Tutor Induction
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- Business, Employment & Skills Team
- Provider Tutor Induction
- 2017-2018
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- AGENDA
- • Standards and Expectations / Ofsted
- • Key Dates for Diaries
- • Key Changes for the 2017/18 Academic year
- • Quality Framework / ISO9001:2015 / Processes & Documentation
- • Professional Teaching Standards
- • Observation of Teaching, Learning & Assessment
- • Safety, Health, Equality, Diversity, Safeguarding (Prevent / British Values)
- • Compliance & Continuous Improvement
- • Close
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- • Thank you for your support
- • Ofsted endorsed
- - BES’ clear vision and strategy
- - Partnership working to support more residents to
- access jobs
- - Commissioning of provision to meet sector needs
- - Good outcomes for most courses
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- • Job Outcomes and Progressions
- • Initial Assessment and Progress Tracking More Effectively – (RARPA and IAG)
- The quality and outcomes for Study Programme learners
- • Maths and English outcomes
- •BES need to set clear deadlines for the minority of sub-contractors to improve quickly
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- •Reconciliation Deadlines
- -31 October 2017
- -31 January 2018
- -28 April 2018
- •Self-Assessment Template Submission
- - 25 November 2017
- •Self-Assessment Validation Panels
- - 4, 6, 7 December 2017
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- •Stringent Course Approval process to ensure quality at the start – SOW and Lesson Plan – one per tutor
- •Initial Assessment on all courses – to identify the starting point of learners
- •RARPA – feedback at reviews must demonstrate progress and achievement
- •IAG – link to sector routeways, jobs and businesses, next steps in learning – evidenced in PLPs
- •Professional teaching standards for tutors
- •Provider’s own QA and observation processes
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- •Overview of programme
- •A scheme for each substantial body of learning (eg. each BTEC/C&G unit)
- •SMART aims, objectives and outcomes
- •Sequenced learning activities, teaching strategies
- •Self-directed learning (independent / homework)
- •Range of assessment methods (Self/Peer/Tutor)
- •Opportunities to promote and embed key themes of:
- Equality & Diversity & British Values , Health & Safety, Safeguarding, maths and English
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- •Overview of programme
- •A scheme for each substantial body of learning (eg. each BTEC/C&G unit)
- •SMART aims, objectives and outcomes
- •Sequenced learning activities, teaching strategies
- •Self-directed learning (independent / homework)
- •Range of assessment methods (Self/Peer/Tutor)
- •Opportunities to promote and embed key themes of:
- Equality & Diversity & British Values , Health & Safety, Safeguarding, maths and English
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Walkthrough Standard Documentation
- •Scheme of Work
- •Lesson Plan
- •Personal Learning Plans
- •Reminder about recording RARPA and Progress Tracking
- •Reminder about recording IAG – start, middle, end
- •Group Profile
- •“Building on the starting points of learners” activity
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Building on the starting points of learners
- Choose a course that you deliver
- •Devise up to 3 questions each on maths, English, use of technology, experience of the topic
- •How will you categorise your learner into Advanced, Beginner, Intermediate (A, B, I method)
- •How will you differentiate learning goals
- •What extension tasks will you consider for A learners
- •How will you demonstrate “stretch and challenge” for all learners
- •Peer assess and discuss
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- •Condensed guide to our joint working arrangements
- •ISO9001:2015 principles
- •Appendices and master documents
- •Emphasis on provider quality assurance arrangements
- •Demonstration of web link to QF, appendices and master documentation
- •Include Teaching & Learning section – course approval and observations core documentation
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Observation of Teaching, Learning, Assessment & reviews
- •73% Good or Better (81% 2015/2016)
- •Direct observations by BES showed 62% Good or Better
- •Provider’s own observations showed 95% Good or Better – over-grading potentially
- •Schemes of Work/Lesson Plans not quality assured by providers
- •Maths and English not sufficiently embedded
- •Insufficient “stretch and challenge”
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- •Protocol & Process
- •Visit / Joint Observe / Ratify Providers’ own observation arrangements
- •Direct observation of priority areas e.g. study programmes, English, Maths, Workplace
- •Autumn Term – Priority Visits to New Providers
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Professional Teaching Standards
- •Demonstration of web link
- •BES long term strategy for teaching staff qualifications over 2 – 3 years
- •Provider self / peer assessment and development
- •2018-2019 expectations of tutor qualifications
- •Minimum Level 2 Maths and English qualifications
- •Minimum Level 4 teaching qualification from Sept 2018
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- •An appropriate teaching qualification
- •To teach maths, English, ESOL or SEND it is expected that you have the relevant specialist Level 5 qualification or equivalent
- •Tutors should have a subject specific qualification at least one level above that which they are teaching
- •Tutors to have at least equivalent Level 2 in English and maths
- •Relevant occupational experience
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The Minimum core - Teaching Requirements
- All teaching staff are expected to:
- •develop the reading, writing, communication and mathematical skills of the learners they teach
- •assess learners’ achievement and plan and teach lessons that enable learners, including those who are disabled and/or have special educational needs, to make at least expected progress
- •use a range of approaches to teaching and learning, including information and communication technology (ICT) and educational technology where relevant
- •All staff are therefore expected to have current qualifications in English and maths to a minimum of Level 2 in order to implement the Minimum Core requirements.
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The 2014 professional Standards
- A set of expectations of teachers and trainers with the overall purpose being to maintain and improve standards of teaching and learning, and outcomes for learners. 3 key themes within the standards:
- •Professional values and attributes – for tutors to develop their own judgement of what works and does not work in teaching and learning.
- •Professional knowledge and understanding – develop deep and critically informed knowledge and understanding in theory and practice.
- •Professional skills – develop expertise and skills to ensure the best outcomes for learners
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Informationen
- Beschreibung
- This is compulsory tutor induction for all tutors teaching on South Tyneside Council funded provision.
- Erstellt von
- peter mckenna
- Aufrufe
- 26
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