New qualifications for teachers in the lifelong learning sector in England: ensuring the quality of

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New qualifications for teachers in the lifelong
learning sector in England ensuring the quality
of teaching

• Angela Joyce
• Teacher Qualifications Framework Manager

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The presentation will cover

• Remit of Lifelong Learning UK
• Policy context underpinning the reform of teacher
  qualifications
• Development of new standards and qualifications
  for teachers in the sector
• Regulations, roles and qualifications
• Organisational responsibilities
• Ensuring quality

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The LLUK footprint 4 nations 5 constituencies
Across 4 Nations
Gather Labour Market Information
5 Constituencies
Community Learning Development Further
Education Higher Education Libraries,
Information Services and Archivists Work Based
Learning
Develop National Occupational Standards
Qualification Frameworks
Influence Government Policy
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Initial teacher training Equipping our teachers
for the future

• DfES Policy Document 2004 (England)
• Key points
• Weaknesses in ITT for the sector highlighted by
  Ofsted in November 2003
• Proposals to achieve a step change in the quality
  of teacher training by
• setting new standards for teachers across the
  learning and skills sector
• initial award (passport) as basic minimum
  qualification
• introducing a new offer for trainee teachers,
  leading to Qualified Teacher, Learning and Skills
  (QTLS) status

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Identifying commonality across teacher roles

• Standards and subsequent qualifications based on
  the teaching and learning cycle, common to ALL
  existing teaching programmes
• Initial assessment
• Planning preparation
• Delivery
• Assessment
• Evaluation
• Revision

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One set of overarching professional standards

• Context free and level free
• For new teachers, experienced teachers and
  teacher educators
• To represent all constituencies
• Professional values and commitments
• Professional knowledge and understanding
• Professional practice
• Values repeated at the beginning of each domain

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Professional standards for teachers, tutors and
trainers
New overarching professional standards for
teachers, tutors and trainers in the lifelong
learning sector
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Qualifications for teachers, tutors and trainers

• New credit based teacher qualifications framework
  to be in place and operative in England by Sept
  2007
• All new teachers, tutors and trainers in the
  sector in England to embark on an initial award
  (PTLLS) and a further qualification appropriate
  to role from Sept 07
• Qualification a new entrant needs to attain is
  dependent on role, not amount of time s/he is
  contracted to teach

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Identifying teacher roles and developing
qualifications

• Equipping our Teachers
• We expect to amend (current) regulations to
• abolish the present three stages of initial
  teacher training based on the roles that part
  time and full time teachers play
• (create a) qualifications framework for the
  sector that is unit and credit based.

• LLUK activities and consultation included
• Audit of existing qualifications
• Research into roles in the sector
• Testing out on focus groups
• National consultation events
• HE AB working groups
• Project steering groups and expert advisory group

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New qualifications for teachers in the sector in
England
Qualifications developed within a credit based
framework

• Initial Award (PTLLS) for all teachers
• Minimum level 3
• Mandatory 6 credit unit (minimum 30 contact
  hours)
• Free standing or embedded
• Certificate (CTLLS) for teachers in a role with
  limited responsibilities
• Includes initial award
• Available at level 3 and level 4
• 24 36 credits (18 mandatory)
• Diploma (DTLLS) for teachers in a full teaching
  role
• Includes initial award
• Minimum level 5
• 120 credits (90 mandatory)

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Regulations

• Further Education Teacher Qualifications
  (England) Regulations 2007
• full teaching role means a teaching role that
  carries the full range of teaching
  responsibilitiesand requires the teacher to
  demonstrate an extensive range of knowledge,
  understanding and application of curriculum
  development, curriculum innovation or curriculum
  delivery strategies.
• associate teaching role means a teaching role
  that carries significantly less than the full
  range of teaching responsibilities ordinarily
• carried out in a full teaching role.

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What does it mean for me?

• Gaining a qualification and membership of IfL
• All new entrants to the profession from Sept 2007
  in England
• All those who have teaching responsibilities and
  are in receipt of LSC funding
• Up to 5 years to complete from enrolment on PTLLS
• CPD of 30 hours, with sliding scale down to 6
  hours for p/t staff
• CPD evidenced through reflection
• Legacy qualifications recognised tariff system
  in development
• Please refer to websites for up to date
  information

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Organisational responsibilities

• LLUK
• Develops standards and facilitates development
  of qualifications
• Works with partner organisations to ensure
  effective implementation
• Provides information and advice through the
  website and I A Service
• QCA
• Accredits teacher qualifications submitted by
  awarding bodies
• SVUK
• Endorses teacher qualifications submitted by
  awarding institutions
• Responsible for the tariff of legacy
  qualifications

• IfL
• Registers teachers in the sector
• Confers ATLS QTLS and awards Licence to
  Practise
• Monitors professional formation CPD activities
  
• QIA
• Responsible for CETTS
• Holds support materials on the Excellence
  Gateway
• LSC
• Responsible for funding of AB qualifications
• Brokering agency for the
• 30m (for those with LSC
• contracts)

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Ensuring quality

• Includes
• Basic minimum standard for all teachers in the
  sector
• Review and rationalisation of existing
  qualifications through the unitisation process
• Evaluation of tests and trials/ identification
  and dissemination of best practice
• SVUK endorsement processes
• Period of professional formation
• Professional status conferred by the Institute
  for Learning (IfL)
• Centres for Excellence in Teacher Training
  (CETTS)
• Good practice materials available on the QIA
  Excellence Gateway e.g. Gold Dust Project,
  Mentoring models, Subject Learning
• Coach, ALI Excalibur

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Contacts

• Angela Joyce
• angelajoyce_at_lluk.org
• Information and Advice Service
• 020 7936 5798
• www.lifelonglearninguk.org