Developing the skills of VET Practitioners - a real story Presentation at VELG Conference 2015 Kerrie-Anne Sommerfeld (Rubric Training Solutions) and Claire Rasmussen (FedUni TAFE)

2. Developing the skills of your VET
practitioners – a real RTO story
Claire Rasmussen – Federation University Australia
Kerrie-Anne Sommerfeld – Rubric Training Solutions

3. Biggest cost to education institutes?

4. Teachers/Trainers

5. Biggest impact on student outcomes?

6. Teachers/Trainers

7. What do great education organisations do differently?
Prioritise improving the skills and knowledge of their
teaching staff

8. • VET teaching/training is an advanced
skill
• VET needs highly skilled dual
professionals – vocational and
teaching/training skills
• RTOs need a strategic approach to
continued professional development
• The CIV in Training and Assessment is
an ENTRY level skill
• Need greater focus on the continued
development of VET teachers
VET Teacher/Trainer Skills in Australia

9. Quick quiz
Standards for RTOs 2015
How many standards are there?
Which standard relates to training and assessment?
How many clauses are in this standard?
Which clauses relate to the professional development of VET trainers
and development?

10. Quick quiz
Standards for RTOs 2015
How many standards are there?
8
Which standard relates to training and assessment?
1
How many clauses are in this standard?
27
Which clauses relate to the professional development of VET trainers
and development?

11. Standards for RTOs 2015
Trainers and assessors 1.13 – 1.16
1.13. In addition to the requirements specified in Clause 1.14 and Clause 1.15, the RTO’s training and
assessment is delivered only by persons who have:
a) vocational competencies at least to the level being delivered and assessed;
b) current industry skills directly relevant to the training and assessment being provided; and
c) current knowledge and skills in vocational training and learning that informs their training and assessment.
1.14. The RTO’s training and assessment is delivered only by persons who have:
b) from 1 January 2016, the training and assessment qualification specified in Item 1 or Item 2 of Schedule 1.
(Certificate IV in Training and Assessment or its successor OR a diploma or higher level qualification in adult
education)
1.15. Where a person conducts assessment only, the RTO ensures that the person has:
b) from 1 January 2016, Item 1 or Item 2 or Item 3 of Schedule 1.
(Certificate IV in Training and Assessment or its successor OR a diploma or higher level qualification in adult
education OR TAESS00001 Assessor Skill Set or its successor.)

12. Standards for RTOs 2015
Trainers and assessors
Clause 1.16
The RTO ensures that all trainers and assessors undertake professional
development in the fields of the knowledge and practice of vocational training,
learning and assessment including competency based training and assessment.

14. The
Federation University TAFE
story
The beginning

15. Faculty, school or centre title here
Who is Federation University?
Image: Students of the Ballarat School of Mines, c1901 [Federation University Australia Historical Collection].
Federation University TAFE

16. Faculty, school or centre title hereFederation University TAFE

17. Faculty, school or centre title here
What do we offer?
• AQF 1-10
• 80 qualifications on our scope of registration across 8
departments
• Apprenticeship and non apprenticeship delivery
• We have approximately 90 Full time teachers and 90
contract sessional teachers (a growing % of the workforce)
Federation University TAFE

18. Faculty, school or centre title here
What was the catalyst for renewal?
1. New Standards for RTOs
2. A 2013 ASQA strategic audit in Aged Care
3. Preparation for 2015 re-registration audit
4. Minimal and reduced PD budget
5. Need for efficient and strategic approach to build capability of
teachers’ skills
6. Organisational restructure
7. Reconnecting VET teachers to teaching practice
Industry Skills CentreFederation University TAFE

19. Faculty, school or centre title here
How did we draw attention to the importance??
1. Documented need for support in undertaking a large scale re-
newal project with higher level Senior Educator support
2. Documented quantity of assessment tools to be developed
3. Audited consistency of assessment tools and created a new
assessment tool
4. Audited/validated quality of assessments
5. Developed a strategic PD plan to roll out ‘advanced
assessment skills’ using the new FedUni assessment tool
templates
Industry Skills CentreFederation University TAFE

