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Learning coach session july 09


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New developments in Learning Coaching

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Learning coach session july 09

  1. 1. School Based Learning Coach Staff Development
  2. 2. Learning Coaching Providing the entitlement Barry Comprehensive School July 2009 Transforming provision for 14-19 year olds
  3. 3. Question 1 Learning coaches give guidance on the acquisition of subject knowledge and skills True False
  4. 4. Question 2 Access to learning coach support is a statutory requirement from September 2009 True False
  5. 5. Question 3 Schools/colleges will need to rationalise their current learning support in order to provide the learning coach function True False
  6. 6. Question 4 Section 40 of the Learning and Skills Measure 2009 requires all those working with 14-19 year olds to focus on the needs of the learning institution True False
  7. 7. Question 5 Anyone carrying out functions of learning coaching must complete the accredited course True False
  8. 8. Aims <ul><li>To raise awareness of the learning coach developments in Wales; </li></ul><ul><li>To consider the role of the learning coach in relation to the role of the WBQ personal tutor; </li></ul><ul><li>To consider how you can meet the entitlement to learning coach support; </li></ul><ul><li>To begin to develop a strategy and action plan to meet the requirements of the Learning and Skills Measure 2009 </li></ul>
  9. 9. 14-19 Learning Pathways What does the Welsh Assembly want to achieve ? <ul><li>Raise standards, skills and qualifications. </li></ul><ul><li>Reduce the number of young people leaving education with no qualifications. </li></ul><ul><li>Reduce the number of 16-18 year olds not in education, employment or training (NEET) </li></ul><ul><li>Increase attendance, reduce exclusion and improve retention. </li></ul><ul><li>Enhance employment opportunities and life chances </li></ul><ul><li>Secure equal opportunities and social justice </li></ul>
  10. 10. How can the vision be achieved ? <ul><li>Greater choice and flexibility – including vocational education </li></ul><ul><li>Collaboration between institutions including the involvement of other providers </li></ul><ul><li>Enhanced applied and work related learning </li></ul><ul><li>Further develop the Welsh Baccalaureate Qualification </li></ul><ul><li>Provide a framework of learning and personal support </li></ul>
  11. 11. LEARNING PATHWAYS –THE SIX KEY ELEMENTS <ul><li>Learning Pathway </li></ul><ul><li>Individual Learning Pathway </li></ul><ul><li>Wider Choice and Flexibility </li></ul><ul><li>The Learning Core </li></ul><ul><li>Support for Learners </li></ul><ul><li>Learning Coach </li></ul><ul><li>5. Personal Support </li></ul><ul><li>6. Careers Advice and Guidance </li></ul>
  12. 12. Learning Coaching Key questions <ul><li>Why? The context and the vision </li></ul><ul><li>What? The role and functions </li></ul><ul><li>How? The delivery of the role/functions </li></ul>
  13. 13. Why? – vision and context <ul><li>To meet Vision into Action targets </li></ul><ul><li>Learning and Skills (Wales) Measure 2008 - extensive collaborative option menu </li></ul><ul><li>Entitlement to learning coach support by 2012 </li></ul><ul><li>Learning and Skills Act 2000, Section 123 – Youth Support Services </li></ul><ul><li>SEF – Intervention and Support and Working with Others </li></ul>
  14. 14. <ul><li>It can be a person, or a function carried out </li></ul><ul><li>by a team, providing significant support for </li></ul><ul><li>learners to ; </li></ul><ul><li>Help the individual to identify goals and develop a learning pathway </li></ul><ul><li>Help them develop learning skills </li></ul><ul><li>Make best use of and develop their learning styles </li></ul><ul><li>Help them make informed decisions </li></ul><ul><li>Maximise their development in a variety of areas of intelligence, including emotional intelligence </li></ul>What is a Learning Coach/Learning Coaching?
  15. 15. TASK 1 <ul><li>What is a learning coach/learning coaching in the context of your school/organisation? </li></ul><ul><li>Consequences </li></ul><ul><li>Role description </li></ul>
  16. 16. How? <ul><li>Different models (universal and targeted) - all involve enhanced training </li></ul><ul><li>For all – individuals, pairs or groups with form tutors, mentors, careers advisers, learning support assistants, youth workers </li></ul><ul><li>For some – individuals, pairs or groups with a designated learning coach and others who have had enhanced training </li></ul><ul><li>For a few – a designated learning coach on a one-to-one basis </li></ul>
  17. 17. TASK 2 <ul><li>Meeting the functions of learning coaching – card sort </li></ul><ul><li>Identify specific functions relevant to your role/organisation and identify what you need to address in order to ensure that the entitlement can be met. </li></ul><ul><li>What are the challenges to ensuring that young people can access the functions? </li></ul>
  18. 18. Delivering the function of learning coaching – a whole school strategy <ul><li>A statement as to who is responsible for each element of the role – shared with learners </li></ul><ul><li>Clear line management structure to ensure delivery and quality of the function </li></ul><ul><li>Coordination of the delivery of the functions is required </li></ul><ul><li>Identification of learner need and allocation of resource accordingly </li></ul><ul><li>Support must signpost individuals to other practitioners in the institution/Local Authority </li></ul><ul><li>Lead learning institution responsible for ensuring accurate records are kept of contact time and referrals to specialist support within the institution and externally </li></ul><ul><li>Appropriate CPD offer for anyone delivering learning coach functions targeted to individual need in relation to their role. </li></ul><ul><li>Monitoring of the entitlement as part of annual self assessment process </li></ul>
  19. 19. <ul><li>The capacity of most learning coach support will be found </li></ul><ul><li>from rationalising the learning support already given to </li></ul><ul><li>learners by a range of people and from considering the </li></ul><ul><li>balance between direct taught time and support for </li></ul><ul><li>learning, allowing greater timetable flexibility particularly for </li></ul><ul><li>those staff who have the skills and attributes to provide the </li></ul><ul><li>coaching function to groups or individuals </li></ul><ul><li>Statutory Guidance for Youth Support Services 11-25 and Learning Pathways under the Learning and Skills (Wales) Measure, Draft Consultation Document 2009 </li></ul>
  20. 20. Task 3 <ul><li>Identify what your school/organisation needs to do to ensure that by 2012 all young people, aged 14-19, will be able to access the functions of learning coaching. </li></ul>
  21. 21. The Learning Coach Qualification <ul><li>5 core modules </li></ul><ul><li>Mentoring </li></ul><ul><li>Coaching for Learning </li></ul><ul><li>Study Strategies </li></ul><ul><li>Legislation </li></ul><ul><li>Referral Methods </li></ul>
  22. 22. What is involved? <ul><li>Developing an understanding of the Learning Coach role </li></ul><ul><li>Attendance at workshops </li></ul><ul><li>Participation in workshop activities </li></ul><ul><li>Recognition of learning/attainment (assessment) </li></ul><ul><li>Increased recognition of the role across the 14-19 sector </li></ul>
  23. 23. Accreditation <ul><li>50 credits at level 4 </li></ul><ul><li>WAG endorsement “Accredited Learning Coach” </li></ul><ul><li>Broadens CPD/Career opportunities </li></ul><ul><li>Assessment linked to practice </li></ul>
  24. 24. <ul><li>Jayne Edwards Adviser for 14-19 Education </li></ul><ul><li>01443 827553 </li></ul><ul><li>[email_address] </li></ul>