GILL GJ May 09 Final Report WMCETT
Project Report WMCETT
Table d’hôte or À la carte?
The Initial Assessment of Trainee Teachers in the Learning and
Skills Sector- post Workforce Reform.
May 2009
Gill Geary-Jones
Keywords
Initial Assessment, Trainee Teachers, Learning and Skills Sector, Workforce
Reforms, Initial Assessment Tool
Acknowledgments
Many people have supported this research project and their contributions are
gratefully acknowledged. Special thanks are due to the organisations that
took part and the interviewees who gave their time so generously.
1
GILL GJ May 09 Final Report WMCETT
Summary
The overall aim of the project was to „To develop appropriate initial assessment
strategies and procedures together with a clear framework to support those who
need to develop and use these skills in the voluntary and work based learning
sector of Post Compulsory Education‟. This aim was met in part.
Two outcomes were sought: firstly the further development of a stand alone tool
that enables ITTs to chart their initial development needs in comprehensive,
informed individual learning plan; this was achieved although the tool will be
subject to further refinement.
The second aim was to stimulate wider discussion and research in the field of ITT
initial assessment; this was met in full.
The project involved a review of initial assessment practices and the experiences
of those involved. Interviews were carried out with eight people from two
different organisations. Findings from these interviews were used to adjust a tool
developed for the self assessment of initial teacher trainees embarking upon
their first taste of initial teacher training (PTLLS). The tool was piloted with two
groups of PTLLS entrants from one organisation.
Findings from the pilot compared well with findings from a previous report. In the
main they revealed and confirmed some confusion and lack of clarity regarding
the approach and content that initial assessment should include.
Outcomes from this research were generally positive with some indicators from
ITEs; and ITTs to do with further adjustment and development.
This development and further piloting is the principal outcome of the study. In
addition the writer hopes to secure funding to continue to develop a web based
version of the tool with support material linked to it.
Context
The project was carried out using sources of information from staff in two
organisations. One a centre for excellence in teacher training (CETT) involved in
the delivery of the new awards, with a diverse range of Initial Teacher Training
(ITT) and other training providers, groups and organisations in the Lifelong
Learning Sector. The other institution involved was a General Further Education
College (GFEC) where the pilot of the initial assessment tool was carried out. The
college has over 16.000 students, including 1200 full-time and 15,000 part time.
The college offers a very wide range of vocational courses including NVQs,
professional, preparatory degree and tailor-made programmes. Through its
Teacher Education School, the College offers the new teacher training
qualifications to over 200 part-time students each year.
The full suite of awards is offered by the college, through City and Guilds, this
includes the Diploma, Certificate and Preparing to Teach in The Lifelong Learning
Sector (DTLLS, CTLLS and PTLLS). The college also provides the Post Graduate
2
GILL GJ May 09 Final Report WMCETT
and Certificate route (PGCE and PCE through a franchise arrangement with a
local university).
The compliment of staff employed by each organisation offer a wide range of
experience from across particular sectors in Lifelong Learning Teacher Training
provision. One member of staff in the college provision is new to Teacher
Training.
Aims and objectives (appendix one)
Aim
To develop a stand alone tool that enables ITT to chart their initial
development needs in a comprehensive, informed individual
learning plan
To stimulate wider discussion and research in the field of ITT
initial assessment.
Specific Objectives:
Review and evaluate current initial assessment
practices in WMCETT Worked based learning and
Voluntary sectors with tutors and ITT from the WMCETT
partnership.
In collaboration with providers and participants of ITT further
develop a stand alone assessment tool to meet the needs
identified from phase one above.
Pilot the assessment tool and gather feedback for
evaluation purposes.
Adjust tool from evaluation findings re pilot with group of WBL
providers
Disseminate project outcomes through WMCETT Conference.
Use the outcomes of the research and evaluation to provide data
to support the development of „Standards in initial assessment‟
Background to the study
The requirement to hold a formal teaching qualification in further education (FE)
became compulsory in 2001(Simmons and Thompson, 2007) prior to this further
education lecturers tended to be employed on the basis of their vocational
3
GILL GJ May 09 Final Report WMCETT
specialism, with an emphasis on subject knowledge rather than pedagogy.
(Simmons, 2008; Robson 2006,).Further reforms followed DfES, 2002; DfES,
2003. At the same time Ofsted reported findings from their first national survey
of FE initial teacher education where they found “good practice within
fundamental structural weaknesses” (DfES, 2003, p.4). The report highlighted
insufficient initial assessment, monitoring and specialist support for college
teaching staff (DfCSF, 2006). It was interesting to note the emphasis here on
„college teaching staff‟ it could be argued that this excluded those in the sector
delivering training in the work-based and voluntary sectors. This issue seemed to
be addressed through the introduction of the „Workforce Reforms‟ which included
all teacher, trainers, and assessors in all areas of the sector.
In September 2007 the new award of Qualified Teaching Learning and Skills
(QTLS) was introduced for all new entrants and those with experience who would
be expected to be working toward QTLS. The specific requirement includes
“initial assessment leading to an individual learning plan, the accreditation of
prior learning and experience, Skills for Life support and specialist mentoring in
the workplace….” (DIUS, 2007) In a paper by Robinson and Thompson, (2008)
the conflicts and tensions are made evident in the reform generally, whilst,
mention is also made of some of the confusion regarding the actual pre-entry
requirements, of the new qualification route (Robinson and Thompson, 2008).
The central focus of the Initial Teacher Training (ITT) reform strategy is that
teachers should be experienced in their subject and skilled at teaching.
Simmons, (2007) suggests that the reforms include central control and detailed
structure. However Huddlestone and Unwin, (2007) questioned the extent that
the regulatory measures, the new structure of qualifications and the notion of
professionalism would meet the wide ranging context of the sector. In some
respects initial assessment, one aspect of the reform may support the processes
involved in recognising the different starting points, and contexts that initial
teacher trainees, bring with them on entry to teacher training.
The rationale for pursuing the study came from a long standing interest in initial
assessment processes, reflections in praxis and common sense from the writers
own expertise (Birley and Moreland, 1998)have all contributed to the
considerations in the study. The writers own experiences of training in private,
work-based learning, the voluntary sector and in further education settings have
provided experience which point to the complexities of delivering teaching,
training and learning, particularly in terms of meeting differentiated needs.
Curiosity was furthered by involvement in curriculum development activities to
prepare for implementation of the Workforce Reforms and the introduction of the
new awards at a large GFEC which provides various initial teacher training
qualifications, to a diverse sector; the learning and skills sector.
