further & higher education

Improving Teaching Standards Across Further Education

further & higher education

08:45 - 16:00

Wednesday 26 February 2020

etc. Venues – Marble Arch, Central London

This Further Education Teaching Event will include best practice on how to develop effective CPD programmes for Further Education (FE) teachers, to improve FE teaching standards in light of recent changes in teaching, learning and assessment (TLA) across the sector, particularly T Levels, with expert advice and policy updates from the Department for Education (DfE) and Education and Training Foundation (ETF).

Key takeaways will include:
  • Practical lessons from peers delivering high-quality teacher CPD programmes, in line with the introduction of T Levels
  • An understanding of how the £400 million of government funding announced for FE in September 2019 can contribute to FE teacher training and further CPD in your FE institution 
  • An update on upskilling FE Teaching staff through the ETF’s Professional Standards and Qualified Teacher Learning and Skills (QTLS) Badge
  • Best practice is forming sustainable partnerships with local employers to both upskill teaching staff, and support lesson delivery for students

This Forum is specifically designed for the Further Education Sector. Job titles will include:

  • Principals
  • Vice Principals
  • Headteachers
  • Deputy and Assistant Headteachers
  • Teaching and Learning Advisers
  • Heads of Improvement
  • Curriculum Leaders
  • Corporate Directors for Education
  • Human Resources Managers
  • Lecturers
  • Course Directors
  • Teacher Training Coordinators

This Forum is open to Schools, Higher Education Institutions, Local Authorities as well as the Private Sector to encourage discussion and networking.

Key Speakers Confirmed:
  • Paul McKean, Head of Further Education and Skills, Jisc
  • Dr Catherine Manning, Head of Teaching, Learning and Assessment, Education and Training Foundation
  • Kay Graham, and Helen Lund, Deputy Directors, Further Education Workforce, Department for Education
  • Kurt Hintz, Principal, The College of Haringey, Enfield and North East London (CONEL)
  • Jenny Craig, Vice Principal, Curriculum and Quality, Abingdon and Witney College
  • Brad Billington, Associate Director of Teaching, Learning and Assessment, Moulton College
  • Andy Armitage, Associate, Education and Training Foundation and External Expert, Ofqual


View the agenda and additional speakers


Registration, Refreshments and Networking


Chair’s Welcome Address

Andy Armitage, Associate, Education and Training Foundation and External Expert, Ofqual (CONFIRMED)


Interactive Session: Setting the Scene and Having Your Voice Heard

The day will begin with a 10 minute interactive session, led by the Chair, in which delegates will be able to ask questions, raise their key concerns and inform the Chair of what they would like to discuss during the course of the day. This will inform the debate and direct the conversation around ongoing challenges, current priorities and future goals.


Morning Keynote: Raising Standards of Teacher Learning and Skills with Professional Statuses

  • Summarising the current landscape of FE teacher training and CPD, in light of recent curriculum and assessment reforms across the sector, including T Levels, and the role of the ETF in working with the DfE to support teacher development
  • Outlining the Professional Standards and Qualified Teacher Learning and Skills (QTLS) Badge as a practical way to ensure a common set of expectations are met across providers and in different subjects
  • Sharing advice and guidance for senior leaders to upskill teachers through qualifications such as the Professional Standards and QTLS including through resources provided by the Society for Education and Training (SET) and by working more closely with industry
  • Discussing the five key stages of professional formation, and how these contribute to improving teaching and learning: Self-assessment; professional development plans; CPD record; critical reflection; final action plan

Dr Catherine Manning, Head of Teaching, Learning and Assessment, Education and Training Foundation (ETF) (CONFIRMED)


Questions and Answers Session


Refreshments and Networking


Special Keynote: Outlining the Government’s Plans for Supporting Teachers Through Further Education Reforms

  • Discussing the government’s interest in and plans for the FE sector, and the vision for working together going forward
  • Understanding how the £400 million of funding announced for FE in September 2019 will positively impact the support offered for FE teachers, including training and further CPD, to ensure reforms are implemented successfully
  • Sharing progress on the roll out of T Levels across the FE sector, including key features, roads for progression, and expectations for FE providers
  • Considering the pedagogy developments required to effectively deliver the basic skills qualification, which will be accessible for adults from 2020, followed by the basic digital skills

Kay Graham, and Helen Lund, Deputy Directors, Further Education Workforce, Department for Education (CONFIRMED)


Special Keynote: Education 4.0 - Where Education Meets the Fourth Industrial Revolution

  • Outlining Jisc’s Education 4.0 vision
  • Understanding the ‘Teaching Transformed’ element of the vision
  • Investigating what an augmentation strategy for an FE practitioner looks like
  • Discussing how Education 4.0 will effectively improve standards and teaching and learning outcomes

Paul McKean, Head of Further Education and Skills, Jisc (CONFIRMED)


Questions and Answers Session


Lunch and Networking


Case Study: Ensuring Outstanding Teaching and Learning Through Collaborative CPD

This session will explore how to effectively use a Joint Practice Development Model to improve the quality of teaching and empower staff to take ownership and responsibility of their practice and improve both individual, departmental and College priorities.

