Initial Assessment
For entry to
Initial Teacher Training in the Post Compulsory Sector.
for
Preparing to Teach, Certificate and Diploma in Teaching in the Lifelong Learning Sector
Or
The Post Compulsory Certificate in Education
and
The Graduate Certificate in The Post Compulsory Certificate in Education
Programme of Study applied for:
Date planned commence study:
Name:
Address:
Contact details:
Email
Home
Work
Contents
Content
Introduction
Guidance notes to complete (All applicants)
Personal Profile
Literacy Skills
Numeracy Skills
Information Learning Technologies All candidates
Information Learning Technologies Dtlls candidates only
Learning Styles Background information and practitioner research
findings
Individual learning Plan
Record of Review of Individual Learning Plan
Reflective Account
Second Record of Review of Individual Learning Plan
Second Year Dtlls Candidates only Individual Learning Plan
Second Year Dtlls Candidates only First Record of Review of ILP Second Year Dtlls Candidates only Mid term Record of Review of ILP
Second Year Dtlls Candidates only Final Record of Review of ILP Individual Learning Plan to support the achievement of QTLLS
Reference List
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Page Numbers
3
4
5-15
16-19
20-21
22-24
25-27
28-29
30
31
32
33
34-35
36-37
38-39
40-41
42
43
2
Introduction
"In response to the 2006 White paper, Further Education: Raising Skills, Improving Life Chances, the
government will be introducing regulations on initial teacher training and continuing professional
development (CPD) from September 2007.
From September 2007, new entrants to the sector in a teaching / training role will be required to gain a
qualification appropriate to their role. The requirement is part of a move towards professional status for
Post Compulsory Sector teachers and trainers. This will lead to Qualified Teacher Learning and Skills
(QTLS) for those in a full teacher role and Associate Teacher Learning and Skills (ATLS) for those in an
associate teacher role" (AOC, 2007,p.1).
Part of these regulations state that that all teacher/trainer practitioners should be professionally registered
with the Institute for Learning (www.IfL.ac.uk) by 31st March 2008.
In addition teaching/training practitioners will maintain their own CPD.
Initial assessment followed by discussion leading to an individual learning plan is also part of the
requirement.
This web or paper based folio is designed to take you through the processes involved in this initial
assessment, enable you to record outcomes, leading to the agreement and recording of your initial and
individual learning plan.
Completion of this initial assessment document will provide the basis from which to negotiate and develop
your individual learning plan‟ with your course tutor and subject mentor.
As you progress through your learning journey you will be able to continue to chart your development
needs linked to the Lifelong Learning United Kingdom (LLUK) professional standards.
If you complete the Diploma in Initial Teacher Training you will have an opportunity to consider and record
development objectives leading to professional formation and Qualified Teacher in the Lifelong Sector
(QTLLS) status.
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Education is not filling a bucket but lighting a fire.
William B. Yeats, poet.
PTLLS & CTLLS Applicants
Please complete pages 1-30 excluding pages 25-27
DTLLS Applicants
Please complete pages 1- 30
All applicants will complete the remainder of this assessment tool as they
progress through their Initial Teacher Training and towards QTLLS.
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All Candidates
Personal Profile Please complete :
(National Extension College Trust Ltd, p.3 of 28)
Step 1
What educational/professional qualifications (Work based) have you gained? Where did you obtain them
and what standards, awards or certificates did you achieve?
Qualification
Where
Standard
Step 2
Over the last five years what jobs have you done (Employed or Voluntary)? Give the starting and leaving
dates. What were the main achievements and/or experiences you gained
Jobs
Start and end dates
Achievements experience
Step 3
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Please complete the questions below. This will help us to decide on the best route into Initial Teacher
Training for you.
This is like me This is not like me This is a bit like me
Current position
√
√
√
I would like to support learning in the work
based or voluntary sector.
I am thinking about a career in teaching or
training and do not have any experience at
present.
I am thinking about a career in teaching or
training and work with trainees at present.
I am involved with teaching, training or
supporting trainees/students for at least 30
hours a year.
I am directly involved in training and
supporting trainees or students for at least 75
hours a year.
Step Four
Please complete:
What subject would you like to teach or train in?
Do you hold a qualification to teach this and what Qualification
level is this?
Level
Do you have experience in this subject?
Role
Years
Step 5
List below any training courses and subject specific updating you have attended? When and where were
they held? What knowledge, skills and experience did they give you?
Courses
Where and when
Skills and experience
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Step 6 For applicants who are in paid employment.
If you are currently employed - what are your current job responsibilities and key performance areas? If
you have specific performance objectives list these, together with any recent achievements.
Job Title
Current Job
responsibilities
Recent achievements
Step 7 For applicants who are not in paid employment but who work in a voluntary capacity or
who are not working at the moment (Previous employment)
Please complete this section.
