1. Teaching and Learning AELP Stakeholder Event 29 th November 2011 – Dissemination of the Chief Inspector Annual Report

2. Objectives  To review proposed CIF for Teaching and Learning and to discuss implications for organisations  To consider what is required to deliver ‘Brilliant Teaching’ as identified by Institute for Learning  To identify tools to support and develop staff to become brilliant teachers

3. THINK POINT What is more important, having a planned lesson or having a lesson plan?

4. Planned Lesson or Lesson Plan  There is a clear correlation between a planned lesson and the quality of teaching and learning  Does having a good lesson plan necessarily ensure that the teaching and learning is of high quality?  One HMI stated:  “We are not looking for the best lesson plan we can find. We are looking for the best learning that inspires each learner and ensures their particular needs are met.”

5. Rationale for Change?  Standards of teaching, learning and assessment are getting worse not better  Self assessment of teaching and learning too often is not accurate  Variations in the standards of teaching and its impact on learning can be very wide especially between subject areas  ‘Out of the 312 learning and skills providers we inspected this year, only 15 were judged outstanding for the quality of teaching. All of these were independent learning providers (13) or employer providers (2)’ (Chief Inspector’s Introduction to Annual Report 2010/2011)

6. Current and Proposed CIF for Teaching and Learning CIF 2009  Effectiveness of teaching, learning and assessment in supporting learning and development  Effectiveness of provision meeting the needs and interests of users  Effectiveness of partnerships in developing provision to meet learners’ needs  Effectiveness of care, guidance and support learners receive Proposed CIF 2012  Staff demonstrate high expectations, enthuse, engage, support and motivate learners so that they learn and make progress  Staff set challenging tasks, build on and extend learning for all learners  Staff have appropriate skills and expertise to provide good quality teaching, learning, assessment and support for each learner  Staff assess learners’ progress and provide for a range of needs including those learners with learning difficulties and/or disabilities  Equality and diversity are promoted through teaching and learning  Teaching develops literacy, numeracy, language and functional skills, independent and lifelong learning to support the achievement of learning goals  Learning is effectively supported by appropriate and timely information, and advice and guidance on next steps in training, education and employment

7. Activity 1 HOW DO THE PROPOSED CHANGES DIFFER FROM THE CIF 2009?

8. Where is the Difference?  Strong focus on CPD of staff to ensure they meet the standards required  “We propose to take into account the professional development of staff and the support they receive to improve their teaching [when judging the effectiveness of leadership and management].”  Greater emphasis on direct observation of teaching, learning, skills development and assessment  Promotion of equality and diversity judged through teaching, learning and assessment, and the behaviour and attitudes of learners and staff

9. Ofsted - Good or Outstanding Teaching and Learning  Strong subject knowledge together with effective teaching of the skills needed to learn and understand a subject effectively  Assessment of learning and progress is used well to inform subsequent teaching.  Constructive dialogue and feedback between staff and learners help learners make progress.  Careful attention to the learning needs of individuals  High expectations and challenge for learners  Opportunities for them to develop and extend their learning

10. Activity 2 WHAT MAKES A BRILLIANT TEACHER FROM A LEARNER PERSPECTIVE?

11. What makes a Brilliant Teacher? The Learner View  Knowledge  Both of the subject and the learner, the experience of learning providers is of real importance to students.  This applied not only to teaching practice but also keeping up-to-date with their field of expertise and to ICT and Technology  Professionalism  Well-presented and appropriate for a person of authority, learners felt that the status of their learning providers to be of real importance.  This was expressed through a range of attributes from personal appearance through to a flexible approach and time management skills.  “Teachers have to maintain professional boundaries and show commitment by being ready to teach as soon as their learners arrive.” Institute for Learning Research

12. What makes a Brilliant Teacher? The Learner View  Communication and support  Present their lesson skilfully and engagingly  Creativity and enthusiasm are attributes in a teacher that are valued highly by students  Passion for subject seems to be contagious and creative and innovative approach to teaching is really appreciated.  “My teacher is wonderful. She uses her life experiences to inspire us. I think that having that kind of teacher helps me be passionate about learning and having goals.”  CPD  Commitment to own personal and professional development  “I always felt that my tutor was up to date with her own subject and with changes in education, and I trusted what she told me.” Institute for Learning Research

13. Being a Great Teacher or Trainer  Reflecting on outcomes for learners  ‘My teacher is wonderful. She uses her life experiences to inspire us. I think having that kind of teacher helps me to be passionate about learning and having goals’  Learning from others, collaboration and networking  Personalising learning  ‘In my class, there area a variety of different learners. The teacher makes it possible for all of us to learn, so that age and ability aren’t an issue. He passes on his knowledge and empowers us by simplifying the subject for those who need it and by encouraging those who want to push faster’  Understanding and listening to learners  Being a well presented person of authority with the full commitment of the learner irrespective of what is going on behind the scenes in the organisation Institute for Learning Research http://www.ifl.ac.uk/cpd/about-cpd/guidance-and-resources-from-ifl/ifl- and-lsis-publish-guide-to-effective-cpd

14. Being a Real Subject or Vocational Expert  Linking with Professional Bodies  Professional up dating  Ensuring teaching material / content is appropriate for now and in the future  Working with Employers  Professional up dating  CPD opportunities  Work placements / visits  Speakers Institute for Learning Research http://www.ifl.ac.uk/cpd/about-cpd/guidance-and-resources-from-ifl/ifl- and-lsis-publish-guide-to-effective-cpd

15. Being a Real Subject or Vocational Expert  Understanding new priorities  Demonstrating professionalism outside of the class room  Harnessing emerging technologies Institute for Learning Research http://www.ifl.ac.uk/cpd/about-cpd/guidance-and-resources-from-ifl/ifl- and-lsis-publish-guide-to-effective-cpd

16. NTC – Some of Our Keys to Success LEARNER AT THE HEART CREATIVITY AND INNOVATION ENCOURAGED INDUSTRY SPECIALISTS INDIVIDUALISED LEARNING ENJOYMENT PROJECT BASED LEARNING SHARED RESOURCES PLANNED LESSON NOT LESSON PLANNING TEAM TEACHING / PEER REVIEW

17. ACTIVITY THREE WHAT DO WE NEED TO DO TO IMPROVE?

18. Challenges  Key focus will be on staff and their behaviours so we need to critically appraise:  Morale and motivation of staff and address issues  Staff’s views towards their learners and how these are expressed  CPD activities of staff  The use of team teaching / peer working against efficiencies  Learning environment  Staff’s preparedness to work towards brilliance  Investment in and use of technologies to support learning

19. Final thoughts – what our learners say We can work at our own pace and still achieve a qualification If I need to I can leave the room to calm down with no questions asked You are respected and treated as an adult Tutors help me with my work on a 1:1 basis and help me with problems at home I enjoy team building skills and practical tasks. FOUNDATION LEARNING PROGRAMME OCTOBER 2011

20. Final thoughts – what our tutors say Planned lessons rather than worrying about lesson plans has been extremely successful in Foundation Learning We need to be flexible and able to adapt within the lesson to meet learner needs Listen to learner feedback and be prepared to change how you do things We make it fun and create an environment that is encouraging for all We have autonomy within a framework – we are not tied down by bureaucracy

21. Final thoughts – what our external observers say “Lively interactive sessions with a variety of carefully sequenced activities” “It looks like the tutors are enjoying themselves which is always a good thing!” “The learners enjoyed the activity and it was a pleasure to see how well they worked together”

22. Factors of success in teaching and learning TEACHING STAFF MANAGEMENT LEARNERS