  • How this can be implemented?
  • The support and guidance required
  • Measurement of the impact

Brad Billington, Associate Director of Teaching, Learning and Assessment, Moulton College (CONFIRMED)


Questions and Answers Session


Interactive Peer Learning Session

Brad Billington will lead this session during which delegates will be invited to work together in pairs or small groups to conduct solution-driven conversations around key challenges faced by the FE teaching sector.

Encouraged to share lessons from their own contexts to help colleagues overcome real-world problems, including time and budgetary constraints in FE settings, as well as how to develop sustainable partnerships with industry, each group will feed back to the room at the end of the session, to maximise peer-to-peer learning.


Refreshments and Networking


Case Study: Raising Standards of Teaching by Integrating Industry Experts into the Classroom

  • Outlining the model for embedding industry experts, known as Master Technicians (MTs), in classroom delivery through an FE STEM Teaching Hub that promotes resource and knowledge sharing between teachers and industry
  • Discussing how college staff identified a skills gap across key subject areas, and then contacted 10 partner employers to nominate MTs to help fill these, once the MTs had received pedagogical training from CONEL, leading to 74% of students learning a new skill
  • Sharing the process for lesson planning and delivery between teachers and MTs, with curriculum leads working on filling gaps and collaborating on resource production alongside teachers who could provide feedback, 89% of whom felt the MTs were a source of motivation and aspiration
  • Gaining feedback from students to further adapt the model to include audio and video interviews, building a bank of resources available to all via the Hub, ensuring staff and students are better equipped to deliver and achieve T Levels

Kurt Hintz, Principal, The College of Haringey, Enfield and North East London (CONEL) (CONFIRMED)


Case Study: Upskilling Staff in Collaboration with Vocational Experts

  • Identifying programming for robotics and automation as an area critical to the future of the engineering sector, and subsequently investing in upskilling staff and improving classroom delivery with industry partners
  • Partnering with experts from higher education and industry to develop teacher CPD plans as well as lesson delivery plans to meet key learning outcomes of the project for staff and students
  • Understanding the benefits of having a vocational expert, such as an engineer, in the classroom during lessons to support the teacher to address student questions and offer a new perspective to technical queries, and using this model to deliver quality T Level teaching
  • Sharing lessons for a successful collaborative approach, including defining classroom management responsibilities, focusing on a single, clear teaching model, and ensuring post-lesson debriefs

Jenny Craig, Vice Principal, Curriculum and Quality, Abingdon and Witney College (CONFIRMED)


Questions and Answers Session


Chair’s Summary and Close

*Programme subject to change

At least 25% of teachers are not spending the expected 30 hours per year on CPD, according to statistics detailed in the Education and Training Foundation’s (ETF) April 2019 analysis of Further Education (FE) Workforce Data for England. In addition, the proportion of teachers with QFC Level 3 or below, including no formal qualifications, has risen from 16.8% to 21.4% between 2016 and 2018. With major reforms being rolled out across the FE sector, it is vital that staff at all levels are adequately prepared to deliver new qualifications to students.

In support of encouraging development within the sector, in August 2019 the government announced an additional £400 million of funding for FE providers and sixth form colleges, the single biggest annual increase since 2010. This follows the £8 million T Level Professional Development Programme, funded by the Department for Education (DfE) and developed by the ETF, to help prepare teachers for the 2020 roll out of the T Levels, including by offering opportunities for them to update their industry knowledge.

The ETF have also developed a set of Professional Standards for FE Teachers, defining common expectations, in addition to the Qualified Teacher Learning and Skills (QTLS) badge as a method of demonstrating both career advancement and expertise.

The onus is now on the FE sector to ensure utilisation of the tools, resources and funding made available by policymakers and sector leaders, so that the quality of teaching is raised, leading to effective implementation of T Levels from 2020. Without investment in CPD from senior leaders and teaching staff, students will fail to be fully equipped with the skills needed to successfully contribute to Britain’s ever-changing economy.

Andy Armitage, Associate, Education and Training Foundation and External Expert, Ofqual

Andy Armitage has 40 years’ experience of teaching in schools, FE, Adult and Community Learning and HE. He was, until 2014, Head of Post-Compulsory Education and Training at Canterbury Christ Church University, which was awarded Outstanding by Ofsted, one of only four universities in the country to be so rated. He was an Ofsted inspector of initial teacher education from 2011 to 2015. He is the author of a number of texts for FE teachers and trainees, notably Teaching in Post-14 Education & Training, now in its 5th edition. The New Apprenticeships – Facilitating Learning, Mentoring, Coaching and Assessing, with Alison Cogger, was published earlier this year. He is currently an External Expert for Ofqual.

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