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Embedding Literacy & Numeracy at the Eastern Institute of Technology Hawke’s Bay

Embedding Literacy & Numeracy at the Eastern Institute of Technology Hawke’s Bay. Dr Elly Govers. Foundation Education Goals. Goal 1:

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Embedding Literacy & Numeracy at the Eastern Institute of Technology Hawke’s Bay

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  1. Embedding Literacy & Numeracy at the Eastern Institute of Technology Hawke’s Bay Dr Elly Govers

  2. Foundation Education Goals Goal 1: EIT has a portfolio of identified programmes with embedded literacy & numeracy; embedding of literacy & numeracy into programmes is an integrated part of EIT’s quality management processes. Goal 2: Each programme at EIT is part of an explicit learning pathway of programmes, starting at foundation level and leading into employment or study at (higher) degree levels. The application and enrolment process ensures that each student enrols in the most appropriate pathway and at the most appropriate level on the pathway. Goal 3: Each programme at EIT has specific structures in place to support students with respect to foundation skills. These support structures are an integrated component of the design of lower level programmes and become increasingly the responsibility of the students at the higher levels.

  3. Work Streams Work Stream 1: Organisational Model to Support Embedding L&N Work Stream 2: Staff Development Work Stream 3: Student Guidance – started 2010 Work Stream 4: Programme Re-design and Implementation Work Stream 5: Literacy & Numeracy Support for Foundation Learners – completed December 2009 Work Stream 6: Workplace Literacy – on hold Work Stream 7: Evaluation of Foundation Education Project

  4. Project Steering Group: Sponsor (DCEO), Acad. Director, HR Director, Marketing Director (from 2010), Project Mgr, Project Administrator This group is the 2010 Project Mgmt Group Project Mgr Project Admin- istrator WS4 Coordinator – Academic Advisor 1 Learning Services Mgr WS7 Coordinator – Academic Advisor 2 One Literacy/ Numeracy Advisor WS2 Coordinator – Teacher Development Advisor WS3 Coordinator – Internal Contractor Literacy & Numeracy Advisors Literacy & Numeracy Champions; Academic Advisors Academic Advisors Project Management Structure

  5. Organisational Model to Support Literacy & Numeracy Learning Academic Advisors Staff Development Advisors Management Literacy & Numeracy Advisors Literacy & Numeracy Champions Other Staff Guidance Support Staff Tutors Learning Advisors (Learning Services) Students

  6. Share Experiences • What model are you using? • What has worked well/not so well with this model?

  7. Programme Redesign • Programme Team approach, facilitated by Academic Advisor, supported by L&N Champion; • 4-5 sessions; • Define programme objectives, decide where these will be taught, decide on diagnostic/progress assessments; • Strong focus on developmental approach; • Formal approval process coordinated by Academic Advisor.

  8. Programme Implementation • Champion to work with team on putting the plan into practice; • Monitoring by Academic Advisor: regular catch-ups with Programme Coordinator and Head of School; regular feedback from Champion; • Action where needed.

  9. Staff Development 2010 • Literacy course – 80 hours, incl. 10 four-hour sessions; • Numeracy course – 40 hours, incl. 5 four-hour sessions; • NCALE as alternative option; • Monthly sharing sessions; • Monthly two hour workshops on diverse subjects as ongoing PD; • Community of Practice for L&N Champions and Advisors; • Short targeted workshops/support for specific groups; • Encouragement to participate in external PD opportunities; • Leadership course for Managers.

  10. Staff Development Question • How does your organisation encourage people to continue their professional development in L&N after the initial training programme?

  11. Student Guidance • What are the characteristics of an enrolment approach which provides confidence that students will enrol in the most appropriate programme? • What does an effective orientation period for EIT students look like? • What are the study pathways for students who are interested in studying at EIT, and how can the ease of passage along these pathways be optimised? • Who guides students at EIT and how can the effectiveness of guidance be optimised?

  12. 2009 Evaluation – Key Points • Joy of teaching, empowerment, not assuming • Ongoing emphasis needed on shift from deficit to developmental approach; • Develop specialised literacy expertise within organisation; • Need for incentives for ongoing staff development; • Prepare for ‘business as usual’.

  13. Towards 2011 – Actions and Challenges • Development of staff development programme – for new and ‘trained’ staff; • Literacy & Numeracy to be integrated in EIT Graduate Profile (incl. level 4 and above); • Transfer of responsibility for embedding L&N to faculties; • Integration of L&N in systems, processes, practices and self-assessment.

  14. Towards 2011 - Questions • What plans exist in your organisation re: the ongoing embedding of L&N? • What decisions have already been made?

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