1. “The Lewisham Edge Project: An apprenticeship model for in-service vocational teacher training” Lewisham College Edge Foundation London South Bank University

2. Vocational learning Edge funded research review... Practical and vocational learning continued to be seen as second best Routes into higher education from vocational learning remained poor Vocational learning processes were under- researched We knew relatively little about what works in vocational education 2

3. Vocational teaching, learning and assessment Supply of practical skills teachers was hugely inadequate Inspection grades for vocational teaching were lower than for academic classes Existing methods of teacher training did not appear to properly fit the needs of vocational teachers The current routes to the qualifications appeared to be a barrier to new recruitment. Many in-service trainees struggled with the course assessment There were few accredited CPD opportunities designed for vocational teachers. 3

4. Lewisham stakeholders  Employers wanted new teachers to be  Inspection ready  Skilled in subject specific pedagogy and delivery  Flexible – able to teach across a range of learners  Responsive to CPD requirements  Trainee teachers wanted their training to  Focus on teaching skills  Be personalised or customised to their needs  Focus on work based subject specialism  Be practical 4

5. LSBU/Lewisham Programme In-service teacher training is work based learning Assessment is compelling if it is based on authentic work based practice and experience Employers are responsible for teacher training as CPD Subject specialist mentors are the key localised teacher trainers The ITT programme supports teacher training that is personalised, carefully planned and linked to the professional work context The ITT programme provides a centre for the cross- fertilisation of ideas and development of study skills - theorisation-through-reflection and practical innovation 5

6. LSBU/Lewisham Programme Professional development plan– customisation and planning with mentor contribution Micro-teaching labs and e-learning embedded Subject specialist mentors – managed by employer, involved in assessment Practical assignments based on actual - work based delivery Graded assessment of teaching and assignments “Practice Bank” - dynamic portfolio of evidence, certificate includes transcript Mentor training and coordination 6

7. The challenges Teaching of “theory” in vocational workshops, salons and kitchens Developing and quality managing the input from mentors - “every good teacher a teacher trainer” Development of varied and flexible assessment opportunities which reflected the work based experience of trainees Development of the pedagogy – through the apprenticeships model 7

8. Vocational pedagogy Work based learning, apprenticeships and communities of practice – developing expansive workplace opportunities Importance of action research from the start, using humanities base Vocational subject specialism and vocational awareness Teaching in the workshops... In the context 8

9. Assessment Work based learning – work based assessment Wide range of assessment Professional discussion Captured evidence for reflection and in depth reflection Developing writing skills in a variety of ways Identifying the skills they will demonstrate when they complete 9

10. LSBU Certificate in Subject Mentoring (Training the trainers) Observation of teaching – judgement, evidence and impact. Own practice – delivering an outstanding lesson in my subject Supporting and coaching an apprentice teacher 10

11. Building and extending Ann Lahiff and Lorna Unwin evaluation (IoE) Work with LSBU LONCETT investigation into – Mentoring vocational teachers - vocational pedagogy – Support for vocational mentors – Value in vocationalism the complexity of vocational learning and teaching LLUK/SVUK; Ofsted; IQER Skills Commission (Jan 2010) – 4 recommendations related to vocational pedagogy and mentoring 11

12. Still to be done... Working with employers to develop and embed the vocational pedagogy (Expansive learning environments). Building the equality and quality of subject mentoring Communication between tutors, mentors and employers (fora) Systematic embedding of Literacy and Numeracy... Assessment... varied and differentiated APEL varied and accurate... Mentors progress to subject linked PTLLS delivery 12

13. Working together Teaching Beauty Therapy Catering Mentoring Technical language Vocational mentor qualification Employers Vocational PRU London borough training providers 13

14. “…The knowledge craftsmen possess is tacit knowledge – people know how to do something but they cannot put what they know into words.” “Inarticulate does not mean stupid; indeed, what we can say in words may be more limited than what we can do with things. Craftwork establishes a realm of skill and knowledge perhaps beyond human verbal capacities to explain; it taxes the powers of the most professional writer to describe precisely how to tie a slipknot”. (Richard Sennett, 2008) 14