Enhancement of Learning Support More than Courses Plenary and Next Steps!

Enhancement of Learning Support Key Messages from the West Midlands project? Importance of reflection Using time creatively – memory sticks Mentoring? Buddying? Shadowing Learn and Share Impact? Other?

Enhancement of Learning Support What do we know? There is more to developing as a practitioner than going on courses!

Enhancement of Learning Support What do we know? There is gold in your coffee cup!

Enhancement of Learning Support And if we are all short on and money Time We need to make the best use of what we have

Enhancement of Learning Support Key Messages from across the project? An organisational culture whose values and ethos promotes inclusion at all levels. The inclusion of LSAs in the process of developing programmes for professional development. The provision of opportunities for teachers and LSAs to work together to plan, prepare and review learning The effective use of technology to promote learning and independence What else makes a positive difference?

Enhancement of Learning Support Key Messages from across the project? A clear emphasis on the primary functions of supporting teaching and learning and promoting independence in training for LSAs  Effective training for teachers to prepare them to work effectively with LSAs. Training alone is unlikely to produce the benefits necessary if it is not located within a consistent and coherent management structure What else makes a positive difference?

Enhancement of Learning Support Key Messages from across the project? Without a whole organisational approach, with clearly identified roles and responsibilities training is likely to be poorly targeted and lack impact Learning support teams are often a mixture of full-time staff, hourly paid staff and in some colleges, bank/agency staff. the research undertaken for this project suggests that a significant number (just over half) of LSAs are hourly paid, and many are paid on term time only contracts, with implications for, and indeed impact, on access to training. The research also indicated a huge variation in the level of qualifications, skills and experiences of LSAs both on entering the profession, and as a result of ongoing Continuous Professional Development (CPD) once employed for many, the role of LSA is a lifestyle choice, with a number of respondents indicating they do not want to become teachers, but chose their role, in part because it fitted in around their life and family commitments. Respondents, were however equally clear that they view themselves as professional and effective practitioners and would like to be valued as such. Role to promote independence – about getting the level of support right and avoiding over support

Enhancement of Learning Support And Finally! Complete and leave your evaluation form Have a good journey Come to the Conference on March 15th at Warrington business school Stay in touch! Thanks for coming!

Derwen College