Job Title
Current responsibilities
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Recent achievements
7
Step 8. Skills and abilities checklist
The following are included as a guide to help you think about your existing skills and abilities.
Tick if you think you need development in order to improve.
'I'm already
'I'm quite good
'I can do
Development needed
really good at
this'
at this'
this when
I need to'
'I'm not
confident
yet about
this'?
√
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√
√
√
Making and using contacts
Delegating
Coordinating tasks and making arrangements
Managing time
Working without supervision
Deciding on priorities and setting goals
Setting and meeting deadlines
Handling a variety of tasks and responsibilities
Concentrating
Questioning
Remembering a lot of information
Development needed
'I'm already
really good at
this'
√
'I'm quite good
at this'
√
'I can do
this when
I need to'
'I'm not
confident
yet about
this'?
√
Reading quickly
Keeping records; filing and retrieving information
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Advising or counseling
Helping people to develop themselves
Running training sessions or teaching
Speaking at meetings
Planning, chairing or running a meeting of any
kind
Making a presentation
Expressing appreciation and compliments readily
Saying „no‟ without feeling guilty
Asking for help or information
Giving constructive criticism
Development needed
'I'm already
really good at
this'
√
'I'm quite good
at this'
√
'I can do
this when
I need to'
'I'm not
confident
yet about
this'?
√
Accepting a rejection
Stating your views to an authority figure
Refusing to allow yourself to be manipulated or
„put down‟
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Accepting different opinions
Listening intently and accurately
Communicating information and opinions clearly,
in speech and writing
Thinking quickly on your feet
Explaining difficult concepts or ideas
Giving clear instructions
Writing minutes
Dealing well with the public
Writing business letters and proposals
Development needed
'I'm already
really good at
this'
√
'I'm quite good
at this'
√
'I can do
this when
I need to'
√
'I'm not
confident
yet about
this'?
√
Speaking on the telephone
Interviewing
Getting people to work together
Negotiating
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Persuading people
Promoting change
Taking risks
Making and carrying out difficult decisions
Spotting and solving problems
Challenging ideas and actions that are
unacceptable
Using imagination
Development needed
'I'm already
really good at
this'
√
'I'm quite good
at this'
√
'I can do
this when
I need to'
√
'I'm not
confident
yet about
this'?
√
Supervising others
Judging people‟s effectiveness and potential
Giving feedback
Other:
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Step 9
Have you taken any psychometric or other analytical tests which indicate what sort of performer you are
or what preferences you have for working as an individual or team player?
Analytical Test Name/Reference
Outcome
Step 10
Reflect on the experiences you have had as a learner and note both the most successful and least
successful experience. What were the reasons?
Most successful
Reasons
Least successful
Reasons
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Step 11
What are your career plans over the next two years and how do they fit in with your ultimate career
objective?
Career Plans
Ultimate career objective
Step 12
What non-work interests and activities do you have? Membership of a sports committee, choral society or
Parish Council, for example, will help illustrate what sort of person you are and what „hidden‟ talents and
skills you may possess.
Interests
Activities
Step 13
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What are your lifestyle goals? It is helpful to separate lifestyle goals into short-, medium- and long-term
goals with definite timescales to each.
Long term lifestyle goals
Medium term
Short Term
Literacy Skills
There are
four parts to this assessment activity:
Part One
Please complete the on line mini literacy test http://www.move-on.org.uk/ which will provide you with
information regarding literacy skill development needs. Please record the results in the table below.
Part Two
During your micro teach you will be assessed against the adult minimum core in speaking and listening
skills.
Please record your results in area two below.
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Part three
Please complete the writing task outlined below, this will enable you and your tutor to identify any
development needs and record this in your Individual Learning Plan
The subject of the free writing task is „Why I would like to enrol on the Pttls, Ctlls or Dtlls course‟.(Please
use the title appropriate for the course you would like to enrol on)
Please record any development needs identified in area three below.
Part four
Please complete the Reading Task ‘Dyslexia’, and record your results in the table below.
Part Five
Please complete the ‘Proof Reading’ task and record your results below.
Step 14
All identified development needs should be discussed with your centre tutor. Later on in your programme
of study you may wish to discuss the opportunities that are available in your subject specialism to
develop the skills of your students, with a subject mentor.
Literacy Skills Assessment Results
Level
Identified development need
Part One
On line mini literacy test results.
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Part Two
Micro teaching assessment of Speaking
and Listening.
Part Three
Free Writing Task Result
Part Four
Reading Task „Dyslexia‟.
Part Five
Proof Reading Task
Step 14 continued
Reading Task „Dyslexia‟.
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Step 14 continued
Proof Reading Task
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Step 15
Numeracy Skills
There are just two aspects to this assessment activity.
Firstly, complete the on line numeracy mini assessment http://www.move-on.org.uk/) (if you have not
already done so.Record your results in the table below.