Generally across the sector, there seemed to be a lack of common accord of
what initial assessment should include, funding issues regarding when it should
be carried out and difficulty in interpreting the newly introduced „role definitions‟
4
GILL GJ May 09 Final Report WMCETT
as well as different entry requirements from awarding bodies. Experience also
indicated that applicants were entering ITT with a variety of backgrounds and
qualifications.
A critique of the literature seemed to suggest that a general interpretation of
initial assessment requirements in awarding body criteria should include initial
assessment of functional skills (literacy, numeracy and information
communication technology) identification of the role occupied by the applicant
and their learning style. All qualifications required initial assessment and the
development of an Individual Learning Plan.
Following this review the writer set out to design a tool that would be
capable of capturing this data whist embracing wider considerations in terms
of the skills that applicants brought with them at entry.
Initial Assessment Screening Tool
To help capture previous experience and determine which teaching qualification
and at what level, a prospective student should undertake, the writer designed
and piloted a detailed initial assessment screening tool which sought to gather a
wide range of information and provided a comprehensive initial assessment
process. The assessment tool was reviewed by an eminent Professor who is
knowledgeable and experienced in the sector. Invaluable advice and guidance
was provided regarding change to content and design. The tool was modified in
light of the advice provided and then offered to the sector through an article
published in „Intuition,‟ Institute for learning (IfL). This stimulated some interest
at a time when many colleagues across the sector were involved in the
introduction of the new qualification framework. A pilot of the tool was carried
out at the writers own institution for the award of Diploma in Teaching in the
Lifelong Learning Sector (DTLLS), The school of ITE was inspected in January
2008 as part of a „Survey Inspection Programme of the Workforce Reforms‟
(Ofsted, 2008) The tool developed was later referred to in the report “Very
thorough initial assessment arrangements on DTLLS to inform planning of
learning.”
Later the writer was involved in the preparation of a case study report (appendix
three) with the Learning and Skills Improvement Service (LSIS).Abridged
versions for Certificate in the Lifelong Learning Sector (CTLLS) and PTLLS)
applicants were then developed by the writer.
The tools were used post entry and arguably captured data late in the process;
this led to further interest in developing a stand alone tool, capturing data prior
to entry and embracing those “less traditional” entrants to initial teacher training.
The institution where the tool was initially piloted tended to attract a high level of
applicants from the college based sector. This could bias findings regarding the
general application of the tool for the wider learning and skills sector, particularly
5
GILL GJ May 09 Final Report WMCETT
work-based and voluntary sector applicants. The author felt that discussions with
those more directly involved in these sectors could illuminate experiences and
views that would be useful in terms of developing the tool.
Strategies
The author submitted a proposal to West Midlands Centre for Excellence
(WMCETT) in ITE to carry out a small research project forging links with those
directly involved and with experience of initial teacher training provision in work
based learning and the voluntary sector. The proposal was accepted.
The study sought to gather the views of colleagues regarding findings on
approaches to initial assessment, and seek advice and guidance regarding the
development of the initial assessment tool. An eclectic approach was taken in
order to draw from both qualitative and quantitative information. A critique of the
literature followed which led to the formation of a structured interview based on
a questionnaire which was adapted from existing materials available from the
Office for Standards in Education (Ofsted).In addition a report produced by
WMCETT (2008) itself „Ten Case Studies‟ provided background insights to
approaches, factors that hindered and facilitated initial assessment as well as
illuminating wider issues to do with confusion regarding purpose and common
practice (WMCETT, 2008).In addition the writer was able to draw from
experience regarding her own trials to do with initial assessment.
The outcomes of the interviews were used to make informed changes to the
assessment tool and sought to meet any needs identified.
Who was involved in planning and implementing the project?
Initially the project plan was submitted to WMCETT who then through discussion
advised on the direction that the research might take. This initial dialogue was
important in that it shaped the focus of the project. As a result of this dialogue
the project focus changed to concentrate on the experiences of those involved in
initial assessment for PTLLS entrants, it was agreed that early experiences
arising from a number of case studies could form the basis for further research.
However there was general agreement that a tool that met the needs of all
applicants PTLLS, CTLLS and DTLLS should be the focus for the revision of the
tool.
What worked and why?
It was extremely useful and engaging to seek the views of those directly involved
in work based and voluntary sector delivery. Outcomes from these interviews
provided clear direction regarding the development of the tool as well as learning
6
GILL GJ May 09 Final Report WMCETT
and insight into what had not worked in previous attempts to engage in initial
assessment activities by the respondents. It was also useful to engage in
discussion and development of the initial assessment of literacy and numeracy
skills with a subject specialist, again this provided a direction for the study which
embraced difficulties outlined in earlier discussions and findings from previous
research.
The resulting development of the tool took longer than expected, this impacted
on the opportunity to seek feedback on revisions and pilot the revised tool with
those from the work based and voluntary sector.
The tool was used to gather information post entry from a DTLLS group and pre
entry for one candidate. In addition, two members of staff at a GFEC were
approached to pilot the tool with PTLLS entrants. This had implications regarding
findings in that the focus shifted from a particular part of the sector to a general
pilot with respondents representing a broader sweep of the sector.
Methodology
Were any aspects of your strategies particularly effective or innovative?
The tool itself could be considered innovative, and has certainly attracted
considerable discussion and comments (Ofsted 2009; LSIS,2009)
Interviews (appendix two) carried out with work based and voluntary sector
specialists (primary data) and findings from a research study (WMCETT 2008) as
well as a critical review of the literature (secondary data) provided information
which enabled the researcher to focus on particular problems emerging from the
research, these findings influenced the development of the tool.
Engaging a life skills specialist to discuss ideas and later assess the free writing,
proof reading and comprehension tasks was invaluable. What was particularly
interesting was that the discussion had stimulated sufficient interest to draft the
item titles and questions without each other knowing. Both came up with similar
subject matter and approach!
How was data gathered?
Pre and Post development research activity.
Secondary data was interrogated to provide structure and insights into current
experience and views regarding initial assessment activity.
A total of eight interviews were carried out. Four interviews with specialist,
experienced practitioners in the work based and voluntary learning sector, who
had been involved in the delivery of the Ptlls award and had experience of the
initial assessment process used. The remaining four interviews were carried out
7
GILL GJ May 09 Final Report WMCETT
pre and post pilot stage of the revised initial assessment tool from two staff
involved directly in the pilot (one experienced and one inexperienced tutor in
ITE) and two members of staff with particular interest regarding outcomes.
In addition 40% (24 out of 59) of Ptlls entrants and 100% (18) entrants to the
DTLLS award in one institution, were invited to join a pilot of the revised tool and
their views sought regarding use of the tool.
A case study approach was adopted. Information was gathered from semi
structured interviews (pre pilot) this included drawing from prior experience and
views regarding the development of the tool (What was important?)
