Skills for Life Improvement Programme Professional Development Planning for literacy, language and numeracy The Skills for Life Improvement Programme is delivered on behalf of the Learning and Skills Improvement Service by CfBT Education Trust and partners CfBT Education Trust 60 Queens Road Reading RG1 4BS T: F: E: W:

Skills for Life Improvement Programme Key messages This is a list of key good practice messages from the Skills for Life Improvement Programme national professional development planning report of 2007/08.

Skills for Life Improvement Programme 1. Make sure that learners have access to literacy, language and numeracy specialists Offer the highest possible quality of teaching and learning to all learners who have literacy, language and numeracy needs. This means employing qualified, skilled literacy, language and numeracy teachers in key roles, even where it might not be statutorily or contractually required.

Skills for Life Improvement Programme 2. Review staff profile, job descriptions and recruitment processes Review the staff profile in relation to a whole organisation approach to literacy, language and numeracy. This will involve reviewing job descriptions for a range of job titles (for example ‘trainer’, ‘tutor’, ‘assessor’ and others), recruitment processes and selection criteria. Clarify roles and responsibilities, especially around the distinction between teaching and supporting. Where the role involves teaching literacy or numeracy or ESOL indicate this clearly in the job description. Be aware of the implications of this in terms of staff experience, qualifications, remuneration and training.

Skills for Life Improvement Programme 3. Work towards specialisation within teams Review roles which currently require staff to teach or support two or three ‘Skills for Life’ subjects; consider how to develop further specialisation within teams.

Skills for Life Improvement Programme 4. Address under-specialisation in numeracy Prioritise the training and qualification of numeracy teachers, tutors and trainers to redress the imbalance.

Skills for Life Improvement Programme 5. Collect and use staff LLN data Develop Management Information Systems which capture appropriately detailed data on staff members’ literacy, language and numeracy (LLN) qualifications and CPD, for example their personal English and Maths qualifications and literacy, numeracy and ESOL subject specific qualifications. Use LLN information from MIS reports to inform appraisal and review, interview preparation and feedback on teaching.

Skills for Life Improvement Programme 6. Identify appropriate literacy, language and numeracy training for key and functional skills teachers as well as Skills for Life teachers Ensure that key and functional skills teachers have sufficient expertise in Maths (numeracy) and English (literacy/ESOL) to fulfil their roles effectively. Key and functional skills teachers will benefit from holding literacy, language or numeracy teaching qualifications - or equivalent.

Skills for Life Improvement Programme 7. Offer all staff the opportunity to work towards the appropriate level of personal Maths and English (and ICT) for their role. Take the lead on promoting Maths and English among all staff. Offer staff encouragement, support and in-house courses to develop their Maths and English. Review recruitment, assessment and development procedures with regard to English and Maths. State in recruitment and staffing policies that there will be an expectation for all staff to work towards gaining an appropriate level of Maths and English for their role. In education and training organisations - aim for a minimum Level 2 for everyone on the staff.

Skills for Life Improvement Programme 8. Support staff through initial teacher training, professional formation and application for QTLS (ATLS) Support new, inexperienced and unqualified staff through initial teacher training, professional formation and CPD recording for literacy, language and numeracy, including identification provision of appropriate professional supporters or mentors.

Skills for Life Improvement Programme 9. Develop appraisal and CPD systems Ensure internal systems and processes fit with Institute for Learning requirements for CPD and professional formation. Link current practice in staff development, appraisal and other reporting systems to the Institute for Learning Reflect cycle. Monitor which staff have joined and registered with the Institute for Learning for CPD and make appropriate plans for appraisal and review processes, mentoring or peer support systems.

Skills for Life Improvement Programme 10. Develop a culture of reflective practice Show leadership in working towards a reflective approach to CPD. Encourage staff to move away from simply listing hours of CPD. Use existing tools to support staff, for example, the National Centre for Excellence in Teaching Mathematics, the National Teaching and Learning Programme and the Institute for Learning tools for self-assessment and reflection.

Skills for Life Improvement Programme 11. Management of PDP for literacy, language and numeracy Ensure there is a management post which includes formal responsibility for literacy, language and numeracy professional development planning.

Skills for Life Improvement Programme 12. Be informed and connected Keep informed about changes in teaching/training and support qualifications, QTLS/ATLS and professional formation, the CPD cycle, local provision of teacher training and wider changes such as the introduction of diplomas, functional skills and the foundation learning tier. Connect with the Institute for Learning (IfL), Lifelong Learning UK (LLUK) as well as regional sources of information and funding for literacy, language and numeracy development.

Skills for Life Improvement Programme Contacts Add contact details here: Presenter Address Presenter Telephone (optional) Skills for Life Improvement Programme Office Contacts: CfBT Education Trust Tel: