Action Research and Development projects – Final summary report, April 2008
WEA West Midlands Region
Peer coaching and mentoring to improve the
capture of learner outcomes on nonaccredited programmes
Contact: Howard Croft
E mail: hcroft@wea.org.uk
Aim: to standardise assessment practices among ESOL tutors using the RARPA - through a
process of peer mentoring, in order to improve outcomes for learners.
Specific objectives
 Undertake training needs analysis with ESOL tutors to identify staff development
issues relating to Recognising and Recording Progress and Achievement [RARPA]
 Develop and implement intervention activities that respond to research findings,
involving peer mentoring between a small group of ESOL tutors from two areas in
Coventry and Warwickshire
 Assess impact of intervention against achievement/success rates
 Produce report of research including conclusions/recommendations
Context:
ACL tutors are widely dispersed across the whole region. Staff training sessions which are
normally organised by bringing large groups of tutors together, had not proved effective in
improving the quality of Individual Learning Plans used for RARPA, resulting in low
achievement rates for non-accredited courses in some areas.
Methods:
A programme was devised whereby a local team of 4 ESOL tutors with highly effective
classroom practice who nevertheless struggled with the documentation required, worked
together to identify their development needs and to review their own paperwork with the
support of an experienced peer.
The intervention included:
 Focus group and peer coaching
 Tutors carrying out peer observation with each other, including scrutiny of course files
 Internal moderation and detailed feedback to individual tutors on documentation
submitted subsequently
Outcomes
 Tutors report increased confidence working with the RARPA process
 Evidence of significant improvements noted in moderators’ reports
 Evidence of shared good practice in the team around the use of SMART targets and
examples of innovative ways of recording learners’ progress and achievements.
 RARPA Guidance notes produced for tutors
 Impact on learner achievement rates – analysis to be carried out in May 2008.
Herefordshire, Worcestershire &
Shropshire Training Providers Ltd.
Contact. Mike Smith.
E mail mike.hwtpa@tiscali.co.uk
Building capacity and embedding
sustainable CPD in work- based and
vocational training organisations.
Aim: To encourage independent training providers to embed continual professional
development for their staff and establish a support for individuals in raising their level of
qualification and experience.
Jill.hardman@poptel.org
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AR & D Project Final summary report 20/06/2008
Specific objectives
 To provide a teaching observation assessment and feedback facility for individuals
undergoing teacher training. Particularly in occupational and other specialist areas.
 To establish a small group of peripatetic teacher/trainers to support ITT and CPD
activities, starting with the PTLLS award.
Context:
This work based training providers’ association is a collaborative group of 36 work based and
vocational training providers, including FE, voluntary and private sector organisations located
in the shire regions of the West midlands. The group cater for some 5,000 learners per year.
There is an issue, particularly in respect of small/medium and rurally based enterprises
around their awareness and readiness to comply with the new qualifications framework and
CPD requirements. An early survey to ascertain existing CPD practice had produced little
response.
Methods:
 Design, recruit and deliver 2 ‘bespoke’ PTLLS+ programmes, (one with a specialised
focus - working with learners 14-19 included a school visit). PTLLS+ programmes
include a workplace teaching observation and an individual tutorial.
 Select and train 4 teachers experienced in WBL and ACL in the role of peripatetic
‘tutor observers’, assign to individual course members.
 Record, monitor and evaluate observations and tutor observer activity and evaluate
the impact of the programme overall.
Outcomes:
Classroom observation, mentoring and coaching skills training has been delivered to
four work based/vocational trainers. Their experience has been evaluated and areas
for further development identified.
Role descriptors, observation protocols and supporting documentation have been
developed.
27 workplace teaching observations were carried out (usually lasting 45-60 minutes), with
opportunities for both parties to give and receive feedback after the session and a written
report for the observed teacher. The programme was highly valued by participants who
particularly appreciated the opportunity to be observed teaching in their workplaces.
All 27 work based teachers/trainers who undertook the 2 PTLLS plus programmes
successfully completed the course. 60% plan to progress onto CTLLS or DTLLS as
appropriate. 40% have identified further development needs prior to doing so.
Tutor/Observers will continue to support learners, champion and build sustainable
CPD activities in private sector training companies.
A significant number of small to medium sized private training organisations has
been engaged in CPD activity. Employer evaluations were highly positive. 58%
reported that the programme exceeded their expectations. A number noted their
need for more information.
Unforeseen outcomes included an enthusiastic response to the initiative by private
sector employers; an acknowledgment that more needed to be done to develop CPD
in their organisations, and a realisation of the impact on their own quality assurance
processes and inspection grades.
