PGCert FE and Cert FE Conference

PGCert FE and Cert FE Conference

School of Continuing EducationNottingham University

Hilary Stone

17 July 2002

School of Continuing EducationNottingham University

Hilary Stone

17 July 2002

The presentation will cover:The presentation will cover:• the context

• a Fento update

• lessons from the first year of endorsement of initial teacher training

• notions of excellence

• the context

• a Fento update

• lessons from the first year of endorsement of initial teacher training

• notions of excellence

Success for all: Reforming Further Education and TrainingSuccess for all: Reforming Further Education and Training

• meeting needs, improving choice• putting teaching and learning at the heart of

what we do• developing the teachers and leaders of the

future• developing a framework for quality and success

• meeting needs, improving choice• putting teaching and learning at the heart of

what we do• developing the teachers and leaders of the

future• developing a framework for quality and success

What is emerging?What is emerging?

• learners and learning at the heart of the sector

• a parity of esteem between the vocational and the academic

• a stronger employer voice in the planning and delivery of learning and skills

• employer investment into skills development

• maximisation of economic success through a skilled workforce

• ‘The Leadership College’

• learners and learning at the heart of the sector

• a parity of esteem between the vocational and the academic

• a stronger employer voice in the planning and delivery of learning and skills

• employer investment into skills development

• maximisation of economic success through a skilled workforce

• ‘The Leadership College’

Fento updateFento update

• over 70 National Training Organisations• 30 Sector Skills Councils • a wider post-16 sector• current projects- using standards to raise

standards

• over 70 National Training Organisations• 30 Sector Skills Councils • a wider post-16 sector• current projects- using standards to raise

standards

… a standard of excellence, especially a high standard

Oxford dictionary definition

… a standard of excellence, especially a high standard

Oxford dictionary definition

The Fento standards for teaching and supporting learningThe Fento standards for teaching and supporting learning

• Assessing learners’ needs• Planning and preparing teaching and learning

programmes for groups and individuals• Developing a range of teaching and learning

techniques• Managing the learning process

• Assessing learners’ needs• Planning and preparing teaching and learning

programmes for groups and individuals• Developing a range of teaching and learning

techniques• Managing the learning process

The Fento standards for teaching and supporting learning…continuedThe Fento standards for teaching and supporting learning…continued

• Providing learners with support• Assessing the outcomes of learning and

learners’ achievements• Reflecting upon and evaluating one’s own

performance• Meeting professional requirements

• Providing learners with support• Assessing the outcomes of learning and

learners’ achievements• Reflecting upon and evaluating one’s own

performance• Meeting professional requirements

Endorsement of Initial Teacher Training; Lessons from the first yearEndorsement of Initial Teacher Training; Lessons from the first year

• September 2001- all FE teacher training qualifications to be endorsed by Fento

• 46 HEI applications representing 254 centres

• 9 Awarding Body applications representing 415 centres

• September 2001- all FE teacher training qualifications to be endorsed by Fento

• 46 HEI applications representing 254 centres

• 9 Awarding Body applications representing 415 centres

Strengths of the endorsement processStrengths of the endorsement process

• opportunity for organisations to evaluate and improve

• stimulus for thinking afresh• critical external review welcomed by many to

confirm quality and benchmark standards• collegiate , developmental, advisory approach

welcomed• existing qualifications can retain uniqueness and

responsiveness to local and regional contexts

• opportunity for organisations to evaluate and improve

• stimulus for thinking afresh• critical external review welcomed by many to

confirm quality and benchmark standards• collegiate , developmental, advisory approach

welcomed• existing qualifications can retain uniqueness and

responsiveness to local and regional contexts

Strengths of the visits to awarding institutionsStrengths of the visits to awarding institutions

• the ‘human’ face of Fento

• sharing of good practice

• best when the whole course team and the programme leader are involved

• the ‘human’ face of Fento

• sharing of good practice

• best when the whole course team and the programme leader are involved

Building on the process Building on the process

• greater clarity about the extent and nature of coverage of the Fento standards?

• overlap between Fento and QCA?• greater clarity about who can gain the Fento

endorsed award?• certification?

• greater clarity about the extent and nature of coverage of the Fento standards?

• overlap between Fento and QCA?• greater clarity about who can gain the Fento

endorsed award?• certification?

