Successful Teaching Practice in the Lifelong Learning Sector

Vicky Duckworth, Jane Wood, John Bostock, John Dickinson

• Publisher: Learning Matters
• Year: 2010
• ISBN:
  9781844456208
• Edition: 1
• Topic: Education
• Subtopic: Adult Education

This book provides clear guidance on how to approach initial teaching experience, how to plan effective sessions, how to work well with your mentor and how to make the most out of your new career. Through focusing on the real-life experiences of both in-service and pre-service trainee teachers, it offers the opportunity to reflect on and learn from an array of diverse teaching practice experiences from a wide range of vocational areas including construction, hair and beauty, Early Years, psychology, performing arts, law, English, Skills for Life and engineering.

1
Starting your assessed teaching modules

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The objectives of this chapter

This chapter has been designed to offer you an insight into researching the organisation in which you are employed or, if you are pre-service, the site of your teaching placement. Further to this it provides key information on the important factors to consider on your induction which include practical issues such as your timetables, health and safety, and the roles and responsibilities of the key players at your organisation. To support your professional development, information related to effectively understanding and organising your teaching file is explored while taking into account key legislation and initiatives.

It addresses the following numbered professional practice standards for QTLS (QualifiedTeacher Learning and Skills):

AK 6.1 Relevant statutory requirements and codes of practice for understanding your own role, in relation to responsibilities and boundaries.

AK 6.2 Ways to apply relevant statutory requirements and the underpinning principles.

AK 7.1 Organisational systems and processes for recording learner information.

BK 3.5 Systems for communication within own organisation.

BK 4.1 Good practice in meeting the needs of learners in collaboration with colleagues.

FK 4.2 Processes for liaison with colleagues and other professionals to provide effective guidance and support for learners.

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Introduction

The mind is not a vessel to be filled, but a fire to be ignited.

Plutarch

Some of you may have gained experience of the post-compulsory sector as students in a college of further education and/or sixth form. From that initial step into the Lifelong Learning Sector (LLS) the motivation for returning to the sector to teach will vary.

A number of trainee teachers cite a key reason as aspiring to emulate a teacher who has inspired them on their learning journey. Jenny, a former trainee teacher specialising in literacy, recalls:

There were those teachers I came across that just weren’t interested. It’s like they went through the motions but their heart wasn’t in it. There was this one teacher, though, Mr Bennett. He really made each lesson full of life and interesting. He made sure everyone was encouraged to play a part in the lesson no matter what their ability. That’s probably why I did so well in sociology – he was inspirational. Coming into teaching I wanted to create the buzz he did and make a difference to the lives of those I teach.

Yvon Appleby’s research on adult learners who had joined Skills for Life classes (2004) found that relationships with the tutor (or volunteer), and with other members of the class or support networks, are important to learners. Gravells and Simpson (2008) identified teachers as the most effective resources available to learners (p61).

As such, teachers can influence whether learning is a positive or not so positive experience for the student. Whereas for some students their progress into Post-Compulsory Education and Training (PCET) is a smooth one, other learners often have to overcome significant barriers to gain the confidence and courage to return to learning, in some cases bringing with them fear of violence, threat and intimidation (Barton et al, 2007, p65).

As teachers in PCET you can create a safe learning environment, based on respect, where students can flourish and reach their potential.

Researching your organisation

For those of you who are ‘pre-service’, you may not be aware of the institutional structures within which you will be working. For those of you already working in the sector you may already have an insight into how these structures promote the quality of teaching and function to facilitate the smooth and effective running of the organisation.

In order to have an insight into the way your organisation is shaped and operates, a good step forward is to familiarise yourself with their ‘mission statement’. The mission statement is usually a short written statement of your organisation’s vision, goals and philosophies.

Mission statements can be brief, for example:

This College will transform lives by offering first class education and training in order to improve employability and generate economic prosperity.

Or much longer, such as:

This college offers a high quality education. All learners are actively encouraged to acquire values and knowledge and to develop pleasures in learning for a lifetime of fulfillment and success. The college promotes an environment of mutual respect where all members of the community are equally valued and work together in an atmosphere of tolerance.

