london regional event wednesday 10 th november enhancement of learning support

London Regional EventWednesday 10th November

Enhancement of Learning Support

London Regional event

Enhancement of Learning SupportBackground to project

Aims of the daycritically review the Organisational Self Assessment Audit Tool for Learning Supportshare experience of approaches to evaluating the management and delivery of learning supporthighlight effective practicecontribute to the development of resources which support measuring impactexplore LSA career pathways



What will delegates get out of the day? contribute your experience and expertise to a pilot self assessment tool to ensure it has practical relevance and adds valueconfirm the protocols for piloting the tool network with other practitioners doing a similar job and develop communities of practice which will support you in your deliverydevelop skills and understanding in relation to using self assessment to improve support for learning and measure its impactcontribute to the development of shared resources



Contacts

Sally Faraday: [email protected]

Ros Facey: [email protected]

Caroline Allen: [email protected]

Janet Sherborne: [email protected]

Viv Berkeley: [email protected]

Lisa Featherstone: [email protected]

mailto:[email protected]








Enhancement of Learning Support Project

Phase 1 : January – April 2010Commissioned by LSIS to explore the training and development needs of LSAs and those who manage them

Talked to learners, LSAs, LSA managers and Tutors

Undertook a literature review

Desk based research

Survey



Terminology and Roleproject focussed on “Learning Support” as opposed to “Learner Support”changed project terminology from Learning Support Practitioner (NOS) to Learning Support Assistant (LSA) but in practice many titles usedhugely important role but......shockingly under researchedviews of LSAs and learners particularly lacking in the literature



Key Findingsa hugely diverse workforceformal role most developed in FE sectorkey role in supporting and promoting independence, but..often a lack of clarity, at individual, organisational and system level about how to combine activity which is enabling with that which is necessary support.



Key Findings Learners have very clear views about what

constitutes effective support, and how they want to be supported

They want a focus on enabling and more independence

The personal qualities of support staff are key – being listened to, included and treated with respect

Above all they want the right to be involved in defining their own support

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Key FindingsA lot of induction and training is compliance related.

Often there is insufficient focus in training on the core competencies of the role in supporting learning.

A wide variation in what is offered.

Significant barriers to participation.

Unlike schools the sector has no recognised career structure within which LSAs work and progress.

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There are lots of training resources available, but…..

No central point which stores and disseminates information effectively across the sector.

There is a need for more joint training and specific training for teachers in relation to working. effectively with LSAs.

Training for managers of LSAs is underdeveloped.

An organisational culture whose values and ethos promotes inclusion at all levels is vital

for effective development



Phase 2 –September 2010- March 2011Programme of development activities based on the recommendations from the initial research.

Natspec and AoC joint delivery partners.

Nine regional partnerships, involving eighteen colleges.

Additional partnerships with JISC Techdis, NAPTA and Lifelong Learning UK to support the project.

Key aim –to draw on practitioner expertise and experience to develop resources and materials that will have practical relevance and add value.



Regional ActivitySouth West and North West – resources and approaches to enable learners to be involved in managing and directing their own supportLondon – A self assessment audit tool.Yorkshire and Humberside – Using technology to support greater independence for learnersSouth East – Developing an online tool to profile the CPD needs of Learning Support staff



Regional Activity

West Midlands – Resources to support alternative approaches to CPD

North East – The role of systems and structures in promoting or hindering learner independence

East Midlands – Organisational Improvement Tool



Other project related activity includesA web portal to host all information of relevance and interest to LSAsA professional development network across the Doncaster and South Yorkshire regionA report on the effective management of learning support – West of England CollegeTo find out more or contribute go to http://www.natspec.org.uk/enhancement-of-learning-support.html

http://www.natspec.org.uk/enhancement-of-learning-support.html

http://www.natspec.org.uk/enhancement-of-learning-support.html



How does what we are doing fit?We are devising an organisational Self Assessment Audit tool to audit current practice and identify what is in place. The tool will help to identify what is missing and what could usefully be developed by organisations to improve management and delivery of learning support.



We are aiming for twenty organisations to participate in piloting the tool and providing feedback to further refine and develop it

We are aiming to draw on practitioner expertise and experience to develop a resource that will have practical relevance

The tool will add value to existing self assessment processes by adding evaluative judgements relating to learning support which will lead to strategic impact

london regional event wednesday 10 th november enhancement of learning support

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