Practices which delay endorsementPractices which delay endorsement

• out-of-date programmes

• incomplete and/ or inaccurate documentation

• imbalance between practical and theoretical elements

• out-of-date programmes

• incomplete and/ or inaccurate documentation

• imbalance between practical and theoretical elements

Development and assessment of teaching practiceDevelopment and assessment of teaching practice

Teaching practice assessments are vital to:

• provide students with feedback on development of professional skills

• identify whether students are meeting the standards

Teaching practice assessments are vital to:

• provide students with feedback on development of professional skills

• identify whether students are meeting the standards

Variation in teaching practice assessmentsVariation in teaching practice assessments

• factors of distance and experience contributing to the variable number of teaching practice assessments

• current range: from 1 to 12 hours of assessed teaching practice

• factors of distance and experience contributing to the variable number of teaching practice assessments

• current range: from 1 to 12 hours of assessed teaching practice

Fento valuesFento values

• reflective practice

• collegiality and collaboration

• centrality of learning and learner autonomy

• equality and inclusiveness

• reflective practice

• collegiality and collaboration

• centrality of learning and learner autonomy

• equality and inclusiveness

Personnel policies ... put teaching first rather than last among the criteria for hiring and promotion

W. Norton Grub 1999

Personnel policies ... put teaching first rather than last among the criteria for hiring and promotion

W. Norton Grub 1999

‘Good teaching cannot be reduced to technique; good teaching comes from the identity and

integrity of the teacher’

‘Good teaching cannot be reduced to technique; good teaching comes from the identity and

integrity of the teacher’

Parker Palmer 1998Parker Palmer 1998

‘Teaching is perhaps the most privatised of all professions. Though we teach in front of

students we almost always teach solo, out of the sight of colleagues – in contrast to surgeons

or trial lawyers – when we work’

‘Teaching is perhaps the most privatised of all professions. Though we teach in front of

students we almost always teach solo, out of the sight of colleagues – in contrast to surgeons

or trial lawyers – when we work’

Parker Palmer 1998Parker Palmer 1998

... star teachers of the future work to make the best standard for all

Hay McBer 2000

... star teachers of the future work to make the best standard for all

Hay McBer 2000

... good teaching comes in a myriad of forms, but good teachers all share one trait: they are truly present in the classroom, deeply engaged with their students and their subjects.

Parker Palmer 1998

... good teaching comes in a myriad of forms, but good teachers all share one trait: they are truly present in the classroom, deeply engaged with their students and their subjects.

Parker Palmer 1998

‘If I had eight hours to chop down a tree, I’d spend six hours sharpening the axe’

‘If I had eight hours to chop down a tree, I’d spend six hours sharpening the axe’

Abraham LincolnAbraham Lincoln

Simply brilliant…the competitive advantage of common senseSimply brilliant…the competitive advantage of common sense

• Many things are simple.• Know what you’re trying to do.• There is always a sequence of events.• Things don’t get done if people don’t do them.• Things rarely turn out as expected.• Things either are or they aren’t.• Look at things from others’ points of view.

Fergus O’Connell

• Many things are simple.• Know what you’re trying to do.• There is always a sequence of events.• Things don’t get done if people don’t do them.• Things rarely turn out as expected.• Things either are or they aren’t.• Look at things from others’ points of view.

Fergus O’Connell

Simple but key questions:Simple but key questions:

• What are we delivering?

• Who are we delivering to?

• How should we deliver?

• What are we delivering?

• Who are we delivering to?

• How should we deliver?

Chrissie HyndeChrissie Hynde

some things change, some stay the samesome things change, some stay the same

Learning 2010- Clive CaseleyLearning 2010- Clive Caseley

• Subjects and curricula will radically change.

• The teaching profession will be unrecognisable.

• The infrastructure of institutions will be transformed through ICT.

• Subjects and curricula will radically change.

• The teaching profession will be unrecognisable.

• The infrastructure of institutions will be transformed through ICT.

... the role of the teacher may evolve ... less the font of all wisdom; more the wise guide. One model is the teacher as consultant; not so much imparting knowledge as supporting the creative process... a collaborative approach between learners and their teachers might help to focus on outcomes.

Clive Caseley 2000

... the role of the teacher may evolve ... less the font of all wisdom; more the wise guide. One model is the teacher as consultant; not so much imparting knowledge as supporting the creative process... a collaborative approach between learners and their teachers might help to focus on outcomes.

Clive Caseley 2000

• The real difficulty in life is not in developing new ideas.

• The real difficulty in life is escaping from the old ones.

John Maynard Keynes

• The real difficulty in life is not in developing new ideas.

• The real difficulty in life is escaping from the old ones.

John Maynard Keynes

Learning Conversations…

to explore the mysteries of teaching with the same respect as say a conversation about the mysteries of DNA

Learning Conversations…

to explore the mysteries of teaching with the same respect as say a conversation about the mysteries of DNA

The excellent teacherThe excellent teacher

• What does the excellent teacher look like?

• What does the excellent teacher sound like?

• What documentation does the excellent teacher have to evidence his or her excellence?

• Should the excellent teacher meet every Fento standard?

• Is there an essential core of standards to be met?

• What does the excellent teacher look like?

• What does the excellent teacher sound like?

• What documentation does the excellent teacher have to evidence his or her excellence?

• Should the excellent teacher meet every Fento standard?

• Is there an essential core of standards to be met?