REVIEW OF SCOTLAND'S COLLEGES [SLEWG - SG -P01]
WORKING GROUP: STAFFING, LEARNERS & LEARNING ENVIRONMENTS
SUB GROUP: PROFESSIONAL DEVELOPMENT OF STAFF
This paper is also available to download as a PDF file
Initial Discussion Paper
Purpose
1. To provide a basis for members to discuss how the sub group should complete its work.
Background
1. It was agreed at the last Working Group meeting on 1 December that a sub group would be established to participate in the development of specific policy proposals and formulate action plans for implementing the Ministerial policies contained in paper SLEWG - P04, see annex A. While the decisions made by the Minister are targeted at lecturers and support staff, the sub-group will also consider the development of proposals for the training and development needs of other college staff.
2. The sub-group will report back to the main working group on a regular basis, as it will be for the working group to oversee and agree the development of any particular proposals/action plans, before these are presented and agreed by the core group.
Membership
3. The membership of this sub-group will be:
Ø Susan Bird, Stevenson College Edinburgh
Ø Stewart McKillop, South Lanarkshire College
Ø Bill Harvey, Scottish Funding Councils
Ø Gail Edwards/Melanie Ward, NUS Scotland
Ø Marian Healy, STUC
Ø Douglas Black, STUC
Ø John Bowditch, HMIe
Ø Peter Beaumont, Scottish Executive
Ø Victoria Beattie, Scottish Executive (Secretariat)
4. The associate members of the sub group will be:
Ø LLUK
Ø SFEU
Ø Teacher Education Institutions (TEIs)
We intend to invite these organisations to group meetings as appropriate, both to inform them of the group's work and its context, and to ensure that the group's work is informed by their knowledge and experience.
5. Views of members are sought on whether the Professional Development Forum should also be invited to join the sub group as an associate member.
Remit
6. To prepare recommendations to support the continued professional development of all staff in Scotland's Colleges.
7. This will also include developing specific policy proposals and formulating action plans for implementing the Ministerial policies to:
- increase the number of lecturers that are teacher trained;
- require lecturers to undertake a minimum amount of continuing professional development (CPD);
- develop and disseminate a code of practice;
- consider whether the Department can delegate some of its functions: and
- improve the training and development for learning and teaching support staff.
8. Members are invited to agree to this remit.
Tasks
9. Views of members are invited on the following tasks:
- consider the training and development opportunities for all college staff and consider appropriate research requirements.
- increase the number of lecturers that are teacher trained by:
- devising concrete arrangements which will ensure that newly appointed lecturers are teacher trained within a reasonable period of time;
- recommending how best to implement these arrangements;
- identifying any cost implications; and
- suggesting a timescale for implementation.
- require lecturers to undertake a minimum amount of continuing professional development (CPD).
- ask the Funding Council to work with colleges and other stakeholders to:
- undertake an audit to quantify the amount of time spent on CPD activity across the sector;
o estimate the resource implications of setting a minimum requirement; and
o advise on how this requirement could be implemented.
- prepare guidance on the principles, based on good practice recommendations, which colleges should include in Codes of Practice for all staff.
- consider whether specific action needs to be taken to publicise this guidance and to encourage colleges to use it.
- consider whether another organisation could take over the Executive's 'secretariat' and 'executive' functions it undertakes for the PDF.
10. While these tasks are related, we would propose that the group should consider no more than 2 or 3 of the tasks at any one meeting, to allow for more detailed consideration. We envisage that teacher training issues will absorb more of the group's time and effort than any of the other specific tasks, and would propose to approach this in an analytical manner, basing our recommendations on robust and objective data wherever possible.
Timescale
11. It is envisaged that the sub group will initially meet five or six times between January to June.
January 2006 Agree remit and tasks.
February 2006 Discuss research on the numbers of staff teacher trained.
Discuss the conceptual framework of the work to be undertaken
by the sub group Discuss the draft the research specification for
the Funding Council's research on CPD and further development needs of all staff
March 2006 Discuss training and development needs for all staff. Agree the
draft research specification on CPD audit. Funding Council commences its audit.
April 2006 Discuss teacher training, code of practice and delegation of Executive functions.
May 2006 Discuss any issues/tasks which require further work.
October 2006 Discuss the (initial) research findings from the Funding Council research.