The college aims

• To encourage in all high expectations and high standards.
• To promote tolerance and respect for all cultures represented in the college.
• To provide a caring environment within which each learner is valued and is able to develop to their full potential.
• To provide a curriculum and quality of teaching which fosters an enjoyment of learning and develops skills for life.
• To develop in learners a deeper understanding of themselves and to enable them to become responsible citizens with a social, cultural, economic and political awareness.

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REFLECTIVE TASK

1. What is the driving force in the first mission statement?
2. How does the second mission statement differ?

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PRACTICAL TASK

Now research the mission statement in your organisation:

1. What is its vision?
2. What is its ethos?
3. How does this fit into you own vision and ethos?

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CASE STUDY

A specialist in art and design, Kathy gives her views on her college’s mission statement.

The mission statement at my placement focused on meeting the needs of all the learners no matter what level they arrived at the college. I thought this was really important because it sent out the message that everyone, no matter whether they have a handful of qualifications or none at all, should be offered the opportunity to reach their potential. As someone who left school with no qualifications, only to gain them as a mature student, I wanted other people to have the same chance – the college’s mission statement reflected this.

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Understanding the roles and responsibilities
of all the key players

While teaching in an organisation you will meet and work alongside different staff with differing roles and responsibilities. It is vital that you develop the ability to work within a multidisciplinary team through effective use of a combination of skills, theory, and techniques.

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REFLECTIVE TASK

Think about the different people you are or may be working with. How do they contribute to ensure the needs of the learners are met?

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The members of the team you may have identified are:

• your mentor;
• other teachers/lecturers;
• your learners’ mentor;
• programme/course leader;
• curriculum/section manager;
• learning support worker;
• basic skills tutor;
• subject learning coach/teaching and learning coach;
• advanced practitioner;
• exams officer;
• librarian;
• admissions officer;
• head of department.

Remember

In your organisation, the roles and responsibilities of staff members may be located under different titles. Together with their roles and responsibilities let’s look at the college structure of the Skills for Life (SfL) department at a local college of further education.

Principal of the college

The principal has overall responsibility for the running of the college at a strategic level. This means being concerned with the overall direction of the entire institution.

Assistant principal of teaching and learning

This role includes responsibility for the standard of teaching and learning across the college. This person is proactively involved in ensuring that the college strives for excellence and works at a strategic level.

Curriculum manager SfL provision

A strategic level post, this position requires managing the SfL section and ensuring its smooth running.

Curriculum leader for SfL (subject coach)

This is a management post at operational level. This person may complete timetables for the team and liaise with examination bodies regarding the accreditation offered to the learners. This role provides a bridge between senior management and those working in the classroom. A curriculum leader may also take on the role of a subject coach. This will offer them the opportunity to share best practice and develop staff training for the team.

Senior lecturer (mentor)

This is likely to be a teacher with a few years’ teaching experience who may be allocated the role of mentor. Together with being a mentor to trainee teachers the senior lecturer may also be a mentor to new staff.

Lecturer

The person in this role is often a recently qualified teacher. This is the role those in-service may be undertaking or those in pre-service will be applying for on completion of the programme. As a lecturer, you will have your own classes and be responsible for delivering effective l...

Table of contents

• Cover
• Title
• Copyright
• Contents
• Dedication
• Acknowledgements
• The Authors
• Introduction
• 1 Starting your assessed teaching modules
• 2 Planning your sessions
• 3 Your first observation
• 4 Reflecting on your own practice
• 5 What to expect from your mentor
• 6 Managing Behaviour
• 7 Structure and organisation
• 8 Coming to the end of your assessed teaching
• 9 Your triangulation meeting
• 10 Developing your career and applying for jobs
• Appendix 1 Scheme of work template
• Appendix 2 Session plan template
• Appendix 3 LLUK Professional Practice Standards
• Appendix 4 Example observation feedback
• Appendix 5 Example summative feedback
• To the future
• Index