The document was introduced during a session specifically for the purpose of
initial assessment. Respondents were invited to participate in the completion of
the revised initial assessment tool at home. Two tutors were involved, one with
considerable experience and one new to ITE.
Post pilot, reflective accounts from ITE respondents were gathered. Following
this, semi structured interviews with staff responsible (2) and with an interest in
the outcomes (2) for the pilot added to the rich source of qualitative data.
Presentation and Analysis of Data
In order to build on the work of WMCETT (2008), headings that were used in this
case study report, will be used to provide a framework to analyse and present
findings from this study; this should also assist coherence:
The purpose and position of initial assessment within PTLLS
(CTLLS & DTLLS) is unclear.
The Department for Industry, University and Skills has made a clear statement of
the nature of initial assessment. The specific requirement includes “initial
assessment leading to an individual learning plan, the accreditation of prior
learning and experience, Skills for Life support and specialist mentoring in the
workplace….” (DIUS, 2007) Further clarity regarding approaches to entry for the
Preparing to Teach in the Lifelong Learning Sector (PTLLS) by the sector is
provided by Lifelong Learning United Kingdom which states:
Adequate support from providers must be in place to ensure
that the qualifications are understood and that progression
routes for individuals can be negotiated. An individual
record of training and development should be initiated at
this point, any learning or professional needs identified and
a plan to address these recorded and monitored through an
individual learning plan (ILP). This includes the initial
8
GILL GJ May 09 Final Report WMCETT
assessment of literacy, language, numeracy and ICT needs
(LLUK, 2007, p.19)
Robinson and Thompson, (2008) comment upon some of the confusion regarding
the actual pre-entry requirements, of the new qualification route. To add to this
doubt, some awarding body guidelines make reference to initial assessment of
basic skills and assessment of learning styles. In addition for the DTLLS award
some require evidence of Level 2 literacy, others ask for the ability to produce
academic work at an appropriate level.
Subject specific skills at L3 are required by some, whilst others require
substantial experience that demonstrates the ability to work at this level.
Finally some awarding bodies require ITE to be „in-service, others offer a preservice route providing that 150 hours of teaching practice is undertaken. This
leaves centres offering the award in what could be argued as a state of
confusion, particularly when they have to make judgements on whether
candidates fulfil the Associate or Full role. Arguably this may also put a strain on
employers offering to support pre service entrants given that they may need to
work across a „range of levels‟ when studying for the DTLLS award. This could
leave centres with issues to do with interpretation.
Initial assessment should cover the range of required core skills
including the use of ICT& Confusion among teacher educators about
when trainees need to achieve the required levels in numeracy (and
Literacy).
The research regarding numeracy and literacy requirements at entry places the
need to assess language literacy and numeracy in question.
Both the DIUS (2007) and LLUK (2007) make this requirement clear.
However further research regarding numeracy and literacy requirements at entry
is available (Robinson and Thompson 2008, p.163) Since then a minimum core
competence of language literacy and numeracy has been introduced, whilst
testing of competence at entry level has not been included as an entry
requirement in all institutions or reflected in awarding body criteria. Although the
Office for standards in Education (Ofsted) require the formative assessment of
literacy and numeracy as part of their inspection criteria (Robinson and
Thompson and 2008, p.164) Evidence of test results are also required in order to
achieve Qualified Teacher in Learning and Skills Status (QTLS).
However practice, interpretation and approaches differ at provider level
One of the common threads and key concerns from respondents in the interviews
carried out was to do with a search for an appropriate tool to assess these skills
using an appropriate approach. Two respondents recounted their experiences of
initial assessment saying “Eight hours of summative testing of functional skills is
neither appropriate or supportive to candidates in the Work Based Learning
(WBL) or Voluntary sector (VS), it put them off and caused anxiety”. “Whilst
9
GILL GJ May 09 Final Report WMCETT
another suggested that a one day introduction to the PTLLS programme, where
screening was included, generally worked well”. Discussion led to an approach
which was diagnostic and which could be carried out on line by ITT themselves,
all respondents felt this was worthy of trial and inclusion in the stand alone tool.
Later following discussions with a life skills specialist and embracing findings from
the Ofsted report a comprehension, proof reading and free writing task were
included in the initial assessment tool.
Findings from the trial seemed to support this as an approach.
Literacy and Numeracy - on line Support and Testing Package.
Following introduction to the website in their first session, ITTs‟ were invited to
carry out formative diagnostic assessment of their literacy and numeracy skills,
print out the diagnostic results, recording any development needs on their ILP.
Centre tutors could then signpost appropriate materials for self study or centre
support and record this in individual ILPs.
Number of Respondents 23
Number of Respondents 23
Literacy Test Results
Results from the Num eracy Test
15
Num ber of
ITEs'
Num ber of
Respondent
s
10
5
0
12
10
8
6
4
2
0
APA
Pass
Fail
Results
Not done
PASS
FAIL
NOT
Taken
Result Categories
Of the twenty three ITTs fifteen (65%) completed the literacy level 2 formative
diagnostic assessment with a pass grade, whilst all could identify particular
aspects for further development in the areas that prevented them achieving a
100% pass.
Three did not achieve a pass level but could be signposted to further study using
the outcomes from the diagnostic assessment. The tutor responsible for these
students discussed opportunities to brush up on literacy skills.
Four results were not recorded, with one withdrawing from the programme due
to a personal change in circumstances.
Numeracy
Two ITEs requested accreditation of prior learning, this was acknowledged.
Comments from ITE reflective accounts recorded (reproduced as written)
included:
10
GILL GJ May 09 Final Report WMCETT
I did the English test on-line and printed the results off. I
thought I did well as this had always been my weaker
subject. I knew there were mistakes in the test, but I
struggled to know how to correct them. I scored 26/40
which was a fail. I needed to score 27/40 to pass this. I
was disappointed that I was so close to passing the test.
Maybe doing some revision on English grammar and
spelling might help this (ITE, PTLLS, 2009)
Further comments included
I enjoyed both of the online tests which boosted my
confidence and confirmed the “grey matter” is still
working. The test took about 90 minutes to complete.
Whilst another comment stated “I found the test a real
challenge… I had to really focus on what was being asked.
The fractions are what got me the most I think, but it‟s
just remembering how to work them out again. I do need
more practice on my sums, just to remind myself on how
to work them out (PTLLS, ITE, 2009)
One ITT‟s said “I didn‟t manage to pass any form of qualification from my school
days sadly.” This candidate was pleased to achieve a pass in literacy and
although marginally failed the numeracy test, was clear where development
could be focussed. A comment from one ITE provided further clarification
regarding approach she stated:
I completed the literacy and numeracy tests on line.
