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Teachers Qualification Certificate - PowerPoint

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Teachers Qualification Certificate - PowerPoint Powered By Docstoc
					   Update on Teacher
     Qualifications

           John Sutter
LLU+ London South Bank University
         Derby 1st August
       j.sutter@lsbu.ac.uk
                    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
              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
            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
            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
The current landscape
     Range of teacher
     qualifications –
     including legacy
     qualifications

                              Professional
                               qualification
 Professional standards and   requirements
 subject specifications
     Current initiatives
                                  Revision of the
                                     subject
                                  specifications
 Review of the Fento
     standards
                            Research findings /
                            inspection reports

  Functional skills
   debate – new
approaches required      “Equipping our
                         teachers for the
                        future” – teacher
                       qualifications routes
Emerging picture

Institute for
Learning




                                           Professional qualification
                                                 requirements




         Sfl teacher
 qualifications – incl. legacy




                                 standards + Specifications
New routes for teacher qualifications
Outlined in “Equipping our Teachers
 for the Future”
               CPD
               QTLS
     FURTHER QUALIFICATIONS
     INITIAL TEACHING AWARD
   Teacher qualification routes -
          some options

TEACHING                               “PASSPORT” TO
QUALIFICATION    SUBJECT               PRACTICE – Initial
+ SUBJECT SPEC   SPECIALISATION        Teacher Award
QUALIFICATION    FOR QUALIFIED         Learning and Skills
(until 2007)     TEACHERS              (ITALS) + FURTHER
                                       QUALIFICATIONS


                           FAST TRACK “TOP-
                           UP” FOR LEGACY
PROFESSIONAL               QUALIFICATIONS
RECOGNITION                TO QTLS ?
SCHEME (PRLS)
     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
    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 Teacher’s 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
   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
  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
      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)
    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
     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)
    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
          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
        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?
            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

				
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