identify ways in which you might need to develop yourself, and your own
practice: as a teacher, a course leader or in course development so that you
can improve your provision.




How does/ could your organisation help and support you?



What are the tensions and opportunities for your curriculum area that result
from recent policy initiatives?




What personal professional development do you feel that you may undertake
as a result of your research for this unit?




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Section 7
                             Assessment activities

Artefact one

Observation of Practice
You will need to plan and request an observation of your practice during this
module.

Artefact two

Work Based Learning File
Discuss the following points with your subject mentor acting as a ‘critical
friend’. Construct a reflective commentary that summarises the discussion
between you and identifies actions arising from it. Both you and your subject
mentor will need to sign and date your commentary to confirm it as a true
record.

    identify the core principles of professionalism (1.1)
    analyse and record how your own professional values and your own
     judgements affects the way you present yourself in the teaching and
     learning environment (1.4)
    Identify ways to implement statutory requirements into own teaching and
     area of specialism (2.3)
    Analyse the responsibility that you as a teacher have to the statutory
     requirements (2.4)
    Discuss and identify ways in which equality and diversity can be further
     implemented within your teaching. Record why it is important (1.2)
    Indicate where and how you work with others and carry out your role as a
     member of a team (4.1)
    Discuss in what ways and to what extent you are successful in improving
     the quality processes of your organisation. Specifically in the evaluation
     process (4.1)
    Identify and plan for own professional development (5.1, 5.2).

Artefact three

Written response 1
Undertake a review of current literature to construct a Journal article that
considers the political and legislative framework within which teachers and
trainers work. Ensure that you investigate and comment upon the following as
a minimum:
     Identify the current government policies and initiatives (2.1)
     Discuss the impact on your teaching and your professional role of
       Inspection regimes (e.g. OFSTED) and regulatory bodies (e.g.
       Awarding Bodies, QCA, IfL, legislation etc) (2.2, 2.3)


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        Analyse your own responsibilities in the matters in ii. (2.4).
        Discuss the ways that learning assists in economic growth and in
         community regeneration (1.3)
        include the importance of recognising equality and diversity issues
         (1.2)and
        the implications your own personal and professional values to your
         teaching (1.4)

Written response 2
Use ICT to create a ‘handbook for new tutors’ this can be either an e-book or
a hard copy.
The book must cover the following points:
    The differences between assessment and evaluation (3.2)
    Compare at least 2 different principles of evaluation (3.1)
    Explain how evaluation helps models of quality assurance and informs
       quality improvement (3.3)
    Explain the role of evaluation in assuring and improving quality
       provision (3.3)
    Analyse the role that evaluation plays in Quality Assurance (3.3)

        Drawing upon your own teaching and learning evaluate the reliability
         and validity of the methods you use to collect data about the quality of
         your provision and comment upon the results that you collect (4.2)
         Include this piece as the introduction for your handbook.




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                            Self Assessment Grid

                      2.3 Wider Professional Practice

Criteria                                  location Self assessment /
                                                   evaluation
Artefact One
Observation of practice
Observer’s report
Subject Mentor’s Report
1.1 Discuss key aspects of
professionalism in the context of the
Lifelong learning sector.
1.2 Explain ways in which equality of
opportunity and respect for diversity
can be built into teaching and learning
practice.
1.4 Analyse the impact of own
professional values and judgements
on teaching and learning.
2.3 Interpret ways to apply relevant
statutory requirements and
underpinning principles in relation to
teaching own area of specialism.
2.4 Analyse own responsibilities in
relation to the above
4.1 Work with others to develop and
improve the effectiveness of
evaluation processes.
5.1 Evaluate own approaches,
strengths and development needs, in
relation to professional practice.