However I had the advantage of being able to come into
college to do so. I also have IT skills. Where students
have struggled I think lack IT skills may have been a
factor. Perhaps time to do tests could be built into the
session.
Some concern was expressed by three candidates regarding access to the on line
support and test package, further discussion revealed that a lack of IT skills had
contributed to this difficulty. This suggests alternative access may be needed.
One ITT commented on the connections that were made to school day maths:
I did the maths test on the q drive. It took around 30
minutes to complete. Some questions I remembered from
school others I had no idea how to complete. I passed the
test scoring 22 out of 40. I was happy about this score as
11
GILL GJ May 09 Final Report WMCETT
I had done no revision at all; it had all come from memory
from school days.
The comprehension, proof reading and free writing task.
This provided a useful means of focussing on particular aspects of both the
immediate and future academic writing skills required in the ITT learning journey
and results also indicated the level of qualification (PTLLS L3 or 4) that ITTs‟
could start from.
Eight ITTs (35%) were identified that could start their PTLLS course at level four.
The remaining respondent results are recorded below:
Number of respondents 16
Results from Initial Assessment Literacy
Exercises
6
5
4
Focus of
3
Assessment
2
1
0
Proof
Reading
Spelling Punctuation Grammar
Number of Respondents
One of the tutors involved in the pilot commented on the opportunities this
provided regarding profiling and identifying individual development and support
needs for essay writing including structuring, punctuation, spelling and
grammar as well as skimming, scanning and proof reading. This could be
discussed, signposted and recorded on ILPs. Reflections on this included:
The free writing task I found the hardest. I didn‟t
know how to plan what I was going to write. I
struggled with trying to write 500 words. I think I
need to research how to plan an assignment and how
to structure it.
It could be suggested that this placed unnecessary strain on the learner,
however the self assessment that came from the exercise might provide an
argument for its value, providing that follow up discussion includes signposting
to planning and structuring writing. The writer suggests that even at DTTLS
level this is a development need that should be considered during the early
stages of study and support provided.
The use of ICT
12
GILL GJ May 09 Final Report WMCETT
Included in the initial assessment tool are questions which enable ITEs to
identify ILT development needs through self assessment, which can be
recorded on their individual ILP. The questions were adapted from a report by
BECTA (2003) which outlined inspection requirements regarding the use of
information learning technologies (ILT) in teaching and learning.
Number of respondents 16
ILT Development needs identified
10
8
6
Re ponde nts
4
2
0
Microsof t Pow erpoint
Word
Excel
Internet
Program m e
This information is particularly useful for PTLLS‟ ITTs as although they can submit
handwritten work, clearly developing basic Microsoft Word skills would be useful
for preparation of assignments and session materials including the Micro Teach.
It could be suggested that PowerPoint would also be considered part of a
teacher‟s toolkit. Again, developments needs recorded on the ILP and signposting
ITTs to appropriate support would provide additional opportunities for
development
Initial assessment inevitably identifies a range of learning needs which a
programme of this size cannot address
Clearly whilst evidence is not generalisable in this small case study it does seem
to support the view that a range of learning needs can be identified through the
process of initial assessment. Whilst the PTLLS programme cannot address all the
needs identified it could be suggested that the development of an ILP which
clearly flags development needs at the start of the programme both empowers
and enables learners to plan their individual long term development and discuss
approaches with tutors, mentors and employers.
In addition the initial assessment tool provides ITTs with the opportunity to
identify generic skill development needs, arguably part of a teacher‟s role.
Findings highlighted a range of needs; again these could be recorded on the
ITTs‟ ILP.
13
GILL GJ May 09 Final Report WMCETT
Generic teaching skills identified
5
4
3
Respondents
2
1
0
DPSG
C
RLI
PCRM
MP
SN
CIC
WBLP
PP
CFD
Skill
Key
Deciding Priorities and setting goals
Concentrating
Remembering a lot of information
Planning, chairing and running a meeting
Making a presentation
Saying No
Communicating information and opinions clearly
Writing business letters and proposals
Persuading People
Low confidence
DPSG
C
RLI
PCRM
MP
SN
CIC
WBLP
PP
CFD
This table records the most frequently identified skill needs however, other
skill development needs identified included:
Other skill development needs.
Making and using contacts
Delegating
Managing time
Working without supervision
Handling a variety of tasks and responsibilities
Reading quickly
Keeping records; filing and retrieving information
Speaking at meetings
Writing minutes
Interviewing
Listening intently and accurately
Asking for help or information
Accepting a rejection
Stating views to an authority figure
Refusing to allow yourself to be manipulated or
put down
Making and carrying out difficult decisions
Chall C Challenging ideas and actions that are
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
14
GILL GJ May 09 Final Report WMCETT
unacceptable
Explaining difficult concepts or ideas
Judging peoples effectiveness and potential, giving
feedback
Giving constructive criticism
1
1
1
Whilst this appears to be a long list they were all identified by ITTs completing
the initial assessment. Clearly some skills may need to be developed earlier and
some could be identified and developed through the learning journey and in
consultation with subject mentors.
Feedback was positive from ITTs the statements below provides an example:
“The questions around skills built up my confidence around the skills I needed to
teach. I found I could tick that I had them quite frequently”
“In reality the assessment got me re-assessing my plans. I had never really put
down in writing my lifestyle thoughts and hopes before, and found this part the
most difficult, along with the self assessment of my skills and abilities.”
In the latter quote the ITT also refers to a section in the tool that asks that
lifestyle goals are considered and recorded. This provides learners with further
opportunities to consider and reflect on their goals and the lifestyle impact this
may have „making connections‟ with work and life style balance was an
underpinning theme here.
The initial assessment process identifies that trainees do not have the
required qualifications for progression to, or success in Cttls or Dttls
Given that awarding bodies ask for different pre entry subject skill and literacy
level this is an important area for research regarding access to ITE. Where one
ITT applicant is accepted at an institution, could they be denied access at
another? Results from the pilot regarding subject entry qualifications held by
ITTs revealed the following information:
Number of Respondents 23
Subject Specialist Qualifications on Entry to PTLLS
8
6
Num ber
of ITEs'
4
2
0
L2
L3
L4
Degree
Range of Qualifications held
All ITTs held vocationally based qualifications at the levels indicated above.
15
GILL GJ May 09 Final Report WMCETT
For those with level two vocational skills it would be important to discuss the
implications of this in terms of CTLLS or DTLLS entry before completion of PTLLS.
However anyone with substantial experience could be accepted at some
institutions if this experience indicates that they are able to operate at level
three. The most important consideration here is that for those candidates with a
level two qualification, they should receive early advice and guidance regarding
achieving a level three, which is critical if they wish to progress further. This also
has implications regarding time-frames for completion of their award if
continuing their learning journey. This was an area and concern expressed by
work based & vocational sector specialists. There was common agreement
regarding the need to advise ITTs that a five year window existed to complete
ITT and this may create difficulties for those with basic skill and subject specialist
development needs as well.
