Transcript ACLS Tutor Induction

ACLS Tutor
Induction
Nottinghamshire County Council
Introduction
Welcome to teaching courses for Nottinghamshire County
Council’s Adult and Community Learning Service. You are
joining a team of over 300 tutors who deliver courses
for the Service.
This induction presentation is designed to introduce tutors to
key elements and knowledge required to deliver ACLS
courses. Further details can be found in the Tutor
Handbook, from the ACLS contract manager in the
organisation you work for, or by contacting ACLS direct.
ACLS is subject to the standards set out in Ofsted’s
Common Inspection Framework. Therefore we look forward
to working with you to ensure a high quality learning
experience for all learners.
ACLS Tutor Induction
What is ACLS?
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Adult and Community Learning Service
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Located in Nottinghamshire County Council’s
Communities Department
Priority groups
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Those with low qualification and/or skill levels (below Level 2)
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Individuals or groups who are socially excluded
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Black Ethnic Minority groups
Learners with learning difficulties and/or disabilities (LLDD)
including those experiencing mental health difficulties
ACLS Tutor Induction
What is ACLS?
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Courses delivered by contracting out provision to:
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Community colleges
Further education colleges
WEA
Schools
Children’s centres
Community and voluntary sector organisations
Bespoke training providers
Delivery in 2008-09
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Worked with over 50 organisations
8352 learners (12471 enrolments)
1496 courses
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Types of courses
• Personal and Community Development
Learning (PCDL)
– For example: Introduction to Computing. Drawing and
Painting. Paediatric First Aid. Holiday Italian.
• Family Learning
– Family Literacy, Language and Numeracy (FLLN)
– Wider Family Learning (WFL)
– Family Learning Impact Fund (FLIF)
• Big Lottery Fund
– Fit for Life
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Types of courses
• Short course
– Lasts between 1 and less than 9 hours
– Maximum of 4 sessions
• Full course
– Lasts 9 hours or over
– Less than 9 hours but having more than 4 sessions
• Taster course
– Last maximum 3 hours
– Single session
– Separate approval required to run Taster courses
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Course paperwork
• Forms for learners
– Enrolment Form (ACLS05*/06)
• Completed at the start of all short or full courses
– Individual Learning Plan-ILP (ACLS12*/13)
• Completed during each session. Used to monitor learners’
progress and achievement
– Learner Evaluation Form (ACLS02*)
• Completed at the end of all short or full courses
– Taster Attendance Form (ACLS03)
• Completed at the start of all taster courses
* An adapted version of this form for learners with learning difficulties can
be found on Honeycomb or can be obtained from ACLS
ACLS Tutor Induction
Course paperwork
• Forms for tutors
– Scheme of work
• Provides information on the outline programme for the whole course
– Lesson Plan
• Provides details of the content of each session
– Activity Risk Assessment
• Health and Safety risk assessment for activities to be undertaken
during the course
– Register (ACLS04)
• Completed at each session. Used to record attendance, retention
and achievement
– Tutor End of Course Report (ACLS16)
• Completed at the end of all short and full courses
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Learner induction
How induction is delivered will depend on the nature and length of
the course. There is no need for everything to be covered at the
first session. Induction should include:
• Welcome learners
• Domestic arrangements
• Learner Handbook/Learner Entitlement Statement
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Health and Safety
Safeguarding
Equality and Diversity
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Ground rules
Initial assessment
Information on progression opportunities
Recording progress and achievement (ILP)
ACLS Tutor Induction
RARPA
• Recognising and Recording Progress and
Achievement
– The RARPA process consists of 5 stages
• Aims appropriate to an individual learner or groups of
learners
• Initial assessment to establish the learner’s starting point
• Identification of appropriately challenging learning objectives,
initial, renegotiated and revised
• Recognition and recording of progress and achievement
during programme (Formative assessment), tutor feedback to
learners, learner reflection, reviews
• End of programme learner self-assessment; tutor summative
assessment; review of overall progress and achievement
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Health and Safety
• Ensure health and safety of learners
• Risk assess learning environment and
activities
• Ensure learners understand emergency
procedures including fire evacuation
• Know the location of First Aid facilities and
First Aiders
• Check electrical equipment
• Check for potential hazards
ACLS Tutor Induction
Equality and Diversity
• Equality and Diversity Policy
• Principles:
– The richness of cultural diversity is recognised and
celebrated
– Equality of opportunity is embedded into our policies
and practice
– We aim to respond to the needs and interests of our
learners
– We support our learners to reach their potential by
providing adequate support
– We develop our staff to meet the needs of our diverse
community
ACLS Tutor Induction
Safeguarding
• Safeguarding children and vulnerable adults
• Safeguarding policies and procedures
• Independent Safeguarding Authority (ISA)
– Eventually everyone will have to be registered with ISA
– Vetting and Barring Scheme
• Safeguarding is everyone’s responsible
– Recognise potential signs of abuse
– Respond to any disclosure or sign of abuse. Clarify facts but do not ask
leading questions
– Record what the person has said to you
– Report to the designated person
– Refer. Referrals made by the designated person to the appropriate
body and reported to ISA
• Designated person
– Know your organisation’s designated safeguarding person
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Lesson observations
• Part of ACLS’s Quality Improvement Framework
• Tutors observed at least once every 2 years
• Observations completed by either ACLS observation
team or provider’s own observers
• Lessons graded:
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Grade 1-Outstanding
Grade 2-Good
Grade 3-Satisfactory
Grade 4-Inadequate
• Tutor/provider receives lesson observation report
• Class visits- completed in year when lesson
observation is not due
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Support for tutors
• ACLS Tutor Conferences
– Annually in September
• Curriculum Workshops
– Annual programme arranged
• Teaching and Learning Development Days
– Annually around Easter
• Tutor Email Group
– Used to send regular updates and information to
tutors
– [email protected]
ACLS Tutor Induction
Support for tutors
• Tutor Newsletter
– Produced and circulated periodically throughout the year
• “Honeycomb”
– ACLS’s virtual learning environment (VLE)
– www.nottsaclsmoodle.net
• Tutor Handbook
– Essential reference document for all tutors delivering ACLS
courses
– Click here for link to Tutor Handbook
• Curriculum Leader (PCDL)
– Julie Dye. Email: [email protected].
Phone: 0115 9773082
ACLS Tutor Induction
Contact details
• Address:
– ACLS, Communities Department, County Hall, West
Bridgford, Nottingham NG2 7QP
• Email:
– [email protected]
• Telephone
– 0115 977 2185
ACLS welcomes feedback from tutors so if you have any ideas or
suggestions to make, don’t hesitate to contact us.
ACLS Tutor Induction
ACLS Staff
Adult & Community Learning Service
Adult & Community Learning Service Manager
Sue Green
Development
Manager
Development
Manager
Development
Manager
Development
Manager
Helen Goldsbrough
Alan Clark
Susannah Chambers
Andy Ashley
Family Learning
Development Worker
Curriculum Leader
(PCDL)
Alison Sisson
Julie Dye
Community Learning
Officers
Finance Officer
MIS Officer
Karen Gomersall
Simon Howes
Jill Downes (0.5)
Mansfield
Big Lottery FundFamily Learning
Development Worker
Richard Sample
Newark & Sherwood
Greater Notts.
Support Team
Senior Admin Officer
Maxine Murray
Ashfield
Anne Sills
Admin Assistant
Kath Burgess
Karen Bonsall
Bassetlaw and
Newark & Sherwood
Georgina Simpson
Admin Assistant
Claire Flint
Admin Assistant
Caroline Ball
Lucy Glenn
Admin Assistant
ACLS Tutor Induction