5.2 Plan and take up opportunities to
develop and improve own wider
professional practice.

Artefact three
Written Response One
1.2 Explain ways in which equality of
opportunity and respect for diversity
can be built into teaching and learning
practice.
1.3 Discuss the contribution of
learning to personal development,
economic growth and community


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regeneration.
Criteria                                 location Self assessment /
                                                  evaluation
1.4 Analyse the impact of own
professional values and judgements
on teaching and learning.
2.1 Discuss the implications and
impact of government policies on
teaching and learning in The lifelong
learning sector.
2.2 Discuss the roles of regulatory
bodies and systems and inspection
regimes in the operation of the
Lifelong learning sector.
2.3 Interpret ways to apply relevant
statutory requirements and
underpinning principles in relation to
teaching own area of specialism.

2.4 Analyse own responsibilities in
relation to the above
Written Response Two
3.1 Review and compare a range of
principles and approaches to
evaluation.
3.1(a) Explain differences and the
relationship between evaluation and
assessment.

3.2 Analyse the role of evaluation
within quality assurance to inform and
promote quality improvement.
4.2 Evaluate the validity and reliability
of data collected and the
effectiveness of the methods
/instruments used, with reference to
own learner(s).
General comments about the module and module assessment.
Reflect and evaluate what you have learned during this module of study.
How will you use the information and skills that you have acquired in your
own teaching practice?




26
       2.3 Wider Professional Practice Lesson Evaluation
Lecturer: _________     Date: ____________ Location: ________________

Course group and level __________           No. on register:_____ Nº present:
_______

A    Prior to the Teaching Session

Points for Consideration                   Comments
Professionalism
Identify methods that you use to
demonstrate and encourage
professionalism during your teaching
(1.1)

Others
What interactions have you had with
colleagues or support staff (before,
during or afterwards) to support this
session? (2.2, 4.1,4.2,5.2)

Learning Outcomes
 In what ways have you increased
   the promotion of equality and
   diversity within your teaching
   during this session? (1.2)



B    During the Teaching Session

Points for Consideration                    Comments
Content
In what ways has your own confidence
in your ability as a teacher been
demonstrated during this session?
How has this affected the quality of the
learning environment? (1.4, 2.4, 5.1)

How has your recognition of statutory
responsibilities been demonstrated
through your behaviour or that of your
learners during this session? (1.4,2.1)


27
What did you offer to stretch the most
able learners during this session? (1.2)

Points for Consideration                  Comments
Feedback
Give two examples of feedback from the
learners during this session that shows
you have promoted equality and
diversity into the teaching session (1.2)

Student Activity
To what extent were you successful in
encouraging your learners to challenge
themselves? What evidence can you
draw upon to show that this happened?
(1.1- 1.3, 2.1, 2.4)

C    At the End of the Teaching Session

      Personal Professional                Areas that could be Improved for
           Development                                 next time
What impact issues will you
consider when developing the next
session? (5.1, 5.2)


What opportunities will you take as
a result of evaluating your
performance?
(5.1, 5.2)



How to submit your assessments


Make sure that you have completed all the required components for your
assessment before you submit them

1. Author Declaration Form – signed and dated
2. Lesson observation –
      a. For blended learning candidates submit your Lesson Observation
         Report Form
      b. For distance learning candidates:



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                 i. submit the observation electronically on a disc, memory stick
                    or SD card
                ii. submit the required learner participation agreement forms
3.   Teaching file with the required lesson/ session plans
4.   The unit lesson/ session evaluation forms (minimum of three)
5.   Written response (essay/ assignment/ reports/ work products)
6.   Completed Self Evaluation Form
7.   Completed unit workbook

Please use Recorded Delivery and post parts 1 and 2 to:
Andragogic Learning Ltd
Suite 32 The Coach House
Worting Park
Church Lane
Basingstoke
Hampshire
RG23 8PX

Please e-mail parts 3 – 7 to
info@andragogiclearning.com

You will receive feedback on your assessment and have one opportunity to
resubmit work that does not fulfil the requirements of the Professional
Standards.




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