Presentation on theme: "OCR Teaching in the Lifelong Learning Sector Qualifications"— Presentation transcript:
1 OCR Teaching in the Lifelong Learning Sector Qualifications Overview of the reforms.This presentation discusses the new standards and how OCR can support the centre and candidate through the process.
2 The reforms to Initial Teacher Training: New professional standards for the sectorA new credit based teacher qualifications frameworkThe introduction of professional formation as part of gaining professional statusEmphasis on developing skills knowledge and understanding of the specialist teaching subject or curriculum areaStronger links between providers of initial teacher training and those responsible in an organisation for workforce planning and developmentFor the full endorsement of course a provider must achieve the baseline criteria for initial teacher training.The LLUK has produced a set of new standards for the teaching in the lifelong learning sector. It is intended to provide a pathway to professional status for all new teachers, trainers and lecturers and is compulsory. Those with experience and/or previously obtained qualifications are advised to consult the LLUK website
3 The overarching professional standards for all who teach in the lifelong learning sector The standards apply to all teachers, tutors lecturers, instructors and trainers in the sector and map to the learning outcomes and assessment criteria for the new initial teacher training qualifications.The standards include values, professional knowledge and understanding and professional practice and they are identified in 5 domains:Domain A. Professional values and practiceDomain B. Learning and teachingDomain C. Specialist learning and teachingDomain E. Assessment for learningDomain F. Access and progression
4 The mandatory units for the new qualifications. Introduction of mandatory units:Preparing to teach in the lifelong learning sector (P/C/D)Planning and Enabling learning (C/D)Enabling Learning and Assessment (D)Principles and practices of Assessment (C)Theories and Principles for Planning and Enabling Learning (D)The following three units only form the second part of the diploma.Continuing Personal and Professional DevelopmentCurriculum Design for Inclusive PracticeWider Professional PracticeThe units are mapped to the overarching professional standards.P=PTTLS Preparing to teach in the lifelong learning sector is the ONLY unit required to achieve the PTLLS award.C=CTLLSD=DTTLS
5 OCR and the new regulations In force from September 2007Applies to all publicly funded providers and teachers who deliver training through LSC funding. This includes further education colleges, sixth form colleges, offender learning, community learning and development and work based learning.It is anticipated that other training providers will want their staff to gain qualifications that are recognised in the sector. LSC contracts are linked to staff being appropriately qualifiedInspection and self- assessment procedures will be used to ensure compliance.
6 The PTLLS qualifications Initial Award for all teachers(Preparing to Teach in the Lifelong Learning Sector)Minimum level 3Mandatory 6 creditsRequires minimum 60 hours of study- 30 hours (minimum) contact and 30 hours (minimum) directed studyFree standing or ‘embedded’ as beginning of a certificate or diploma courseOn starting the course trainees register with the Institute for Learning (IfL)Up to one year to complete PTLLSSuccessful completion leads to a ‘threshold licence to practice’
7 The PTLLS Qualifications continued. Every candidate must have:an initial assessment of literacy, numeracy and ICT needs and a plan to address the needs(the minimum core).an Individual Learning Plan (to include the plans to address the minimum core)one hour of observed practice – can be micro-teaching.mentoring support.
8 Certificate in Teaching in the Lifelong Learning Sector (CTLLS) For teachers in the associate teacher role, CTLLS:Is a Level 3 or Level 4 awardComprises of mandatory units totalling 18 credits with a minimum of another 6 credits from selected optional units.( Certificate can include a maximum of 36 credits. NB: Rules of combination apply)Requires at least a level 3 qualification in the specialist teaching area (exceptional circumstances can apply)Requires trainees to undertake at least 30 hours of teaching practiceRequires a minimum number of 3 assessed teaching observations totalling a minimum of 3 hours. Any single observation must be at least half an hour.Excludes observations completed for the PTLLS award.
