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Workforce Development Professional Development Planning for numeracy, literacy and ESOL Policy and context

Workforce Development Professional Development Planning for numeracy, literacy and ESOL Policy and context. March 2009. Underpinning Policies and Research. Skills for Life strategy (Moser Report) Teacher training reform (DfES, 2004, 2007) World Class Skills (Leitch, 2006)

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Workforce Development Professional Development Planning for numeracy, literacy and ESOL Policy and context

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  1. Workforce DevelopmentProfessional Development Planning for numeracy, literacy and ESOLPolicy and context March 2009

  2. Underpinning Policies and Research Skills for Life strategy (Moser Report) Teacher training reform (DfES, 2004, 2007) World Class Skills (Leitch, 2006) Teachers and learners’ studies (NRDC)

  3. Skills for Life Strategy 1997 Schools national literacy and numeracy strategies 1998 Adult learning and report on basic skills in England 1999 A Fresh Start - improving literacy and numeracy (DfEE), the Moser Report, - to improve the literacy, language and numeracy skills of 2.25 million adult learners by 2010 21 recommendations included: Develop intensive training programmes for literacy, numeracy and ESOL (English for Speakers of Other Languages) teachers 2009 Skills for Life: changing lives

  4. Teacher training reform Equipping our teachers for the future (DfES, 2004) FE teachers’ qualifications (England) regulations, 2007 (DIUS) - implemented September 2007 Introduction of professional status QTLS for the full teaching role ATLS for the associate teaching role New ITT qualifications - awards, certificates, diplomas New process of professional formation

  5. World Class Skills World Class Skills (Leitch, 2006) - the vision for the UK The UK commits to becoming a world leader in skills by 2020 Objectives and recommendations include: 95% of adults to achieve functional numeracy - 390,000 to Entry 3; and functional literacy - 597,000 to Level 1; by 2011 Over 90% of people to be qualified to level 2 Skills Pledge for employers

  6. Research into teacher qualifications Skills for Life teachers’ qualifications and their learners’ progress in numeracy - from the teachers’ and learners’ studies (NRDC, 2008) Conclusions included: Experience matters Subject knowledge is of prime importance Both for learner achievement and learner confidence

  7. Workforce strategy for the FE sector2007 - 2012 For all providers and the entire workforce in the broader further education sector Priorities: understand the nature of the workforce attract and recruit the right people retain and develop the workforce ensure equality and diversity 14 outcomes, including: the teaching workforce fully qualified and registered with the IfL information available to help providers plan workforce development Next version of strategy and plan due out in April 2009

  8. Teacher roles The full teacher role - full range of teaching responsibilities; requires extensive range of knowledge, understanding and application of curriculum development, innovation and delivery strategies The associate teacher role - significantly less than the full range of teaching responsibilities; does not require an extensive range of knowledge, understanding and application of curriculum development, innovation and delivery strategies Literacy, Language (ESOL) and Numeracy teachers = the full teacher role Non teaching roles the assessor-verifier role - under review by LLUK (2008/2010) the learning support practitioner role - occupational standards published 2008 and guidance for qualifications and training published 2009

  9. Teacher/trainer qualifications Qualifications for teaching roles - whatever the job title - teachers, trainers, tutors, assessor-trainers, instructors, lecturers Awards, certificates and diplomas (and university titles) DTLLS - Diploma in Teaching in the Lifelong Learning Sector CTLLS - Certificate in Teaching in the Lifelong Learning Sector PTLLS - award in Preparing to Teach in the Lifelong Learning Sector

  10. Literacy, numeracy and ESOL teacher roles, qualifications and training All teachers of literacy, numeracy and ESOL need to be qualified for the teaching role - whatever the programme - discrete literacy, language and numeracy (LLN), embedded LLN, Skills for Life, Basic Skills, Functional Skills, Key Skills, Essential Skills Routes to qualification include: Fully integrated diploma route Partly integrated diploma route Additional diploma route Concurrent diplomas route Combined Literacy and ESOL delivery pathways Entry assessments and preparation programmes

  11. Registration and CPD regulations For teachers who qualified before September 2007 Register with the Institute for Learning (IfL) Demonstrate commitment to CPD (30 hours per year or pro rata) Choose whether or not to apply for Q/ATLS For teachers who qualified after September 2007 Register with the IfL within six months of appointment Complete PTLLS within one year Complete CTLLS or DTLLS within five years Achieve Q/ATLS within five years Demonstrate commitment to CPD Providers keep records of IfL members and their summary CPD submissions