It could be argued that this is an issue that requires additional thought and
review.
There was considerable variation in the methods and approaches used to
conduct initial assessment.
Interview findings with specialists in the fields of Work based learning and the
Voluntary sector confirmed the continuing search for an appropriate approach. A
variety of methods had been tested some more satisfactory than others, none
seemed to be „fit for purpose‟ at the time of the interviews. However suggestions
that an initial assessment tool could be developed to embrace all applicants has
provided challenges. One of the particular difficulties is to keep the tool to a
reasonable length that will not deter learners from engaging with it. An
introduction and presentation seemed to address concerns. Respondents in the
study commented on this “the tutor explained that not all the pages had
questions to answer, some were tables and some had just information on them.”
Another said:
I thought the document would take a long time to
complete, but going through it helped. When I started
to complete it at home it was quicker than I thought.
The most time consuming part was finding out dates etc
of when I completed qualifications and employment
history. I found it thought provoking.
Findings suggest that producing a tool that can be used for all entrants (PTLLS,
CTLLS & DTLLS) made the tool lengthy. Comments from respondents seemed to
confirm this “perhaps the document is too long, it could be split for what is
required for PTLLS, CTLLS and DTLLS. This is an area that required further
thought and discussion, which will be discussed later.
16
GILL GJ May 09 Final Report WMCETT
Outcomes
From the research findings it seems that the impact of approaches to initial
assessment is muti-faceted. Evidence suggests that whilst the current tool is
lengthy and needs review ITTs and ITEs commented on its value. Comments
from tutors included “opportunities to get to know the learners, plan their
journey with them, as well as providing each individual with the means to
consider their skills base and where development was needed.”
“A tool that stimulated discussion and planning from an informed basis for
learners, tutors, mentors and employees” ITTs reported that this was beneficial
in that they felt the exercise was both thought provoking and a useful planning
tool as well as highlighting the wider role of the tutor in the Learning and Skills
Sector. Many commented that they had grown in confidence as a result.
Two colleagues interviewed post pilot confirmed the benefit of the process and
commented on the opportunity to signpost entry level. This was important to the
institution as outcomes from the Ofsted review had revealed that some work
submitted by PTLLS candidates at level three was more indicative of a level four
standard. The proof reading, comprehension and free writing task provided early
indicators of starting level, and study skill needs that tutors felt important in
terms of meeting differentiated needs during the programme. It was also felt
important to „flag up‟ information technology development at an early stage
particularly for preparation for the micro teach and preparing learner materials.
In discussions regarding the need to assess numeracy at entry to PTLLS all
involved agreed that self assessment opportunities could be offered later in the
programme.
Questions related to assessing learning style was not addressed in the study, this
requires further review.
Whilst the study is not generalisable there does appear to be a need to review
the different entry requirements revealed in the literature review particularly
from equality and inclusivity arguments. Equally it could be suggested that
dissemination regarding the content and purpose of initial assessment should be
a priority.
The study has revealed the need to shorten the tool and the suggestion from a
respondent to have separate sections for PTLLS, CTLLS and DTLLS candidates
seems worthy of future development. The opportunity to pilot the tool with ITTs
from the work based and voluntary sector specifically would fully test the tool to
ensure it was inclusive to all parts of the sector.
The extent to which the aim of the project was achieved
In terms of meeting the aim of the project „To develop appropriate initial
assessment strategies and procedures together with a clear framework to
support for those who need to develop and use these skills in the voluntary and
work based learning sector of Post Compulsory Education‟.
17
GILL GJ May 09 Final Report WMCETT
The overall aim was met in part in that findings suggested that the initial
assessment strategies in the main were reported to be appropriate. Revision in
terms of length has been addressed from feedback received. This includes
removal of numeracy testing from the tool. This will be introduced at a later
stage and will be subject to further piloting. The tool will also be shortened by
taking out the sections that are only relevant to PTLLS ITTs as most respondents
stated this as a preferred approach.
‟‟The clear framework‟ (mentioned in the aim) takes the form of a negotiated and
agreed individual learning plan with objectives, method, named support, the
opportunity to signpost ITT to support websites, materials and key subject
specialists. The ILP is subject to periodic review and re negotiation. With regard
to „meeting the needs of those in the voluntary and work based learning sector,‟
the pilot included ITT in these sectors, who found the tool valuable in helping to
plot their development needs.
The project also sought to stimulate wider discussion and research in the field of
ITT initial assessment‟. Discussion with colleagues has been a rich source of
advice and guidance and research has been extensive; this aim has been met
fully and contributed significantly to the writers own development.
What is different about the tool as a result of the action research?
At the beginning of the project there were three tools used separately for PTllS,
CTLLS and DTLLS ITTs the project was based on developing one tool for all.
Findings suggest that this made it lengthy.
Numeracy testing will be taken out of the tool and addressed later in the
programme.
The addition of comprehension, free writing and proof reading tasks enabled
early signposting of development needs as well as a „starting point in terms of
level‟ this feature seems valuable and will be retained.
Key learning points
For the sake of clarity, key learning, will be recorded using bullet points:
The requirement stated by the DIUS, (2007) includes an individual learning
plan, the accreditation of prior learning and experience, Skills for Life
support and specialist mentoring in the workplace.
Interpretation of initial assessment requirements in awarding body criteria
seems to be different. All qualifications required initial assessment and the
development of an Individual Learning Plan.
18
GILL GJ May 09 Final Report WMCETT
Funding issues to do with pre entry assessment prior to enrolment could be
addressed through the self assessment tool.
Confusion regarding the actual pre-entry requirements, of the new
qualification route exists although to some extent this has been eased by
the extensive tariff of legacy qualifications (LLUK).
There seems to be different practice regarding assessment of Skills for Life
and experience. The identification of appropriate route, role and level of
entry to the qualification is important, particularly in terms of future career
development.
The study embraced a reasonable cross section from the sector. However a
tailored pilot with the work based & voluntary sector would provide useful
information, particularly in light of the adjustments made to the tool based
on the outcomes of this study.
In some respects initial assessment, one aspect of the reform may support
the processes involved in recognising the different starting points, and
contexts that initial teacher trainees, bring with them on entry to teacher
training.
ITT enter with a variety of backgrounds and qualifications
The tool should be shortened for PTLLs candidates and is now designed so
that additional activities develop through their learning journey and
preparing them for QTLS.
Numeracy remained a noticeable anxiety for some ITTs‟ but in the main
confidence developed as a result of the experience.
