Developing the skills of your VET
practitioners – a real RTO story
Claire Rasmussen – Federation University Australia
Kerrie-Anne Sommerfeld – Rubric Training Solutions
Biggest cost to education institutes?
Teachers/Trainers
Biggest impact on student outcomes?
Teachers/Trainers
What do great education organisations do differently?
Prioritise improving the skills and knowledge of their teaching staff
• 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
Quick quizStandards 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?
Quick quizStandards 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?
Standards for RTOs 2015
Trainers and assessors 1.13 – 1.161.13. 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; andc) 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.)
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.
TheFederation University TAFE
story
The beginning
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
Faculty, school or centre title hereFederation University TAFE
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
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
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
TheFederation University TAFE
story
The implementation
Faculty, school or centre title hereImplementation
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
Advanced Assessment Skills@ FedUni Program
Advanced Assessment Skills@ FedUni ProgramAim:
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
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 FedUnisenior 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 FedUnisenior educator/s
• FedUni Assessment Validation Report completed
Session 2Validate
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
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 realwork tasks
Confident in assessmentjudgements
I participate in PD toimprove my assesment
skills
My assessments meet theprinciples of assessment
%Changes in biggest perceived Strengths
Pre program post program
0
10
20
30
40
50
60
70
80
90
100
assessments haveclear instructions to
assessors
assessments haveclear and detailed
marking guides
assessmentjudgements are
reliable
I know how tovalidate assessments
assessments haveclear instructions to
students
%
Changes in biggest perceived weaknesses
Pre program (51) Post program (21)
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%
challenges
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
Learning that’s easy is like writing in sand,
here today and gone tomorrow.
Learning that involves effort but is achievable lasts
Learning that is spaced out lasts in the long term
Testing learning along the way helps it last
Sharing knowledge and skills helps learning
Reflecting on what you learn helps long term memory
What makes Effective Professional Development?Planned RTO Professional development plan
Individual professional development planBased on a training needs analysis/ capability assessmentClear outcomesMonitored and evaluated
Significant and ongoing More than a one off workshopEnough 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, specialistsTeacher 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.
TheFederation University TAFE
story
The future
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
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
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 [email protected]
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
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
Biggest cost to education institutes?INVEST in your most expensive and important resource
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