December 2006 Draft the specific policy proposals and formulate action plans for implementing the Ministerial policies.
Early January 2007 Finalise specific policy proposals and the action plans for implementing the Ministerial policies.
12. However, this timescale will have an impact on the timescale for the main Working Group which is due to produce its final report in October 2006. We propose that the main Working Group should be reconvened again in January 2007 to consider the policy proposals and actions plans produced by the sub group. Once these proposals have been agreed by the Working Group they would be included into the final report.
13. Views of members are sought on the proposed timescale of the sub group's work, on how regularly the group should meet and to ask the Working Group to reconvene again in January 2007 in order incorporate the sub groups proposals into the Working Group's final report .
Reviews Team : Scotland's Colleges
January 2006
[SLEWG - PO4]
REVIEW OF SCOTLAND 'S COLLEGES
WORKING GROUP: STAFFING & LEARNING ENVIRONMENTS
SUPPORTING THE PROFESSIONALISM AND DEVELOPMENT OF STAFF
Introduction
1. Last year the Department undertook a consultation on the need for a professional body for staff in Scotland's colleges. On the basis of the responses to this consultation, it concluded that the time was not yet right to establish this type of body but made a number of other recommendations to improve the professionalism and development of college lecturers and learning and teaching support staff. These recommendations have now been approved by the Minister.
2. The Minister has approved recommendations to:
- increase the number of lecturers that are teacher trained;
- require lecturers to undertake a minimum amount of continuing professional development (CPD);
- develop and disseminate a code of practice;
- consider whether the Department can delegate some of its functions: and
- improve training and development for learning and teaching support staff.
The Working Group's Role
3. Decisions on policy in relation to the professional training and development of college lecturers are made by Scottish Ministers, acting on advice from the Department. Though the Department has ultimate responsibility, it is inviting the working group to participate in the development of specific policy proposals and the formulation of actions plans for implementing the recommendations listed above.
4. While the group will be responsible for overseeing the work required to develop specific proposals, it may wish to delegate particular tasks to sub-groups. The group may also wish to commission research or seek information from the Funding Council or other bodies which will help to inform its deliberations.
5. The group will have the opportunity to comment on plans for the implementation of specific proposals. In fulfilling this aspect of their role, members will have the opportunity to comment on the timescale for the introduction of specific policies and on any resources needed to ensure effective implementation.
6. The Department will be responsible for submitting specific proposals and action plans to Ministers. Submissions to Ministers will, however, include information on the views of the group.
Teacher Training for New Lecturers
7. The Department's recommendations are that:
- permanent full-time lecturers should be required to gain a teaching qualification in further education (TQ(FE)) within three years of taking up appointment;
- permanent part-time lecturers should be required to gain a TQ(FE) within five years of taking up post;
- temporary lecturers whose contract lasts for at least an academic year and includes nine or more hours of class contact each week should be required to complete the Introduction to Teaching in Further Education; and
- where colleges use contracts which last for less than an academic year or where a lecturer is contracted to more than one college, a temporary lecturer whose contracts include a total of 360 or more hours of class contact time should also be required to complete the Introduction to Teaching in Further Education.
8. While the Department is firmly of the view that lecturers should be teacher trained, it is willing to listen to views on how best to achieve this goal. It would prefer to see a voluntary arrangement which ensures that new lecturers receive teacher training within a reasonable period of time but will consider other means if necessary. The Department also appreciates that a number of practical issues will need to be considered when concrete proposals are being developed.
9. Work will also have to be undertaken to determine whether specific proposals have resource implications. If additional resources are required, the Department will consider this alongside other priorities under SR 2007. The need to bid for resources could affect the timescale for implementation.
10. The best way forward may be for this area of policy to be delegated to a sub-group. The sub-group's remit would be to:
- devise concrete arrangements which will ensure that newly appointed lecturers are teacher trained within a reasonable period of time;
- recommend how best to implement these arrangements;
- identify any cost implications; and
- suggest a timescale for implementation.
A CPD Requirement for Lecturers
11. While there is some very good work in this area, there is also evidence that provision varies across the sector. To help create more uniform standards and to ensure that all lecturers keep their skills and knowledge up-to-date, the Department wishes to set a minimum requirement for CPD.