20. The
Federation University TAFE
story
The implementation

21. Faculty, school or centre title here
Implementation
The triage approach
1. Immediate urgent ‘one off’ traditional assessment
development workshops facilitated by the VET
Development Centre
2. Development of a broader PD program over 26 days from
Sept – Dec
3. Evaluation of pre and post workshops to document
successful outcomes and identified need for ongoing and
strategic approach
4. Development of new plan for 2015 with new focus
Industry Skills CentreFederation University TAFE

22. Advanced Assessment Skills@ FedUni Program

23. Advanced Assessment Skills@ FedUni Program
Aim:
To develop the skills, knowledge and confidence of FedUni TAFE
teachers in developing quality assessments
Outcome:
Each lead assessment developer ends up with a set of validated tools
for at least one unit (benchmark)
Duration:
Participants attended 2 sessions (2 ½ days total)
Sessions held September – November, 2014

24. Advanced Assessment Skills@ FedUni Program
• Fully customised
• FedUni policies,
templates
• Targeted staff/areas/
units
• leadership team
support
• Pre program survey
Pre program
planning
• 1 ½ days
• Small groups (3-10)
• Attended by FedUni
senior educator/s
• Develop and map
assessment tools for 1
unit of competency
Session 1
Plan, Develop
and Map
Assessments
• 1 day
• Mixed groups validating
each others tools
• Attended by FedUni
senior educator/s
• FedUni Assessment
Validation Report
completed
Session 2
Validate
Assessments
•Support from senior
educators as other
assessments
developed
•Improvements to
FedUni templates
•Post program
evaluation and report
•Timelines monitored
Post Program
follow up
1 – 3 weeks apart

25. 0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
90.0
100.0
assessments relate to real
work tasks
Confident in assessment
judgements
I participate in PD to
improve my assesment
skills
My assessments meet the
principles of assessment
%
Changes in biggest perceived Strengths
Pre program post program

26. 0
10
20
30
40
50
60
70
80
90
100
assessments have
clear instructions to
assessors
assessments have
clear and detailed
marking guides
assessment
judgements are
reliable
I know how to
validate assessments
assessments have
clear instructions to
students
%
Changes in biggest perceived weaknesses
Pre program (51) Post program (21)

27. Most positive changes
Clearer written instructions for students 100%
Better meet the principles of assessment 100%
Clearer and more detailed marking guides 96%
Feel more confident in ability to develop assessments 96%
Know how to validate assessments properly 96%
Students will be clearer about what is expected of them 96%
Fairer assessments 96%
Clearer written instructions to assessors 95%

28. challenges

29. Insights
• Communicate how the program will help students and teachers
(don’t focus on auditors and compliance)
• Assign teachers with the interest and attitude to lead development of
assessment tools
• Have a plan for who is responsible for which units
• Provide time and timelines for teachers developing assessments
• Monitor and support teachers developing assessments
• Make sure your policies/procedures/templates are teacher friendly

30. Learning that’s easy is like writing in sand,
here today and gone tomorrow.

31. Learning that involves effort but is achievable lasts

32. Learning that is spaced out lasts in the long term

33. Testing learning along the way helps it last

34. Sharing knowledge and skills helps learning

35. Reflecting on what you learn helps long term memory

36. What makes Effective Professional Development?
Planned RTO Professional development plan
Individual professional development plan
Based on a training needs analysis/ capability assessment
Clear outcomes
Monitored and evaluated
Significant and ongoing More than a one off workshop
Enough time allowed: face to face/ online/ practice/ follow up
Clear outcomes that require effort (not just a fun/easy day out)
Support provided to help
implement new skills
Mentors/coaches in the form of managers, experienced
teachers, specialists
Teacher network groups to share and reflect on good practice
as a follow up
Related to teachers work Contextualised to the day to day work of teachers/RTO.
Walk away with something immediately useful in their role.