Secondly, take part in the Active Learning exercise for Numeracy Skill Development when you join the
course and record any development needs below.
Numeracy Skills Assessment Results
Level
Identified development need
On line Numeracy Task
Active Learning Numeracy Exercise
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When you meet with your centre tutor, discuss your results.
During this discussion it may be useful to consider and explore your own development needs. If
appropriate the opportunities that are available in your subject specialism, to develop the skills of your
students, could also be discussed at this time.
Finally
Record any actions decided upon as a goal for development in your individual learning plan.
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Step 16
Information Learning Technologies
As a thought starter please complete the following checklist:
Activities
I use
I do not use
I should develop
Microsoft Word (MW)
Microsoft Excel
Microsoft Access
Power Point
Power Point
with interactive buttons
Power Point
With hyperlinks
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I support learners in the
use of
I use
I do not use
I should develop
Microsoft Word (MW)
Microsoft Excel
Microsoft Access
Power Point
Power Point
with interactive buttons
Power Point
With hyperlinks
I provide information to students using:
Activities
I use
I do not use
Floppy Disc
CD ROM
Intranet
Text
Mobile phone
E mail
Electronic
Discussion
Forums
Interactive
white board
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I should develop
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Video
Digital Camera
I support learners in the use of
I should develop
Activities
Floppy Disc
CD ROM
Intranet
Text
Mobile phone
E mail
Electronic
Discussion
Forums
Interactive
white board
Video
Digital Camera
I use
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I do not use
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Step 17
For DTLLS Candidates only.
The Use of ILT and Inspection.
The Ofsted Inspection framework includes the following questions. Consider and answer the following:
Yes No
Need to do.
Question Question
Number
A
Is the use of ILT effectively planned
across the entire learning programme?
A1
Do your schemes of work make full use
of ILT resources currently available to
learners within the institution?
A2
Do assignments make full use of ILT
resources currently available to learners
within the institution?
A3
Do supplementary activities outside
scheduled learning times make full use
of ILT resources currently available to
learners within the institution?
A4
Is there appropriate balance of teaching
methods recorded in the scheme of
work?
A5
Do ILT opportunities provide appropriate
enhancement of student learning?
A6
Do ILT opportunities encourage learner
autonomy, self direction and
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development?
Question Question
Number
A7
Does the use of ILT ensure the quality of
learning materials match students‟
expectations?
A9
A10
Yes No
Need to do
Yes No
Need to do.
If the use of ILT does not arise in the
scheme of work, can you demonstrate
evidence of its place, role and
contribution across the full programme?
Is the use of ILT effectively planned and
implemented and is it appropriate for
each particular learning activity?
Question Question
Number
B
Do you make use of ILT to:
B1
Conduct Initial assessment?
B2
Track, record and monitor individual
progress?
B3
Record and respond to the prior
attainment, aspirations and learning
styles that separate the particular needs
of individual learners from the needs of
the group?
B4
Assess learner progress and
achievement?
B5
Support self assessment and review?
B6
Do you have the necessary skills to be
able to support learners using
technology?
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B7
B8
Do you have the necessary skills to be
able to support learners with adapted
technology to meet the special needs of
learners?
Do you make use of online peer and tutor
communication facilities to extend the
learner‟s personal and academic
development and experience beyond
scheduled sessions?
Dtlls candidates only
Practioner research findings
You have now completed a rigorous and robust analysis of the wider use of ILT within your role.
Now engage in a professional discussion regarding the identification of your development needs, with
either your centre tutor or subject mentor.
You may wish to disseminate findings at a departmental or organization level.
Step 18
All Candidates
Following this activity:
Record your own development goals in the individual learning plan that you are compiling.
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All Candidates
Learning Styles
Background information
The publication of a recent research report has resulted in some debate regarding the reliability and
validity of popular learning style instruments.
Conclusions suggested that the results from learning style questionnaires were often “fragmented, isolated
and ineffective” (Coffield, et al, 2004, p.60 )
The recommendations emanating from this research seems to suggest that some instruments can be more
appropriately used in given circumstances these are as follows:
For use in Higher Education contexts
For use in HE in FE contexts
For use in Post 16 contexts
Vermunt
Entwistles model (available on „q‟drive PCE Home page)
Herrmann whole Brain model
(1989) which supercedes R/L
Brain models.
In addition the following are also reported as credible:
Allinson & Hayes
Hayes
You will have the opportunity to consider and reflect on the advantages and disadvantages of a range of
learning style instruments during the first few weeks of your course. When you have studied learning
Styles please answer the questions below.
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Step 19
Question
1. I will use a learning style instrument because
Response
2. The learning style instrument I will use is
3. I will not use a learning style instrument
because
4. My alternative plans to profile students will
include
The great aim of education is not knowledge, but action.