The tool enabled and empowered learners to consider their starting points
and plan further development from self assessment activities.
Learning that has taken place
All but one objective was met. A considerable amount of learning has taken place
whilst completing this project? The project has provided the opportunity to work
and learn from colleagues outside of the employer institution. Discussing
interpretations, comparing practice and working jointly to seek solutions has
been of great benefit. It was interesting to observe the priorities that different
individuals bring with them to discussions as this serves to widen ones own
perspective. The opportunity to review and develop the tool has been motivating
and stimulating but has also highlighted the need for much more projects where
19
GILL GJ May 09 Final Report WMCETT
communities of practitioners can work together to achieve common goals. A
number of approaches worked well these included preparing structured interview
questions prior to carrying out interviews although it was very difficult to keep to
the agenda as everyone was very forthcoming with ideas, views and opinions. A
tape recording should have been made as much of the richness of dialogue can
be lost in brief notes. Engaging a life skills specialist in the study worked well and
as noted earlier it was revealing when we both produced similar tasks and
subject matter for the proof reading, comprehension and free writing task. Using
the medium of reflection to gather comments from ITTs also worked well,
generating a clear picture of how respondents felt about completing the process.
This was an important consideration for the writer who is influenced by her own
values & positioning regarding the role of the teacher and facilitating
differentiated, independent learning. The opportunity to engage in a study of this
nature is infrequent; issues to do with release time to engage in such could be a
complex web to navigate. Given the time commitments required in a full time
role and the interest a project of this nature stimulates, prioritising work loads
has to be a highly developed skill.
Time available to engage in research in the sector continued to be a barrier for
all those involved. The sector is different in that the majority of learners arrive as
„Teacher trainee‟ that is employed in some form or another in training/teaching
in the sector. This will be the subject of future research.
Next steps
Next steps include discussion with work based and voluntary sector providers to
pilot the revised tool. The writer has started to work with a colleague to develop
a web based version with links to support additional study requirements. Funding
will be sought for this project to buy time for development from contracted
hours. In the meantime a further pilot study has been carried out by the writer
with a DTLLS group. The group was very diverse and the process of initial
assessment successfully generated individual learning plans offering different
entry points, learning and support routes. This was acknowledged by Ofsted and
the LSIS as creative and innovative practice. Some interest has been expressed
to use the tool for screening applicants following enquiry for DTLLS initial teacher
training by both organisations involved in the study.
The strategy adopted to proceed will change as time has been a critical issue in
terms of carrying out the study. The introduction of the work force reforms has
to some extent created opportunities through the regional Centres of Excellence
for Teacher Training (CETTs) for such a study. The funding for CETTs is critical if
such opportunities for practitioners to engage in research of this nature are to
continue. It could be suggested that we should be very proud of a sector that
responds so quickly to directional changes in policy whilst serving the needs of
such a diverse workforce. However it could be argued that this creates a state of
20
GILL GJ May 09 Final Report WMCETT
malnutrition in terms of the discourse that should be feasted upon by a
community of practitioners involved in providing such an a la carte menu.
Contact details
Gill Geary-Jones
Telford College of Arts and Technology
Haybridge Road
Telford
Shropshire
TF12NP
Telephone 01952 642 457
Mobile:
078999 86640
E mail
gill.geary-jones@tcat.ac.uk
21
GILL GJ May 09 Final Report WMCETT
Reference List
BECTA (2003) Managing Inspection and ILT [online]. Coventry: Becta, 2002.
[June 2003].P1-4 12/2002-03/073/a/BX/10k. available from
<http://www.becta.org.uk/research>
Birley, G. and Moorland, N A practical guide to Academic research.London: Kogan
Page (1998)
DIUS, (2007) World class skills: Implementing the Leitch Review of skills in
England. Norwich: HMSO,2007 [accessed on 31 January 2009] available from
http://dius.ecgroup.net/files/37-07-Sk b.pdf
DfES, (2002) Success for all: Reforming further education and training-our vision
for the future. London: DfES.
(DfES, 2003). „The future of Initial Teacher Education for the Learning and Skills
Sector, an agenda for Reform.‟ Sheffield, DfES.
DfCSF, (2006). Reforming Initial Teacher Training [online]. London: [accessed on
25 January 2008] available from
<http://www.dfes.gov.uk/furthereducation/index.cfm?fuseaction=content.view&
Catego>
Huddlestone, P. and Unwin, L. (2007) Teaching and Learning in Further
Education, Diversity and Change.3rd ed., Oxon: Routledge.
Robinson and Thompson (2008) Changing step or marking time? Teacher
education reforms for the learning and skills sector in England.Journal of Further
and Higher Education 3, no 2: 163.
LLUK (2007) Guidance on teacher roles and initial teaching qualifications August
2007 – Version 3,p.19 [accessed May 2009] Published by Lifelong Learning UK
[available from
<http://www.lluk.org/documents/ai_guidance_aug07_version3.pdf>
22
GILL GJ May 09 Final Report WMCETT
Ofsted (2006) Ofsted Good Practice Database, Actions for Quality,Improvement,
Initial Assessment. Published by the Quality InsuranceAssociation.[accessed June
2006] [available from] <http://excellence.qia.org.uk/page.aspx?o=108146>.
Ofsted (2008) Inspection of initial teacher education 2008–11 [accessed Jan
2009] [Available from] <http://www.ofsted.gov.uk/Ofstedhome/Publications-and-research/Education/Teachers-and-teachertraining/Routes-into-teaching/Inspection-of-initial-teacher-education2008-11-consultation>
Simmons, R and R, Thompson. 2007. Aiming higher: How will universities
respond to changes in initial teacher training for the post- compulsory sector in
England? Journal of Further and Higher Education 31, no 2: 171-182.
Simmons, R. (2008). Golden years? Further education colleges under local
authority control. Journal of Further and Higher Education 32, no 4: 359.
Robson, J. (2006). Teachers professionalism in further and higher education:
challenges to culture and practice. Journal of Further and Higher Education 32,
no 2: 162.
WMCETT, (2008) QIA Professionalising the Workforce Case Studies Overview
Ten Case Studies, West Midlands Centre for Excellence in Teacher Training.
Appendix One
WMCETT
[n]
Home
23
GILL GJ May 09 Final Report WMCETT
About
Priority Areas
Research & Projects
Action Research
Research Proposal Form
o

Resources
Not signed in
Sign in
Powered by Sitebuilder
© MMVIII | Privacy
Accessibility
ResearchProposalForm
[c]
Contact Name*
Gill Geary-Jones
Job Title*
Programme Manager Teacher Education
Organisation*
Telford College of Arts and Technology.
