Harnessing TechnologyTransforming Learning and Children’s Services

John Davies – DfES Post 16 e-learning policy

Post 16 e-learning Priorities

Provide a good quality ICT training and support package for practitioners (Priority 4)

Action : Enhance Practitioner e-learning pedagogical skills

Milestone : Core, optional and elective units of training and development, based on LLUK’s e-learning sector standards, available by 2007-08 and embedded in Initial Teacher Training and CPD

Post 16 e-Learning Programme Outcomes

• Enhance Practitioner e-learning pedagogical skills

By 2008

• 85% of the Post 16 educational workforce is more confident and competent in using ICT and e-learning to deliver learning, teaching and support services

• ICT and e-learning built into all Initial Teacher training

Equipping our Teachers for the Future

Reform of Initial Teacher Training

• Initial assessment, using APEL, individual learning plan and support

• Level 3 passport to teaching

• QTLS within 5 years, via qualification or CPD route

• Professional development record, leading into lifelong CPD record

• Registration with Institute for Learning

Preparation for Reforms

• Up to 40 regional pilots in two phases covering:

- individual learning plans- mentoring – subject specific and generic- teaching observation and practice

• Regional Events “One Year On”

• Consultation (led by LLUK) on drafts of the new professional standards for Teachers, Tutors and Trainers

Initial Teacher Training Transformation Projects

9 action research projects integrating e-learning into ITT

Linked to the ITT reform pilots (Mentoring; Initial Assessment; Observation)

Case studies and resources produced

E-LEARNING TEACHER TRAINING

Transformation Project

Michelle Jennings LSDA

Context of project

E-Learning and the reform of initial teacher training are now key priority areas for education policy, providing a unique opportunity to focus on new approaches to teaching and learning.

This is reflected in the precedence given to e-learning as a pedagogical tool in recent government education policy.

Targeted areas

•Observation

•Assessment

•Coaching

•Course design

•CPD

•Mentoring

•Classroom management

•Online teaching and learning

•Widening participation

•Models of effective practice

•Subject specific support

•Reflective Practice

KINGSTON COLLEGE

Title of project:The application of e-learning to support teaching observation and subject mentoring for trainees in the adult and community learning sector

KINGSTON COLLEGE

Kingston videohttp://stream.kingston

-college.ac.uk/

WEYMOUTH COLLEGE

Title of project:Teacher training in the future, ILT in the present

BRADFORD COLLEGE

Title of project:The integration ofe-learning into a PCET training programme

BARNSLEY COLLEGE

Title of project:The creation of an on-line e-learning skills development and support network

SOUTH BIRMINGHAM COLLEGE

Title of project:A Teacher Training Subject Gateway

TAMESIDE COLLEGE

Title of project:Embedding e-learning pedagogy in ITT

COLLEGE OF WEST ANGLIA

Title of project:The production of professional development journals and development of reflective practice throughblended e-learning

GREENWICH COMMUNITY COLLEGE

Title of project:Transforming teaching and learning: Delivering initial teacher training via e-learning

SUNDERLAND CONSORTIUM

Title of project:ILT & e-learning unit for ITT

RESOURCE PACK