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Standards Unit The Subject Learning Coaches Programme Clare Killen November 2005.

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Presentation on theme: "Standards Unit The Subject Learning Coaches Programme Clare Killen November 2005."— Presentation transcript:

1 Standards Unit The Subject Learning Coaches Programme Clare Killen November 2005

2 What is the Subject Learning Coaches Programme? Part of the Governments long-term programme of investment and reform for the learning and skills sector – Success for All A strong focus on raising standards in teaching, training and learning comprising: New teaching and learning resources Subject Coaching Networks Professional Training for Subject Learning Coaches The aim is to provide support for organisations as they endeavour to transform themselves.

3 Success for All: 19 th November 2002 LSC leads on Themes 1 & 4 DfES Standards Unit leads on Theme 2 & 3 Meeting needs, improving choice Developing leaders, teachers, trainers & support staff of the future Developing a framework for quality and success Putting teaching, training and learning at the heart of what we do

4 An integrated support programme Resources Networks Learner Success Coaching Training and on programme support from Cohort Leaders, Coaching and Subject Facilitators Regional subject networks Online tutorials and networked communities Support in organisations from managers and other SLCs

5 Curriculum Design Based on: A logic chain The principles of action learning Joyce and Showers definition of peer coaching (2002) Intended to enhance the quality of professional dialogue Accreditation opportunities at Levels 3, 4 and 7 but main objective is to build skills and capacity Supported by tutorials and an e-learning portal

6 Definition of Peer Coaching Peer coaching is a process through which two or more professional colleagues work together to: Reflect upon current practices Expand, refine and build new skills Share ideas Conduct action research Teach one another Problem-solve within the workplace

7 The Standards Unit model for CPD Explain the theory Show an example of good practice Teacher/trainer/tutor practices the new approach Teacher/trainer/tutor receives feedback on their practice No measurable impact on classroom practice Large measurable impact on classroom practice Teacher/trainer/tutor receives coaching Based on research by Joyce and Showers (2002) + + = + =

8 Peer Coaching Model

9 6 core modules Induction Module 1: Focus on self Module 2: Focus on self and subject Module 3: Focus on self and coaching others Module 4: Focus on self in the organisation Module 5: Focus on self and the wider sector

10 Kolbs Cycle of Learning (1991) Concrete experience Formation of concepts and generalisations Observation and reflection Testing implications of concepts in new situations

11 So what is different about this approach? If resources alone could solve the problem … ……we would have solved it long ago The three enablers working in tandem Aim is for long-term, sustainable transformation

12 The E-learning Strategy – Harnessing Technology (DfES 2005) transforming teaching, learning and child development, enabling children and learners of all ages to meet their highest expectations connecting with hard to reach groups in new ways opening up education to partnerships with other organisations moving to a new level of efficiency and effectiveness in our delivery. Four overarching objectives:

13 The E-learning Strategy – Harnessing Technology (DfES 2005) an integrated online information service for all citizens integrated online personal support for children and learners a collaborative approach to transforming teaching and learning a good quality training and support package for practitioners a leadership and development package for organisational capability in ICT a common digital infrastructure to support transformation and reform Six priority areas:

14 Subject Resources Phase 1 Business Construction E2E Science Phase 2 Health & Social Care ICT Land-based Studies Mathematics

15 How can the SLC Programme and e-learning work together? How would you like e-learning to support your subject? How realistic is this? What are the barriers? What opportunities could e-learning afford? Could peer coaching help you to overcome these barriers? What could you do? Imagine you are a practitioner working with colleagues with responsibility for embedding e-learning in one of the 8 subjects currently covered by the SLCP

16 How can the SLC Programme and e-learning work together? An opportunity to show 3000+ practitioners the benefits of e-learning and use of learning platforms Creative use of technology to facilitate communication Opportunities to extend learning beyond the core curriculum Focus areas Discussion fora Linkage to other sector initatives …. and much, much more! www.subjectlearningcoach.net/login

17 The GROW model Whitmore (1992) Goal Reality Options Will Agree topic for discussion Agree specific objective of session Set long-term aim if appropriate Invite self-assessment Offer specific examples of feedback Avoid or check assumptions Discard irrelevant history Cover the full range of options Invite suggestions from the coachee Offer suggestions carefully Ensure choices are made Commit to action Identify possible obstacles Make steps specific and define timing Agree support

18 Goal What do you want to achieve? What would achieving this lead to long term? When would you like to achieve this by?

19 Reality What is the current position? What stops you from moving on?

20 Options What could you do? What else? And what else?

21 Will What will you do? What will be the first step?

22 Star Award Winner 2005 Debbie Wilme Star Award Winner 2005 Debbie Wilme Subject Learning Coach for Exeter-based training provider Education and Training Skills (ETS) My role as a Subject Learning Coach within ETS was created to help achieve the companys aim of improving teaching and learning and Ive had great support from all the people Ive worked with along the way – including the learners. I believe that when coaching is successful, it is a tool for transformation – energising the individual and encouraging them to improve their practice. This award has certainly inspired me and Im very grateful for both the nomination and the help Ive had from my colleagues that made it all possible.

23 Star Award Winner 2005 Debbie Wilme Star Award Winner 2005 Debbie Wilme Subject Learning Coach for Exeter-based training provider Education and Training Skills (ETS) Debbie thoroughly deserves this incredible accolade, said Lawrie Bennett, Group Chief Executive of ETS, who nominated her for the award. She has developed many innovative coaching strategies and lesson plans that have proved very effective in encouraging learners to complete and succeed with their courses. Her motivation, confidence and enthusiasm are inspiring and we are all very proud of her achievement.

24 Standards Unit The Subject Learning Coaches Programme Find out more: Visit the website @ www.subjectlearningcoach.net www.subjectlearningcoach.net Ring the helpline on 0207 297 9281

25 Standards Unit The Subject Learning Coaches Programme Clare Killen Programme Manager Learning and Skills Development Agency Tel: 0207 297 9064 Mobile: 07887 510201 Email: ckillen@lsda.org.ukckillen@lsda.org.uk


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