Herbert Spencer
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Step 20
All Candidates
Before you enrol on your course please complete the following Individual Learning Plan. This
should be based on all of the information that you have gathered about your development
needs from completing this initial assessment document.
Individual Learning Plan
Step
Number
State
What it is you would
like to develop?
How will you do this?
Who will help
you?
When will you have
completed this?
√X
Success
Measure
You have now completed the Initial assessment activity prior to entry to Initial Teacher
Training in the Post Compulsory Sector.
Every success in the future.
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Please complete half way through your course.
Individual Learning Plan Review
Step
Number
What was your
Objective?
How did you go
about achieving this?
Who has
helped you
What was your
Target date for
achievement
√X
How have you progressed with this
What hindered or helped you to achieve
this
What have been your key learning points from each step and how will you use this to help you
in your role as a teacher or trainer?
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Reflection
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Second Individual Learning Plan Review
Step
Number
What was your
Objective?
How did you go
about achieving this?
Who has
helped you
What was your
Target date for
achievement
√X
How have you progressed with this
What hindered or helped you to achieve
this
Year Two Dtlls Candidates Only
Year Two
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Now that you have completed the first part of your initial teacher training please complete the
following tasks:
1 Review the Lifelong Learning United Kingdom (LLUK) standards for Initial Teacher Trainers
and identify:
a) One development need that you have in Literacy skills. This could be based on your own
needs or developing the literacy skills of your learners.
b) One development need that you have in numeracy skills. This could be based on your own
needs or developing the numeracy skills of your learners.
c) One development need that you have in Information Learning Technology (ILT) in your
own role.
d) One development need that you have in Information Learning Technology in use of ILt to
develop the skills of your learners.
e) Two areas in your teaching related to your subject specialism that you need to develop in.
f) Two areas of your classroom or wider teaching role that you would like to develop.
Please record your findings in your individual development plan below in the form of ‘SMART
development objectives,’ and reference the LLUK standard associated with each one.
Individual Learning Plan Year two Dtlls Candidates
LLUK
reference
SMART Objective
Method
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Who will help
you?
Target date to achieve
√X
Success
Measure
33
Please complete half way through your course.
Individual Learning Plan First Review
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LLUK
REference
What was your
Objective?
How did you go
about achieving this?
Who has
helped you
What was your
Target date for
achievement
√X
How have you progressed with this
What hindered or helped you to achieve
this
What have been your key learning points from each step and how will you use this to help you
in your role as a teacher or trainer?
Reflection
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Please complete half way through your course.
Individual Learning Plan Second Review
Who has
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How have you progressed with this
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LLUK
Reference
What was your
Objective?
How did you go
about achieving this?
helped you
What was your
Target date for
achievement
√X
What hindered or helped you to achieve
this
What have been your key learning points from each step and how will you use this to help you
in your role as a teacher or trainer?
Reflection
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You are now reaching the end of your course and should soon gain your Diploma to Teach in
the Lifelong Learning Sector. Please review your development plan using the form below.
Individual Learning Plan Final Review
LLUK
Reference
What was your
Objective?
How did you go
about achieving this?
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Who has
helped you
What was your
Target date for
achievement
√X
How have you progressed with this
What hindered or helped you to achieve
this
38
What have been your key learning points from each step and how will you use this to help you
in your role as a teacher or trainer?
Reflection
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Now consider the guidance you have been provided with in order for you to achieve
Professional Formation (QTLLS) and record your objectives to achieve this below:
Individual Learning Plan to achieve QTLLS.
Formation
steps
SMART Objective
Method
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Who will help
you?
Target date to achieve
√X
Success
Measure
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Reference List
BECTA (2003) Managing Inspection and ILT [online]. Coventry: Becta, 2002. [June 2003].P1-4 12/200203/073/a/BX/10k. available from,http://www.becta.org.uk/research
Coffield, F.,Moseley,D, Hall,E and Ecclestone, K.(2004) Learning Styles & pedagogy in post 16 Learning. A
systematic & critical review.Learning Skills Research Centre, Wiltshire. Cromwell Press
Entwistle, N. J. & Ramsden, P. (1983). Understanding student learning. London: Croom Helm.
Entwistle N. J , Tait, H. & McCune, V. (2000). Patterns of response to an approaches to studying inventory
across contrasting groups and contexts. European Journal of the Psychology of Education, (in press).
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National Extension College Trust Ltd, (2002) Skills Inventory [online].[June2006]pp.3-28. Available from
World Wide Web:< http://www.odlqc.org.uk/nec.htm>.
Tait, H. & Entwistle, N. J. (1996). Identifying students at risk through ineffective study strategies. Higher
Education, 31, 99-118.
Tait, H. & Entwistle, N. J. (1996). Identifying students at risk through ineffective study strategies. Higher
Education, 31, 99-118.
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