Jill.hardman@poptel.org
AR & D Project Final summary report 20/06/2008
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Phase 2 of the project includes:
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Training the trainers: Work with tutor observers to enable them to cascade the
observation training to others and/or deliver the PTLLS programme.
North Shropshire Voluntary Action
Contact: Louise Stokes
E mail:
louise@northshropshireva.co.uk
Developing an infrastructure to support tutors
and organisations in the AVCL sector in
Shropshire.
Aim: To develop an infra-structure to support the continuing professional development of
tutors in the adult voluntary and community learning sector in Shropshire.
Specific objectives:
 To carry out a survey of aspirations of teachers in training currently engaged in the
PTLLS award and their future support needs.
 Develop a peer network to provide ongoing support for ITT and CPD in AVCL
 Survey employers/organisations in the association to ascertain their capacity to
sustain support for staff involved in ITT and CPD
Context:
Tutors working for voluntary organisations that have limited resources, in a large, dispersed
rural context like Shropshire have difficulty accessing teacher training and CPD
opportunities. This association of voluntary community learning providers took advantage of
the delivery of a PTLLS+ programme to ascertain tutors’ needs regarding support for their
further progression and the establishment of a tutor network together with the resource
requirements. Other agencies and local partners were also consulted.
This project prepared the ground for further work in 2008 supported by WMCETT and QIA
Professionalising the workforce case study funding.
Methods:
 Focus group interview and questionnaires - 9 tutors participating in a WMCETT
PTLLS+ programme
 Interviews/ questionnaires - 15 prospective candidates
 Telephone interviews – 7 managers
 Consultation with Professional Development Partnership (at Walford & North
Shropshire College); Adult & Community Learning; County Training (WBTP).
Outcomes:
a) Network requirements
It should offer a variety of different forms of communication eg
 an email network with colleagues
 Website area (an exclusive chat room or blog area)
 Regular meetings
 Workshops on teaching, training, learning related issues (e.g. on IT: using equipment;
current issues; equality & diversity; new ideas on teaching; teaching in a fun way).
b) Mechanisms identified for supporting CPD:
 To continue to meet as a group. The course students expressed a preference to
meet with others outside of their own organization, and to be a voluntary sector
exclusive group.
 Peer observation
 Observing another trainer to pick up ideas
Jill.hardman@poptel.org
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AR & D Project Final summary report 20/06/2008
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Teaching outside my subject area
Micro-teaching opportunities
CPD events Certificated
Information Bank eg lesson plans, warm up exercises
Information about CPD opportunities
6 of the PTLLS students were interested in going on to the Certificate in Teaching in the
Lifelong Learning Sector.
c) Issues relating to tutor motivation and progression:
 Employer lack of awareness. Only one employer was well informed about the
requirements of the new framework although 5 of the potential students stated that
their organizations were required by a funder to have the new qualifications.
 Organisations were prepared to support their students on the course with the majority
allowing course time during paid employment. However the majority of students
carried out the self-study in their own time. Students were more pessimistic about the
employers’ preparedness to support CPD activities in work time than the employers
themselves indicated.
d) The potential for partnership links
 A joint session for ACL and Voluntary sector tutors is planned at the start of each
term
 The PDP programme may offer workshops of interest to tutors, but organizational
membership is £1,000 per annum
 The WBTP offers CPD opportunities for its own staff but could not cater for numbers
of voluntary and community sector tutors.
Phase 2
This initial research will link into a Second Phase Proposal to WMCETT to establish a
Network to support for teacher training candidates in Shropshire’s voluntary and community
sector. The aspects of this Network that could be explored are:
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Establishing some of the suggested support mechanisms, such as: email network;
website area; workshops; talks; observations etc. This could include collaborating
with the voluntary sector in neighbouring counties of Herefordshire & Worcestershire
and Coventry and Warwickshire.
Providing a “What Next?” briefing sheet to students and employers during and after
the PTLLS course.
Providing Information Sessions for VCS employers on the qualification framework.
Creating a central information resource on Continuing Professional Development
(CPD) opportunities. Encourage those that provide CPD, such as Adult and
Community Learning, to open their sessions to the voluntary sector. Where
appropriate consider providing voluntary sector CPD sessions.
Researching local delivery options for VCS students for the Certificate in Teaching in
the Lifelong Learning Sector.
Providing assistance with Institute for Learning registration.
Sharing information between employers about arrangements for funding staff and
volunteers CPD and ongoing support needs.
Maintaining links with Adult and Community Learning, Shropshire County Council.
Jill Hardman
Jill.hardman@poptel.org
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AR & D Project Final summary report 20/06/2008