Leadership Development Programme for Cocoordinators Programme Leadership Towards

Leadership Development Programme for Co-coordinators Programme Leadership Towards Creating an Outstanding Curriculum Delegate Led Extended Content Bernice Gummer Created with Mind. Genius Business 2005®

Focus on the new Common Inspection Framework: Personal development, behaviour and welfare Reminder Entirelynew features of inspection are: ■Where relevant , employability skills of learners so that they are well preparedfor the next stage of their education, employment, self-employment or training. and ■ Whererelevant, English, mathematics and other skills necessary to function as an economically active member of British society and globally are promoted through teaching and learning.

So ! Created with Mind. Genius Business 2005®

Vital Profiles Can’t measure progress if you have no accurate starting point ■ If previous qualifications suggest predicted grade but employability skills are a barrier to this , it must be clear in the profile, targets & predictions ■ Must include EMPLOYABILITY, maths, English , IT & E and D ■ Employability should include behaviour and should be assessed from initial contact and through induction activities. ■ ■ Targets should include Employability, English & Maths Created with Mind. Genius Business 2005®

Hints – Some Evidence of Impact Need Learner’s starting profile Targets for Progress Macro - the obvious! Results. Tracking. Retention. Added value. Attendance & punctuality. Student surveys. Micro Progress in lessons- use a task & skills column on whiteboard, directed & inclusive Q&A. Progress across a time period – SMART targets e. g. “ Target Monitoring of next week you will…”. monitoring –in class & 1 to 1’s. targets Teacher /visitor/WEX feedback. C 4 Cs. Matched Study Assessments – in class , homework tasks & Programmes summative. Observation records. Student feedback supplementing surveys. Created with Mind. Genius Business 2005®

Making Changes - Created with Mind. Genius Business 2005®

Making Changes The mind map gives you a structure to plan and implement changes. 1. 2. 3. 4. 5. 6. 7. Start with the learner – what do they need Check the qualification – what does it allow. BUT check directly with a manager of your course at the exam board they may be open to changes, BTEC are. Check with the funding team – will you get £ Get a coordinator buddy- collaboration, advice, devil’s advocate, sharing workload Use evidence of impact and how you will measure impact when pitching ideas to management. Get a structure with evidence before taking to the team – let them critique, add, change etc. The focus will be away from the workload Play to team’s strengths, spot development opportunities Created with Mind. Genius Business 2005®

Role of Co-ordinator Overall management of programme/course. Ensuring the needs of your learners are met by ■ ■ Qualification matching profile Structure including units, approach (integration , fat /thin. . ), scheduling of assessment deadlines, marking, moderation, tracking updates. Staff allocation - maximising strengths and development opportunities Timetabling - gaps , timings, use of time ( e. g. 4 to 1 theory & assessment work ■ Delivery – T L A & planned structure & planning ■ Quality –T L A & planned structure & planning ■ Assessing & recording impact ■ ■ Progress - by individual , by group, by cohort, by course, by gender, ethnicity, social groups ( leaving care, traveller etc. ) Destinations Created with Mind. Genius Business 2005®

Embedding Maths & English in Foundation Learning A Case Study P 1 Drivers Attendance issues – gaps in timetable & change of class meant learners missed later sessions. Absence from maths & English of ten leading to college disruption. ■ “I hate maths” , “I don’t do English” attitude resulting in lack of engagement and disruption ■ Progress of highly skilled learners affected by poor readiness to learn ■ Below benchmark success & unsuccessful progression ■ Created with Mind. Genius Business 2005®

Embedding Maths & English in Foundation Learning A Case Study P 2 Structure – designed with maths, English & Funding Manager input. ■ No gaps in timetable – shorter days ■ Base rooms – teachers come to student ■ Rooms between staff room & administrators room ■ ■ ■ No maths & English on timetable – embedded using foundation units with added tasks introduced later in term. Individual learners selected for FSkills entry after Christmas when confident after sensitive encouragement ( “ hey my FSkills students can’t do this !” approach) Enrolled on Award with extra units used as progression indicators – ability to jump to L 1 & 2 if Maths , English , tight deadlines on extra units and personal targets are met. Those not ready remained on Foundation for 2 years. Hours made up with extra tutorial , support & coaching/mentoring as per need. Created with Mind. Genius Business 2005®

Embedding Maths & English in Foundation Learning A Case Study P 3 Increase towards bench mark on success in year 1 ■ 10% increase in attendance in term 1 ■ Students said they were more comfortable with maths & English, in fact students worked out they were maths & English teachers but behaviour remained stable ■ Significant decrease in incidents of non class disruption ■ A significant minority successfully progressed to L 1 & 2 courses while others continued in foundation in year 2 achieving certificate & advanced certificate ■ Happier teaching team ■ Created with Mind. Genius Business 2005®

High grades ■ Teach the skills needed for the grades – start with the pass. Make explicit in Sow & Lesson plans ■ Use non subject topics e. g. trainers, table , fire drill to teach these skills ■ Give the students a system for self assessment e. g. Grid next. Display on wall ■ Use the same system for feedback from Q&A , class tasks & assessments ■ Q&A - “push” the answer up the grades e. g. “that was pass , how will you make it a merit? ” Created with Mind. Genius Business 2005®

Level 3 Vocational Grade system See Grid in Pack Skills needed for grades How do I know I’ve shown these? 1. Identifying & selecting data. Pass Can I find the right data? Do I know when it is relevant? 2. Describing. Can I make my points clearly, accurately and in enough detail for the reader to know exactly what I mean? Are my points in my own words? Pass + 3. Using evidence to support an argument. Pass + Have you explained using examples, statistics, quotes etc. to support your answers? Are these in your own words or in “ “ with the source? 4. Relevance. Pass + Are all your points and evidence linked to the question/task set? 5. Comparison. Merit Have you identified and described what is the same and what is different? 6. Drawing conclusions. Merit Have you explained what your comparison shows? 7. Evaluation. Have you identified a set of criteria to measure the process etc. and explained this using evidence to show its reliability? Have you used this to decide on it’s quality ? Merit + 8. Making recommendations. Dist 9. Supporting recommendations. After evaluating the process etc. have you made suggestions based on your knowledge of the perfect process etc. as to how it can be improved? Dist Are these fully explained and supported? Created with Mind. Genius Business 2005®

Top Tips Look for quickest, easiest improvements ■ Get a co-ordinator buddy group – support, sharing work, ideas ■ Look for integration opportunities – could be across English & maths. ■ Look for team teaching opportunities – shares workload, plays to strengths. ■ Share quick, easy activities to lift quality 1 at a time. ■ Spot opportunities for feedback & link it to grades e. g. all Q&A, class work ■ Created with Mind. Genius Business 2005®

Top Tips Make employability, nglish E , maths, IT & E and D explicit ■ Include employability in the profile & give targets ■ Teach the grade based skills in sequence, then practise using content. Make explicit in planning e. g. SOL – “Introducing identifying relevant evidence from a given text. ” “ Practising identifying relevant evidence. ” “ Strengthening evidence to support a point” ■ Embed Employability , maths, English, IT & E and D into planning – Scheme of Learning, Lesson plans e. g. objective “ to follow all instructions accurately” ■ Spot opportunities for feedback & link it to grades e. g. all Q&A, class work ■ Created with Mind. Genius Business 2005®