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CPD for Learning Support Practitioners: Supporting Inclusion for Learners

This workshop explores the nature of learning support in various contexts, identifies the significance of learning support in supporting the inclusion agenda, and experiences the materials produced for the CPD of Learning Support Practitioners.

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CPD for Learning Support Practitioners: Supporting Inclusion for Learners

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  1. CPD CONTINUATION PROJECT CONTINUING PROFESSIONAL DEVELOPMENT FOR LEARNING SUPPORT PRACTITIONERS

  2. How CPD for Learning Support Practitioners support inclusion for Learners? Workshop Intended outcomes: Explore the nature of learning support in various contexts Identify the significance of learning support in support of the inclusion agenda Experience the materials that have been produced for the Continuing Professional Development of Learning Support Practitioners; Supporting the Learner Journey

  3. People Bingo! Ice Breaker

  4. LLUK National Occupational Standards for Learning Support Practitioners 2007 Research has shown that employers wish to define the learning support role more clearly and to identify how the role can vary from one context to another Practitioners also wish for clarity and opportunities to progress in their roles. (LLUK Learning Support Role Description, November 2007).

  5. Supporting the Learner Journey Supporting the Learner Journey is a CPD Framework dedicated to the personal and professional development of Learning Support Practitioners (LSPs) and aims to provide: Professional development which will meet the needs of learning support practitioners who work in with a range of learners and in a variety of contexts Recognition of the worth and value of these essential and varied roles through training and continuing professional development. (The South West Workforce Development Partnership, November 2007).

  6. Key Messages from Research An induction programme to allow new Learning Support Practitioners to become operational prior to supporting learners. A Framework which starts at Level 2. Differentiates CPD and training needs based on prior and current knowledge, skills and experience. Individualised CPD pathways and progression routes. CPD in both learning support and care of the learner. CPD provision in specialist areas of learner and learning support. APEL of non-accredited training. Accredited training and CPD which reflects the range and variety of the support roles and functions Embedded CPD provision within day-to-day working involving mentoring and observation. Professional discussion within review and appraisal processes.

  7. Structure of the CPD Framework The Framework comprises of: Two modules Each module is made up of individual units

  8. Module One: The Generic Coreat Levels 2 and 3 Unit 1: CPD Introduction and Review (Mandatory) Unit 2: The Professional Role and its Boundaries: working safely and legally Unit 3: Safeguarding: children and vulnerable adults Unit 4: Initial Assessment and Barriers to Learning Unit 5: Introduction to Communicating with Learners with Specific Difficulties Unit 6: Introduction to Personal Care Unit 7: Using Technologies to Support Learning (Level 2)

  9. Module Two: Specialist Coreat Levels 2 & 3 Unit 1: Strategies for Supporting Learners with Challenging Behaviour Unit 2: Strategies for Supporting Learner with dyslexia, dyspraxia, dysgraphia, dyscalculia, dysnomia. Unit 3: Strategies for Supporting Learners with Mental Health Issues Unit 4: Strategies for Supporting Learners in the Autistic Spectrum: ADHD, Tourette(s) Unit 5: Strategies for Supporting Learners with Sensory Impairment Unit 6: Strategies for Supporting Learners with Physical Disabilities Unit 7: Applying Technologies to Support Learners (Level 3)

  10. Evaluating CPD and Training Needs CPD needs will be determined through initial and self-assessment. An Individual Progression Route Planner is provided to determine which units should be completed and the Level at which LSPs will work. There will be discussion and agreement with line-managers who will make the final decision.

  11. In addition: Self-directed Study to aid reflection and to reinforce learning Allocation of Total Learning Time Credit Value (QCF Values) It is intended that these credits would contribute APEL towards: LLUK National qualifications from 2010 A level 2/3 award A Certificate in Professional Development awarded at Level 4 and progression to a Foundation degree award from HE institutions

  12. Resources to Support CPD A CPD Handbook and Unit Learning Resource covering each unit A Website and Learning Management System USB Memory Sticks

  13. Group Activities

  14. “ The background of evidence would suggest that LSAs employed in SLD…now, more than ever, require a nationally recognised job description, together with appropriate career opportunities, salaries and access to accredited training that is relevant to their practice.” Richard Aird - Support for Learning (2000)

  15. CPD Continuation Project Intended OutcomesNovember 2008 to August 2009 Develop a programme of learning to train appropriate staff to deliver all aspects of the Supporting the Learner Journey Package (Train the Trainer) Deliver all units across the south west hub of the SWWDP (Programme of Delivery) Work in partnership to achieve accreditation opportunities for learning and achievement gained through Supporting the Learner Journey

  16. Development Plan for the Production of the Trainer Pack Jan ’09 1st draft of the Trainer Pack written Part A General Information and guidance Part B Specific information and guidance for each unit Feb/March ’09 Delivery of the 1st Train the Trainerworkshop March ’09 Delivery of the 2nd Train the Trainer workshop Gathers ideas, views and opinions from potential trainers from both workshops to advice the content and design of Trainer Pack. March/July ‘09 Development of the Trainer pack with any extra essential details e-mailed to each trainer before they are due to deliver on the CPD deliver days that they have agreed and planned for. Details also e-mailed to independent moderator April/July ‘09 CPD delivery days delivered by a maximum of 4 trainers per day. When a potential trainer is not delivering they will be observing the session to identify 1. How the content of the unit could be improved 2. How the delivering trainer could improve their delivery 3. How well the information and guidance given so far has supported effective delivery of the unit 4. What more/different information and guidance should be included in theTrain the Trainer Pack for future delivery support May/July ‘09 Independent moderator observes selected sessions and conducts a desktop analysis to identify how the Pack could be improved August ’09 - All feedback is considered, the Trainer Pack is edited and published

  17. Evaluation: What went well?

  18. Even better if?

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