37. The
Federation University TAFE
story
The future

38. Faculty, school or centre title here
The Grand Plan
• We have almost achieved the set target of the development of
around 2,500 assessment tools
• We now need to shift from assessment back to delivery
• The plan has to have a framework to capture vocational and
teaching practice
• The plan has to have full support of managers so they can mandate
attendance and build into staff Performance Review plans
• The plan needs to have pre-set dates for the whole year for
improved attendance and continue the positive shift in cultural
attitude
Industry Skills CentreFederation University TAFE

39. Faculty, school or centre title here
Four domains that each group or cluster four capabilities describing the specialist skills
required of VET Practitioners based on the IBSA VET Capability Framework
Domain Areas of capability Description
Teaching
Theory, Design, Facilitation, Evaluation Advancing learner centred teaching and innovative delivery models including BOLD
practice for a range of learners and enterprises and that evaluation and feedback
reflects student & stakeholder satisfaction.
Assessment
Theory, Products, Processes, Validation Enhancing assessment practice through development and validation quality tools
and learning resources that support the volume of learning to ensure successful
completion of all learners in all courses and programs.
Industry Collaboration
Engagement, Networks, Vocational
Competence, Workforce development
Developing relationships with industry, community and stakeholders to grow
business, reputation and ensure vocational currency and relevancy in delivery and
assessment.
Systems and
Compliance
System standards, System stakeholders,
Products, Processes
Enhancing, embedding and streamlining quality and continuous improvement in
education and business practice.
The Framework has:
Federation University TAFE

40. Faculty, school or centre title hereJanuary 2015
Sun Mon Tue Wed Thu Fri Sat
1 2 3
4 5 6 7 8 9 10
11 12 13 14 15 16 17
18 19 20 21 22 23 24
25 26 27 28 29 30 31
Important Key Dates & PD Workshops:
January:
19 Jan Introduction to ATOM
(Horsham)
19 Jan Induction Checklist Quality
Information
20 Jan RPL Procedure
22 Jan Planning Day
February:
2 Feb Introduction to ATOM (Gillies
St)
12 Feb Introduction to ATOM (SMB)
12 Feb Reviewing & developing
learning resources
19 Feb ATOM Refresher (SMB)
20 Feb Result & Ratification
TBC Audit of online delivery
25 Feb Transition to new standards
March:
2 Mar ATOM Refresher (Mt Helen)
3 Mar Evaluation survey
students/employers (SMB)
TBC Targets set for BOLD learning
4 Mar Training & Assessment Strategy
16 Mar Induction Checklist Quality
Information
TBC ASQA application/Audit due
20 Mar Result & Ratification
26 Mar Validation with Industry (4
units)
27 Mar TAE independent validation
Registrations:
To book your attendance at any of
these sessions, please email:
Claire Rasmussen
c.rasmussen@federation.edu.au
FedUni TAFE
Summary Student Free Days
Thursday 22nd January
Thursday 26th March
Friday 27th March
Wednesday 1st April
Wednesday 15th April
Monday 29th June
Thursday 16thJuly
Thursday 23rd July
Monday 21st September
Thursday 22nd October
Friday 23rd October
Tuesday 1st December
Thursday 10th December
Student Free days assigned
Professional Learning
Calendar Developed

41. Recommendations for RTOs
Establish a strategy for workforce development with a clear focus
Identify skill gaps
Have appropriate levels of resources to support the strategy
Have people who can implement and monitor the strategy
Move from one off generic events to PD based on local practice
Measure the effectiveness of the implemented programs
Mandate requirements for staff to attend PD
Provide time for professional development

42. Biggest cost to education institutes?INVEST in your most expensive and important resource