Lewisham College Edge Foundation London South Bank University

1. “The Lewisham Edge Project: An apprenticeshipmodel for in-service vocational teacher training” Lewisham College Edge Foundation London South Bank University

2. Vocational learningEdge funded research review... • Practical and vocational learning continued to be seen as second best • Routes into higher education from vocational learning remained poor • Vocational learning processes were under-researched • We knew relatively little about what works in vocational education

3. Vocational teaching, learning and assessment • Supply of practical skills teachers was hugely inadequate • Inspection grades for vocational teaching were lower than for academic classes • Existing methods of teacher training did not appear to properly fit the needs of vocational teachers • The current routes to the qualifications appeared to be a barrier to new recruitment. • Many in-service trainees struggled with the course assessment • There were few accredited CPD opportunities designed for vocational teachers.

4. Lewisham stakeholders • Employers wanted new teachers to be • Inspection ready • Skilled in subject specific pedagogy and delivery • Flexible – able to teach across a range of learners • Responsive to CPD requirements • Trainee teachers wanted their training to • Focus on teaching skills • Be personalised or customised to their needs • Focus on work based subject specialism • Be practical

5. LSBU/Lewisham Programme • In-service teacher training is work based learning • Assessment is compelling if it is based on authentic work based practice and experience • Employers are responsible for teacher training as CPD • Subject specialist mentors are the key localised teacher trainers • The ITT programme supports teacher training that is personalised, carefully planned and linked to the professional work context • The ITT programme provides a centre for the cross-fertilisation of ideas and development of study skills - theorisation-through-reflection and practical innovation

6. LSBU/Lewisham Programme • Professional development plan– customisation and planning with mentor contribution • Micro-teaching labs and e-learning embedded • Subject specialist mentors – managed by employer, involved in assessment • Practical assignments based on actual - work based delivery • Graded assessment of teaching and assignments • “Practice Bank” - dynamic portfolio of evidence, certificate includes transcript • Mentor training and coordination

7. The challenges • Teaching of “theory” in vocational workshops, salons and kitchens • Developing and quality managing the input from mentors - “every good teacher a teacher trainer” • Development of varied and flexible assessment opportunities which reflected the work based experience of trainees • Development of the pedagogy – through the apprenticeships model

8. Vocational pedagogy • Work based learning, apprenticeships and communities of practice – developing expansive workplace opportunities • Importance of action research from the start, using humanities base • Vocational subject specialism and vocational awareness • Teaching in the workshops... In the context

9. Assessment • Work based learning – work based assessment • Wide range of assessment • Professional discussion • Captured evidence for reflection and in depth reflection • Developing writing skills in a variety of ways • Identifying the skills they will demonstrate when they complete

10. LSBU Certificate in Subject Mentoring(Training the trainers) • Observation of teaching – judgement, evidence and impact. • Own practice – delivering an outstanding lesson in my subject • Supporting and coaching an apprentice teacher

11. Building and extending • Ann Lahiff and Lorna Unwin evaluation (IoE) • Work with LSBU • LONCETT investigation into • Mentoring vocational teachers - vocational pedagogy • Support for vocational mentors • Value in vocationalism the complexity of vocational learning and teaching • LLUK/SVUK; Ofsted; IQER • Skills Commission (Jan 2010) – 4 recommendations related to vocational pedagogy and mentoring

12. Still to be done... • Working with employers to develop and embed the vocational pedagogy (Expansive learning environments). • Building the equality and quality of subject mentoring • Communication between tutors, mentors and employers (fora) • Systematic embedding of Literacy and Numeracy... • Assessment... varied and differentiated • APEL varied and accurate... • Mentors progress to subject linked PTLLS delivery

13. Working together • Teaching Beauty Therapy Catering • Mentoring Technical language Vocational mentor qualification • Employers Vocational PRU London borough training providers

14. “…The knowledge craftsmen possess is tacit knowledge – people know how to do something but they cannot put what they know into words.”“Inarticulate does not mean stupid; indeed, what we can say in words may be more limited than what we can do with things. Craftwork establishes a realm of skill and knowledge perhaps beyond human verbal capacities to explain; it taxes the powers of the most professional writer to describe precisely how to tie a slipknot”. (Richard Sennett, 2008)