Organisation Type*
General Further Education College
Address line 1*
Haybridge Road
Address line 2 (optional) Wellington
Town or city*
Telford
County
Shropshire
Postcode*
Contact Phone No*
TF1 2NP
01952 642457
Fax No
Contact E-mail*
gill@geary-jones.fsnet.co.uk
gill.geary-jones @tcat.ac.uk
Please complete the following boxes as clearly and succinctly as possible. Once we have read
24
GILL GJ May 09 Final Report WMCETT
your proposal we will discuss it and then contact you. Please do not submit any other
documentation at this stage. If we require further information we will ask you to provide
it once we have looked at your proposal.
Project title* Initial Assessment and development of an ILP for the work-based learning and
voluntary sector.
Specific aims and objectives of project*
Project aim
To develop appropriate initial assessment strategies and procedures
together with a clear framework to support those who need to
develop and use these skills in the voluntary and work based
learning sector of Post Compulsory Education.
Please state why you feel this project is important to you and others.*
 WBL and Voluntary sector providers have work place demands which require innovative
and supportive approaches when meeting their development needs in terms of ITT.
 In the writers experience much concern and anxiety is expressed by this sector in terms
of their own abilities. The tool should provide a supportive mechanism which should aim to
address and reduce this anxiety.
 Very little guidance or research is available regarding the initial assessment of ITT even
though it is a clear requirement of ITT new qualification framework.
 The quality of initial assessment and individual learning plans is a particular feature
of the inspection of teacher training by Ofsted.
Please state your target audience for this project.*
WMCETT Partners in the Work based learning and voluntary sector engaging in initial ITT.
Please explain what the main outcomes of the project are that you would want to see
e.g. improvements for learners - access/retention/achievements.*


A stand alone tool that enables ITT to chart their initial development needs in a
comprehensive, informed individual
learning plan
To stimulate wider discussion and research in the field of ITT initial assessment.
25
GILL GJ May 09 Final Report WMCETT
Please outline what methods/approaches you intend to use to achieve the aims of your project.*
Phase one: Review and evaluate current initial assessment
practices in WMCETT Worked based learning and
Voluntary sectors with tutors and ITT from the WMCETT Partnership.
Phase two: In collaboration with providers and participants of ITT further develop a
stand alone assessment tool to meet the needs
identified from phase one above.
Phase three: Pilot the assessment tool and gather feedback for
evaluation purposes.
Phase Four: Adjust tool from evaluation findings re pilot with group of WBL providers
Phase FIve:
Disseminate project outcomes through WMCETT Conference.
Use the outcomes of the research
and evaluation to provide data to LLUK to support the
development of ‘Standards in initial assessment’
Please explain what your methods of enquiry for establishing starting points/monitoring progress
/measuring success e.g. use of questionnaires/focus groups/interviews etc.*
Action Research approach
Phase One
Phase two:
Phase Three:
Phase Four:
Phase Five :
A review of practice and evaluation of needs.
Development of tool in collaboration with partners.
Pilot with questionnaire and focus group discussion on outcomes.
Adjust tool and re pilot with group of WBL providers commencing their ITT
Evaluate and report on findings through WMCETT conference.
Please add anything else you feel may be of use to us when considering your proposal.
Post Project:
It is hoped that a bid for further development funds will be made to enable the tool to be
developed for and forming the basis of APA.
(CTLLS and DTLLS applicants). Included in this development Core Curriculum study support
(Language, Literacy, Numeracy and ICT and Study Skills support materials would be developed.
* indicates a required field
Page contact: Lucy Moss Last revised: Thu 10 Apr 2008
26
GILL GJ May 09 Final Report WMCETT
Appendix Two
Questions WMCETT Project
19th November 2008
Mill Hotel Alveley
Board room
Host
Gill Geary-Jones TCAT
Attended by: WMCETT
Gill Geary-Jones Programme Manager Teacher
Education TCAT and WMCETT Small Action Project
Time:
Date:
Venue:
Purpose of meeting:
1. To establish past practice regarding the approach, tools and
strategies used for initial assessment (IA) of candidates
embarking upon a Ptlls/ course. Provision provided by West
Midlands Centre for excellence in Teacher Training (WMCETT)
staff and its partner colleges.
2. To share experiences of introducing „Work Force
Reforms‟, in the Lifelong Learning Sector (LLLS). A particular
focus on the factors that hindered / helped initial assessment
3. To explore teacher trainers view of responses from trainees to
the process.
4. To consider the impact this process had on candidates
(Teacher Trainers view)
5. To discuss „the best way forward,‟ in order to work with
WMCETT partners to produce a best practice model to pilot
across the partnership.
Interview Questions:
1. What initial assessment strategies / tools have been used so far?
Reflection on Experience:
2. What was the purpose of initial assessment?
3. What works well?
4. Are there gaps?
5. What could be improved and how this could be achieved
27
GILL GJ May 09 Final Report WMCETT
6. What is initial assessment for?
7. What methods are used for learners and how are they involved?
8 .Do we need to improve our staff training in initial assessment?
9. What is the prior attainment of learners (qualifications and
experience, particularly that which is relevant to the
qualification/programme)?
10. What should your learners achieve as a minimum by the end of
their programme?
11. To do this, what additional support needs do they have and how
can you meet them?
12. If they have prior qualifications or experience, can they be used?
13. What underpinning skills do they require, including communication,
literacy, numeracy and language?
14, How do you support literacy, numeracy and ILT skill development?
15. If applicable, what are your employers‟ expectations?
16. For work-based learners, how do job roles match learning and
assessment requirements?
17 For the Voluntary Sector, how do job roles match learning
and assessment requirements?
18. What are the needs of other stakeholders, partners, funding
bodies and referral agencies?
19. What are the awarding body‟s expectations?
20. What are the needs of the skills sector?
21. Are there specific legal requirements? (e.g. child protection
screening?)
22
23
Equality and diversity issues-comments?
Learners‟ learning styles and personal characteristics - If you
28
GILL GJ May 09 Final Report WMCETT
assess these, how do you intend to use them?
24. What instrument is used?
25. How well do learners achieve?
26. How effective is teaching, training and learning?
27. How well are learners guided and supported?
28. Any other comments?
29. What is the impact of your current initial assessment methods?
30. What does it lead to?
31. How do you know that initial assessment is working?
32. What data do you have to support the outcomes of initial
assessment?
33. What is the data telling you?
34. In what ways do the initial assessment results impact on
individual learning plans?
35. What does feedback from learners tell you about your initial
assessment?
36. How recently have you reviewed your initial assessment methods?
37. Are methods appropriate for your context?
38. Do you give learners opportunities for self assessment?
39. Is initial assessment a „one off‟ at the beginning of a programme
or is it repeated to demonstrate improvement (for example
literacy and numeracy levels)?
