1. Welcome to the West Midlands Region -17 th February 2011 "More than Courses" - Using alternative CPD to Develop Skills and Practice Enhancement of Learning Support

2. Aims for the day  Welcome  Review alternative CPD resources and share experiences of using them  Develop skills and confidence in using technology to support practice and promote learner independence – JISC TechDis  View the online CPD profiling tool, linked to the national occupational standards, from the South East Region.  Listen to a group of learners from Derwen and WNSC talk about their learner mentoring scheme  Network and share experiences  Provide a brief update on the other regional project work, and details of the national conferences  But first...........

3. Enhancement of Learning Support Caption Competition! And the winner is.............

4. West Midlands Regional event Enhancement of Learning Support Reminder – why are we here? How does what we are doing fit with the overall project?  The initial research indicated that a lot of training for LSAs focuses on compliance  Very little is targeted specifically at the “real job”  When asked what training they had found useful, LSAs indicated alternative forms of CPD but...........  Typically these were available at induction, but did not continue beyond  Feedback from managers provided a very similar picture

5. West Midlands Region Enhancement of Learning Support Background to project In the West Midlands, we were charged with: Collating, developing and publishing guidance and protocols on alternative approaches to CPD such as shadowing, mentoring and buddying.

6. Enhancement of Learning Support So what did we do? Input on “reflection”, because we think in order to develop, you need to reflect Innovative ways to use technology – memory stick Developed draft resources for mentoring, shadowing, “Learn and Share” and buddying Created a video for those of you who couldn’t attend In a minute, we will be breaking into groups to talk about what you’ve been doing and to share views and experiences of the draft resources and tools.

7. Enhancement of Learning Support What else has been happening? Involving learners in their own support  South West and North West – developing resources and approaches to enable learners to be involved in managing and directing their own support Trialled 5 resources in the NW –including an Inclusive risk assessment (pre entry learners), a working styles assessment, My study bar (learners with visual impairment), Catching Confidence, a tool designed to involve learners in self assessment and a BSL glossary for Pre Access course for hearing impaired and deaf learners. Learner Reference group has provided detailed feedback and recommendations. For example, for the inclusive risk assessment........

8. Cubicles Lockers Crawl Breaststroke Slippery floor Crawl Dive Swimming Langlearn SLT Services www.langlearn.co.uk Arden College Swimming concept sheet Float

9. Langlearn SLT Services www.langlearn.co.uk Arden College Swimming timeline Get off bus (in car park) Put items in locker Get changed Pay money Walk to swimming baths 1 Get locker fob Shower

10. Langlearn SLT Services www.langlearn.co.uk Arden College Swimming timeline Get into pool Get out of pool Swim 2

11. Keeping Safe Going Swimming Risk Assessment 1 Dangers Where Paying money Name ……………………………………………… Date ……………………………… Unit ………………………………… …………………………………………… worked with me to fill this in Safe actions Getting locker fob Walking to the swimming baths Getting off the bus

12. Dangers Where Safe actions Swimming Getting out of pool Showering Getting in pool 2 Putting items in locker Getting changed

13. Keeping Safe Going Swimming Risk Assessment 1 Dangers Where Paying money Name ……………………………………………… Date ……………………………… Unit ………………………………… …………………………………………… worked with me to fill this in Safe actions Walking to the swimming baths Getting off the bus being hit by a car slipping losing money Walk slowly Stay with staff Keep wallet/ purse in pocket

14. 1.Some learners found it difficult to concentrate on the task 2.Too many steps to work through 3.Did not recognise the symbols 4.Too many symbols to choose from 5.Needs to be person centred 1.Select one activity at a time (cut the timeline into individual strips). Concentrate on 1 sequential step at a time 2.Cut the time line in to strips. Concentrate on 1 sequential step at a time. Progression activity – support the learner to build the steps in the correct sequence of planned activities. Build steps up a bit at a time. 3.Use symbols learner recognises. 4.Only provide a limited number of choices that you know the learner is able to choose from. Slowly build up the choices. 5.Get the learner to choose their own symbols, pictures etc that they recognise. Produce own choice boards and timelines. Feedback from learners: Feedback Recommendations

15. Enhancement of Learning Support London – Audit Tool Indicator 1: The organisation has clear policies outlining the roles and responsibilities of Learning Support Assistants “Do the job descriptions reflect a balance of LSAs’ responsibilities: support to teachers, the curriculum, learners and the organisation?” Does the organisation’s staff development plan target the needs of teachers and managers in understanding their role in co-ordinating the contributions of LSAs?

16. Enhancement of Learning Support London- Audit tool Indicator 2.1: Managers’ and teachers’ management strategies provide clear guidance as to how LSAs should work in their sessions Is the LSA’s contribution included in session plans and individual learning plans? Do teachers manage their teaching so that all learners receive direct teacher attention, when they are working individually or in small groups, as well as input from LSAs

17. Enhancement of Learning Support East Midlands Working together for organisational development  Customised programme derived entirely from LSAs' and teachers' identified needs  The value of developing a shared agenda for the training  LSAs undertake student shadowing exercise to help shape the course content  Outcomes from shadowing observations used to identify development areas  Innovative use of memo to support exchange of views  Main aim - to foster an atmosphere of trust and mutual respect in which LSAs and tutors felt free to exchange their personal views and experiences.

18. Working together for organisational development Enhancement of Learning Support East Midlands To my classroom partner What I think works really well about our work together is To the leadership team The best thing about working in the service is………………. I would be really pleased if..............................

19. Enhancement of Learning Support Other project related activity includes  A web portal to host all information of relevance and interest to LSAs  A professional development network across the Doncaster and South Yorkshire region  A report on the effective management of learning support – West of England College  To find out more or contribute go to http://www.natspec.org.uk/enhancement-of-learning- support.html http://www.natspec.org.uk/enhancement-of-learning- support.html  And come to the national conference!

20. Enhancement of Learning Support National Conference – March 15th  Involving learners in their own support  JISC TechDis and Promoting independent learning through technology  Principal’s perspective- from two grade 1 colleges  Unpicking the velcro  “Going local – creating and managing local training networks”3  “Where to next? LSA career structure and progression pathways”  Learner Voice  The Green Paper  And us!!! To book go to.......... http://www.lsis.org.uk/Services/Events/Pages/EffectiveLearningSupport;th ekeytoqualityandsuccess150311.aspx