Tutor Induction

Tutor Induction

• Business, Employment & Skills Team
• Provider Tutor Induction
• 2017-2018

Tutor Induction

• 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

Ofsted Feb 2017

• • 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

Need to improve

• • 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

Key diary dates

• •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

Key changes

• •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

Schemes of Work

• •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

Lesson Plans

• •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

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

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

Quality Framework 2017/18

• •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

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”

Observations 2017/18

• •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

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

Tutor qualifications

• •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

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.

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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