9 CTLLS continuedTeaching practice for regulated roles must take place in one or more of the following settings:Teachers of Skills for Life must be observed by a Skills for Life specialistMentoring to support the area of specialismAll centre-devised optional units must be submitted to LLUK for approval and inclusion in a national bank of optional units (OCR can assist centres if it considers the unit to be of value to the sector)Coverage of the minimum core must be within the Planning and Enabling Learning UnitAchievement of the award entitles a teacher to apply for the status of Associate Teacher, Learning and Skills (ATLLS), from the IfL.
10 Diploma in teaching in the lifelong learning sector (DTLLS) For teachers in the full teacher role, DTLLS:Is offered at a minimum of level 5Is a 120 credit award (50% of which can be offered at level 4)Requires part one units be delivered before part 2 units.Requires the trainee teacher to undertake at least 150 hours of teaching practiceRequires a minimum of 8 observations totalling a minimum of 8 hours. Any single observation must be a minimum of one half hour. These must not include those completed for PTLLSRequires at least a level 3 qualification in the specialist teaching area (exceptional circumstances can apply)Requires Teachers of Skills for life must be observed by a Skills for life specialistRequires Mentoring to support the area of specialism
11 DTLLS continuedAll centre devised optional units must be submitted to LLUK for approval and inclusion in the national bank of optional units. (OCR can assist centres if it considers the unit to be of value to the sector)Rules of combination for the optional units applyA teacher can apply to the IfL for the status of Qualified teacher, Learning and Skills Sector (QTLLS) once they have:achieved this awardcompleted a period of professional formationhave evidence to prove the achievement of at least level 2 personal skills in literacy, language, numeracy and ICT.
12 Responding to the sector’s need The new qualifications framework recognises the careerpathways of teachers in the sector and employers' needs:sets out the roles and responsibilities of an ‘associate teacher’ and a full teacher (an associate teacher is not a learning support assistant. There will be separate qualifications for learning support staff from September 2008)encourages the development of optional units that reflect the needs of the sub sectors within the further education sector. This will enable training to be contextualised. The ‘one size fits all’ approach should come to an endintroduces a credit and transfer agreement. This should enable trainees and employers to build their qualifications with providers who can respond to their needs. It applies to all providers of initial teacher training in the sector
13 Responding to the sector’s needs (continued) 1 credit equals ten hours of work. The general guidelines are that five hours should be taught and five hours based on self supported study, thus ensuring consistency across the awards.Agreed that a trainee can take up to one year from the date of appointment to achieve the initial award and five years from the date of appointment to complete the certificate or diplomaAgreed that for existing staff who wish to apply to the IfL for ATLS or QTLS there are arrangements being developed for APL/APEL and a tariff of legacy qualifications. This tariff will include overseas qualifications. These arrangements will enable the identification of the ‘gaps’ that exist in an individual’s existing qualifications and training so they know what more they must do to achieve ATLS or QTLSOCR has provided documentation that maps existing FE qualifications to the new standards for APL purposesProvides a range of pathways that have been developed for Skills for Life teachers.
14 The impact of the reforms The Ofsted inspection survey of initial teacher training for the further education sector identified a number of weaknesses in provisionEquipping or Teachers for the future was the DfES response to the inspection report. It was produced after extensive consultation with the sector. It set out the need for a ‘step change’ in the quality of initial teacher training for the sector as a whole. This would include all providers who were funded by the LSC to ensure that all learners in the sector are taught and trained by appropriately qualified teachers.The impact of the reforms will be monitored by the inspection process using the inspection framework for initial teacher training.
15 OCR’s Response to the New Standards and their implications The development of coherent programmes of study for the award.Comprehensive guidance for Centres and trainee teachers.A range of teaching and learning materials with clear links to learning outcomes, assessment criteria, Goldust resources and materials developed directly by OCR.Support from experienced professional staff.
16 For further information and advice OCR dedicated website:LLUK Information and Advice:Institute for Learning: