Supporting the success of priority learners – translating
policy aspiration to enhancement of practice
Peter Coolbear
What I plan to talk about
• What are the policy settings? – How are they changing expectations
on tertiary teachers?
• Whe...
October 2013
Ako Aotearoa’s working assumptions
• We work within a system that allows
great teaching and learning to happe...
Its about increased accountability for
outcomes and value for money ....
• Publication of Educational
Performance Indicato...
Better Public Services: Boosting skills
and employment: Results area 5
October 2013
85% of 18-year-olds
will have achieved...
• Text
October 2013
Better Public Services: Boosting skills
and employment: Results area 6
55% of 25 to
34-year-olds
will ...
TEC - parity of success by 2015
• Investment plan commitments for completion rates for
Māori and Pasifika
October 2013
Dat...
October 2013
What are the EPIs beginning to tell us?
• Course completion rates ceiling is around 80-85%
– Good, inclusive teaching prac...
Perverse incentives created by EPIs
• Reduced academic standards
• Exclusionary recruitment strategies
October 2013
What does all this mean for teachers in tertiary
institutions?
• Maximising your individual performance as an educator
is ...
What does this mean?
• Many teaching teams need:
– better management
– better support
– to take more responsibility for st...
A traffic light model of programme academic health
October 2013
Outstanding
High performing
Some concerns
High risk
What are the measures on which academic health
ratings might be based?
Principles
• As learner focussed as possible
• As o...
What are the measures on which academic health
ratings might be based?
1. Programme meets all accreditation/registration r...
How do measures translate into a single rating?
October 2013
All criteria met
Meets criteria 1 and 2 but fails to meet one...
How does this translate into action for further
improvement?
October 2013
Innovation plan + risk management plan
Improveme...
Adding the time dimension
• Value of three year perspective
• Value in updating and generating action through the year
Oct...
Who is it for?
• Teaching Team – on-going monitoring, self-evaluation
and improvement
• Management – oversight of remedial...
Implications for individual practitioners
• Sharing good practice
• Discussing practice improvement
• Testing out innovati...
Practice improvement and innovation
• Exciting projects
October 2013
Enhancing large class teaching
October 2013
Using understanding of
cognitive psychology to
maximise the effectiveness of
l...
Effective use of student evaluations
October 2013
Getting past compliance
to use evaluation data in
meaningful and
constru...
Enhancing success for Māori learners in workplace
settings
October 2013
32,000 Māori engaged
in workplace learning
Te Ako ...
Success for Pasifika
October 2013
Learning relationships
based on mutual respect
and explicit institutional
commitment
Adult refugee learners with limited literacy: needs
and effective responses
October 2013
Retiring Race Relations Commissio...
Pulling themes together
October 2013
Informing implementation of policy:
Foundation programmes and the mandatory review
of qualifications
• Purposeful
• Indivi...
Some challenges for the future
• We all need to have more ready answers to “how well is this
working?”
• We can’t stand st...
October 2013
Access to high quality tertiary education is
a fundamental human right ….
but
education needs to be fun too!
...
October 2013
www.akoaotearoa.ac.nz
Upcoming SlideShare
Loading in …5
×

NTLT 2013 - Peter Coolbear - Supporting the success of priority learners – translating policy aspiration to enhancement of practice

300 views
174 views

Published on

Supporting the success of priority learners – translating policy aspiration to enhancement of practice

Published in: Education, Business, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
300
On SlideShare
0
From Embeds
0
Number of Embeds
2
Actions
Shares
0
Downloads
2
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • October 2013
  • Pakeha 68 – 82% (2006 – 20012); Maori 34 – 61%; PI 40 – 68%; Total 59 – 77%
  • Curriculum design
    Mode of study
    Cohesive teaching approach
    No ‘barrier’ courses
  • NTLT 2013 - Peter Coolbear - Supporting the success of priority learners – translating policy aspiration to enhancement of practice

    1. 1. Supporting the success of priority learners – translating policy aspiration to enhancement of practice Peter Coolbear
    2. 2. What I plan to talk about • What are the policy settings? – How are they changing expectations on tertiary teachers? • Where are the EPIs taking us? / What are the expectations of self- assessment and EER? • Argue that the response lies as much with teaching teams and organisations as with individual practice and how this might be effected within TEOs • Some projects that excite us. October 2013
    3. 3. October 2013 Ako Aotearoa’s working assumptions • We work within a system that allows great teaching and learning to happen • We do not do enough to share good practice • We work within a system that allows the mediocre (or worse) • We work in a system that is highly fragmented • The NZ research base in tertiary education is quite weak and has limited impact on practice Shared by government?     -
    4. 4. Its about increased accountability for outcomes and value for money .... • Publication of Educational Performance Indicators • New quality enhancement processes based on self-assessment and external evaluation and review • Targeted review of qualifications and a new model for the tertiary qualifications framework • Specific governance expectations • Capped funding (= decisions about value for money) • Contribution to Better Public Services Results Targets
    5. 5. Better Public Services: Boosting skills and employment: Results area 5 October 2013 85% of 18-year-olds will have achieved NCEA Level 2 or an equivalent qualification in 2017
    6. 6. • Text October 2013 Better Public Services: Boosting skills and employment: Results area 6 55% of 25 to 34-year-olds will have a qualification at Level 4 or above in 2017
    7. 7. TEC - parity of success by 2015 • Investment plan commitments for completion rates for Māori and Pasifika October 2013 Data for Pasifika in full-time study
    8. 8. October 2013
    9. 9. What are the EPIs beginning to tell us? • Course completion rates ceiling is around 80-85% – Good, inclusive teaching practice – Maximising appropriateness of choice – Data and enrolment process tidying • Qualification completion rate – How does the quality of teaching impact on qualifications completion ?? October 2013
    10. 10. Perverse incentives created by EPIs • Reduced academic standards • Exclusionary recruitment strategies October 2013
    11. 11. What does all this mean for teachers in tertiary institutions? • Maximising your individual performance as an educator is no longer enough • The overall performance of the teaching team on the programme (and your contribution to it) needs to be the focus • For many practitioners (and most TEOs) this is a significant cultural change October 2013
    12. 12. What does this mean? • Many teaching teams need: – better management – better support – to take more responsibility for student success on their programmes • To do this they need better information • Aren’t these the kind of questions being asked by SA & EER? October 2013
    13. 13. A traffic light model of programme academic health October 2013 Outstanding High performing Some concerns High risk
    14. 14. What are the measures on which academic health ratings might be based? Principles • As learner focussed as possible • As outcome focussed as possible • Transparent • Fair October 2013
    15. 15. What are the measures on which academic health ratings might be based? 1. Programme meets all accreditation/registration requirements 2. Course / qualifications completion – institution sets threshold 3. Parity of achievement – institutional targets (applied above threshold participation levels) 4. Academic standards met (>x% compliance with moderation requirements / measures of academic challenge) 5. Student evaluations – meet or exceed institutional thresholds 6. Graduate students find relevant work / progress to further study 7. EFTS targets met without need for discretionary entry 8. Equity pathways for access available 9. Community / iwi development is supported October 2013
    16. 16. How do measures translate into a single rating? October 2013 All criteria met Meets criteria 1 and 2 but fails to meet one or two of other criteria Fails to meet 1 or 2 OR three or more of the other criteria Rates green + exemplar innovation and practice shared OR rates green + priority programme for institution
    17. 17. How does this translate into action for further improvement? October 2013 Innovation plan + risk management plan Improvement plan + risk management plan Programme review Innovation plan + risk management plan
    18. 18. Adding the time dimension • Value of three year perspective • Value in updating and generating action through the year October 2013
    19. 19. Who is it for? • Teaching Team – on-going monitoring, self-evaluation and improvement • Management – oversight of remedial action and awareness of good practice • Academic Board – patterns; advice from Boards of Studies • Council – advice through Academic Board October 2013
    20. 20. Implications for individual practitioners • Sharing good practice • Discussing practice improvement • Testing out innovative ideas • Peer review • Peer mentoring • Better and more timely information October 2013
    21. 21. Practice improvement and innovation • Exciting projects October 2013
    22. 22. Enhancing large class teaching October 2013 Using understanding of cognitive psychology to maximise the effectiveness of large class teaching Whole of department approaches
    23. 23. Effective use of student evaluations October 2013 Getting past compliance to use evaluation data in meaningful and constructive ways for practitioners and learners
    24. 24. Enhancing success for Māori learners in workplace settings October 2013 32,000 Māori engaged in workplace learning Te Ako Tikitike
    25. 25. Success for Pasifika October 2013 Learning relationships based on mutual respect and explicit institutional commitment
    26. 26. Adult refugee learners with limited literacy: needs and effective responses October 2013 Retiring Race Relations Commissioner, Joris de Bres and Wellington Central MP, Grant Robertson launched the report at an English Language Partners event in Welllington in September 2012 John Benseman, Critical Insight and English Language Partners
    27. 27. Pulling themes together October 2013
    28. 28. Informing implementation of policy: Foundation programmes and the mandatory review of qualifications • Purposeful • Individual and of • Value October 2013 Level 1 and Level 2 Graduate Profile Project
    29. 29. Some challenges for the future • We all need to have more ready answers to “how well is this working?” • We can’t stand still: changes in learner expectations and opportunities provided by new technologies. • There will be measures: the debate has to get beyond the validity of measures to the sufficiency of measures and their effectiveness at stimulating change • Policy makers like neat packages – how does this square with meeting a diversity of individual learner needs? October 2013
    30. 30. October 2013 Access to high quality tertiary education is a fundamental human right …. but education needs to be fun too! One final thought ….
    31. 31. October 2013 www.akoaotearoa.ac.nz

    ×