12. As a first step, it suggests that the Funding Council be asked to undertake some research and report its findings to the group. The Funding Council's remit would be to work with colleges and other stakeholders to:
· undertake an audit to quantify the amount of time spent on CPD activity across the sector;
· estimate the resource implications of setting a minimum requirement; and
· advise on how this requirement could be implemented.
A Code of Practice
13. On the basis of the responses to the consultation, the Department believes that it would be helpful to devise and disseminate a code of practice which colleges could use to give staff advice on how to handle difficult or sensitive situations. The Department has in mind a code that will provide practical guidance on legislative matters, standards of conduct, best practice and issues relating to classroom management.
14. The team which oversaw the review of school/college partnerships has commissioned SFEU to design awareness training and other guidance for college staff. The guidance which is being produced will include a generic policy statement and a set of procedures that college staff should follow when dealing with school pupils or vulnerable adults. The idea is that colleges will be able to tailor the generic statement to suit local circumstances. A package which gives staff guidance on dealing with school children is very well advanced and work will shortly begin on similar guidance in relation to vulnerable adults.
15. While the dissemination of this guidance should go a long way towards meeting the need for a code of practice, it may have to be augmented to cover a wider range of situations. The Department will make the guidance that has already been completed available to members and will also arrange for one of the authors to give a presentation at a future meeting. This should allow the group to come to a view on whether the guidance that is being produced meets the need for a code of practice.
16. Members may also wish to consider whether specific action needs to be taken to publicise this guidance and to encourage colleges to use it. If any initiatives are taken to publicise the guidance, the ASC and the Educational Institute of Scotland (EIS) have said that they would like to take part in them.
Functions Undertaken by the Executive
17. The PDF, which is made up of experienced practitioners and representatives from the main stakeholder organisations, advises the Department on the professional training and development of college lecturers. While the Department is keen that the PDF continues to act as a national forum which takes account of all views and interests within the sector, it intends to have discussions to determine whether SFEU could take over responsibility for 'secretariat' and 'executive' functions. This would mean SFEU taking responsibility for:
- administrative and secretarial duties;
- publicising and implementing the PDF's decisions;
- maintaining the national index of professional development units (PDUs) and awards (PDAs) used in initial teacher training (ITT) and the CPD of college lecturers;
- managing the work required to develop and validate new ITT or CPD units and awards;
- working in partnership with the Scottish Qualifications Authority to process applications from colleges to deliver units or awards from the national index;
- maintaining and updating the PDF's web-site; and
- arranging ad hoc events or conferences.
18. Discussions will centre on whether SFEU can put in place structures to ensure that there is no conflict of interest between these sector-wide responsibilities and its income generating activities as a training provider. The Department has also given a commitment that the PDF, colleges and other stakeholders will be consulted before any final decisions are made.
19. In the longer-term the Department will consider the feasibility of delegating its role in approving the content and quality of TQ(FE) programmes to SFEU. Again, these functions will only be delegated if the proposed new arrangements are acceptable to other stakeholders.
20. The Department will keep the group informed about the progress of its discussions with SFEU.
Training for Learning and Teaching Support Staff
21. Many of the respondents to the consultation commented on both the important contribution that learning and teaching support staff make to students' learning experiences and the variety of training and instructor roles they are being asked to take on. In the light of these comments, the Department is keen to ensure that adequate provision is made for the training and development of these staff. If funds can be made available, it will commission a study to:
- systematically examine the roles and functions undertaken by different types of learning and teaching support staff;
- identify the training and development needs that flow from these job roles;
- suggest how appropriate provision could be put in place; and
- estimate the cost of any action required.
22. Findings will be reported to the group and it will be for members to recommend a course of action. If the recommended course of action entails the need for additional resources, implementation may be dependent on a successful bid under SR2007.
Recommendations
23. Members are asked to agree to:
- the role set out for the working group (paragraphs 3 to 6);
- the creation of a sub-group to devise arrangements to ensure that new lecturers are teacher trained (paragraph 10);
- ask the Funding Council to undertake an audit of CPD activity (paragraph 12);
- commission a study of the training requirements of learning and teaching support staff (paragraph 21);
and to note;
- the action being taken to develop a code of conduct (paragraphs 13 to 16); and
- that the department plans to enter into discussions to determine if some of the functions it undertakes can be delegated to SFEU (paragraphs 17 to 20).
Reviews Team: Scotland 's Colleges
October 2005