40. How can we4 improve our staff training in initial assessment?
Appendix Three
Case Study
Telford College of Arts and Technology: Responding to teacher training
reforms and innovative practice in initial assessment
29
GILL GJ May 09 Final Report WMCETT
Introduction
Telford College of Arts and Technology TCAT) based in Wellington, Shropshire is
a large general FE College with over 16.000 students, including 1200 full-time
and 15,000 part time. TCAT has received a broad array of nationally
recognised awards for excellence including more Beacon Awards than any
other college in the UK, confirming its status as a nationally praised college. The
college offers a very wide range of vocational courses including NVQs,
professional, preparatory degree and tailor-made programmes.
Through its Teacher Education School, the College offers the new teacher
training qualifications to over 200 part-time students each year and has piloted
an innovative self-screening tool to support the initial assessment process. It has
also developed an in-house IT based system to effectively record staff
continuing professional development (CPD).
Teacher training reforms and qualifications
As part of its commitment to a well-qualified and professional workforce across
the FE sector the Government introduced important reforms from September
2007. These included revised mandatory teaching qualifications for new
teachers and the requirement for all teachers or trainers to complete a minimum
of 30 hours of continuing professional development each year. All those
teaching or training within the Learning and Skills Sector regardless of whether
they are full-time, part-time or freelance, who joined after 1 September 2007 are
required to take qualifications which form part of the Qualified Teacher Learning
and Skills (QLTS)or Associate Teacher Learning and Skills (ATLS) framework and
the Qualification and Credit Framework (QCF).
The QTLS is a unitised framework for England to help people progress from the
initial Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS), to the
Certificate in Teaching in the Lifelong Learning Sector (CTLLS) or Diploma (DTLLS)
depending on their career aspirations and role requirements. The Award at
levels 3 and 4 has a six credit value, the Certificate at levels 3 and 4 a 24 credit
value and the Diploma at level 5 a 120 credit value. All qualifications require
initial assessment and the development of an Individual Learning Plan.
Initial Assessment Screening Tool
To help determine which teaching qualification and at what level, a prospective
student should undertake, the College has piloted a detailed initial assessment
screening tool which seeks to gather a wide range of information and provides a
comprehensive initial assessment process. Designed by a member of staff
candidates complete this at home using either an electronic or paper-based
version before enrolling on their course. The document is divided into 3 parts:
Initial Assessment
Individual Learning Plan
30
GILL GJ May 09 Final Report WMCETT
Individual Learning Plan Review
Clear guidance is provided about its purpose and how the results will be used by
candidates to negotiate and develop their own individual learning plan with
their course tutor and subject mentor. Candidates proceed through a series of
identified steps enabling them to record information about their:
Educational and professional qualifications including Training courses
attended an current job responsibilities and key performance areas
Work experience and jobs held including any voluntary experience
Teaching/training experience and qualifications,
Skills and abilities checklist
Results of any psychometric or other analytical tests
Experiences as a learner
Career plans
Non-work interests and activities and long and short term lifestyle goals
Literacy and Numeracy Skills – applicants complete the on line „Move On‟
literacy and numeracy tests which identify the level that they are currently
operating at and any development needs
Information Learning Technology Skills - Applicants wishing to undertake the
DTLLS qualification area are required to undertake a more rigorous and
robust analysis of the wider use of ILT within their role
Developmental goals
Views on the use of learning styles assessments
Candidates are encouraged to discuss their findings with Subject Mentors and
Initial Teacher Training Tutor prior to finalising their Individual Learning Plan(ILP)
Following completion of the initial assessment candidates complete their own ILP
which identifies:
Development areas
How development will be undertaken
Who will help with the development
Timescales for completing developments
Success measures
The final part of the document, the Individual Learning Plan Review is completed
part way through the candidates programme following discussion with their
tutor. During this process students also review themselves against the
professional standards for teachers in preparation for applying for QTLS status.
Benefits of an effective initial assessment process
College staff have identified many benefits in carrying out a thorough initial
assessment. Learners are not only placed on the right course at the right level
but this also minimises the risk of early drop out and retention rates are high.
Identifying learners‟ prior knowledge and experience also ensures that they start
31
GILL GJ May 09 Final Report WMCETT
their course at an appropriate point in time and do not spend time repeating
previous learning.
Feedback from students indicates that they enjoyed completing the initial
assessment at home where they felt more relaxed and did not feel that they
were being tested. Many students reported that they would have felt quite
stressed if they had been asked to complete the literacy and numeracy
assessments in College. The College also benefits in that staff have more time to
spend on other activities if initial assessment is undertaken at home rather than in
College. Student ownership of individual learning plans has also shown to be
very high as students have prepared these themselves and the College has
been able to offer appropriate training and development to help them meet
needs. Candidates revisit their ILP throughout their learning journey
“I did not want to think about trying to make too much work for myself
and tried to identify realistic goals which are relevant to my occupation,
and those that I know I can achieve.” Heidi Stocker (Dtlls)
“It helped me to identify gaps and weaknesses which I had not really
thought about and plan to address them” Iraj Shadnia (PGCE)
“I can‟t wait to get started” (Ptlls Candidate)
32
GILL GJ May 09 Final Report WMCETT
Recording Staff CPD
Even before the teacher training reforms were introduced in 2007, whereby all
teachers to complete a minimum of 30 hours of continuing professional
development each year, TCAT had already developed an in house IT based
system, Professional Developer, for recording staff CPD. Professional Developer
records for each of the 700 members of staff and 300 agency staff:
Their individual qualifications
For each area of CPD undertaken: time spent, method used, reflections on
learning, costs of training
Dates of previous and planned staff appraisals
Dates and results of staff observations
Each member of staff has online access to their own record which is also
accessible by their manager. Each individual‟s record contains a list of all formal
CPD activities undertaken complete with the nominated hours assigned to each
event. In addition, the individual can records for the informal activities to be
added with hours allocated.
33
GILL GJ May 09 Final Report WMCETT
Michelle Francis who is responsible for the overall management of Professional
Develop within the College, feels that the system offers huge benefits not just in
terms of providing individuals with an up-to-date record of their CPD activity but
also in that it enables a wide range of reports to be produced including an
overview of qualifications held by all staff within the college, training and
development expenditure against budget, appraisals carried out on time,
summary of results of staff observations for each school within the College.
Further Information
For further information on the initial assessment screening tool please contact Gill
Geary-Jones, Programme Manager, Teacher Education School, Telford College
of Arts and Technology at gill.geary-jones@tcat.ac.uk
For further information on TCAT‟s CPD tool please contact Michelle Francis,
(please add in job title and department) Telford College of Arts and Technology
at Michelle.Francis@tcat.ac.uk
34