  12. Professional formation and Q/ATLS Candidates submit their professional formation account to the IfL Mandatory elements Approved qualification or equivalent (e.g. GPRLS) Numeracy and literacy skills at or above level 2 Supporting testimony Declaration of suitability Personalised elements Subject currency Teaching and learning Self-assessment

  13. General professional recognition (Learning and Skills) A process by which competent and experienced teachers can be recognised for having professional standing in the workforce One route towards achieving QTLS (Literacy, ESOL and numeracy teachers) or Q/ATLS (all areas of learning) Apply to Standards Verification UK www.svuk.eu

  14. Teachers and trainers for learning for living LLUK developed 3 CPD units for teachers of learning for living and work (learning difficulties and disabilities/LDD) is exploring the feasibility of specialist standards for learning for living and work/LDD teachers (2009/10 project)

  15. Literacy, Language and Numeracy support roles Vocational trainers & trainer-assessors who embed/integrate literacy, language and numeracy in their training Vocational trainers & trainer-assessors who adopt inclusive approaches to literacy, language, numeracy and ICT in their training Learning support practitioners who support learners with LLN needs IAG advisers and others who advise and offer other non-teaching support to learners with literacy, numeracy and ESOL needs Leaders and managers who develop and implement policy for literacy, language and numeracy

  16. Vocationaltrainers & trainer-assessors who embed/integrate literacy, language and numeracy Associate teacher role There is currently no expectation that trainers in the associate teacher role would take responsibility for embedding literacy,language and numeracy 2009/2010 - LLUK development project is exploring the feasibility of appropriate qualifications and training for the associate teacher role Full teacher role - helping learners develop LLN working in partnership with LLN teachers DTLLSwith an optional module on embedding LLN or DTLLS + Developing approaches to embedding literacy, language or numeracy (vocational pathway) Level 5 accredited qualification or DTLLS plus regional CPD on embedding literacy, language or numeracy

  17. Vocationaltrainers & trainer-assessorswho adopt inclusive approaches to literacy, language, numeracy and ICT Full teacher role DTLLS For trainers with pre-reform Cert.Eds and PGCEs New Level 3 Award for teachers in understanding learners and their literacy, language, numeracy and ICT needs (lifelong learning) ( Associate teacher role CTLLS For trainers with CTLLS and other pre-reform training qualifications - LLN personal development and application of understanding: New Level 3 Award for teachers in understanding learners and their literacy, language, numeracy and ICT needs (lifelong learning)

  18. Learning support practitioners Generalist role - learning support practitioner Level 3 Certificate in Learning Support - some units may be taken at L2 Level 2 Award in preparing to support learning Level 3 Award in preparing to support learning First courses likely in autumn 2009 Specialist role e.g. specialist learning support practitioner (Care); specialist learning support practitioner (Numeracy) - qualifications not yet available In development; consultation with employers under way

  19. IAG advisers and other non-teaching support roles Specialist IAG (or other) qualifications + awareness-raising, signposting and supporter training/qualifications Level 2 Certificate in Learning Support Level 2 Award in Literacy, Language, Numeracy and ICT Awareness L2 Maths and L2 English ‘Move On’ programmes - i route - encouraging others to improve their skills Non accredited awareness-raising

  20. Leaders and Managers SfLIP modules for managers:- Embedding literacy, language and numeracy: policy, context and implications for leadership and management Literacy, language and numeracy in observation of teaching and learning Embedding literacy, language and numeracy in the curriculum Literacy, language and numeracy in the Self Assessment Process LLN awareness raisin g for managers - regional variants

  21. Further Information Lifelong Learning UK www.lluk.org Standards Verification UK www.svuk.eu Institute for Learning www.ifl.ac.uk Move On www.move-on.org.uk Skills for Life Improvement Programme Professional Development Planning www.sflip.org.uk

  22. Training and CPD course information To find out about courses and CPD To promote your own courses and CPD Skills for Life network website www.skillsforlife.com talent website www.talent.ac.uk LLUK National Reference Point nrp@lluk.org 020 7936 5798 www.lluk.org - projects section

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