The following case studies present findings from collaborative projects that were undertaken in 2018-2018. The projects explored the functions and values of the AP role within the FE partnership’s quality improvement priorities.
The aim of the studies was to better understand how FE providers employ advanced practitioners or those in advanced practitioner type roles. They stem from a research study undertaken by the Institute of Employment Studies (IES), commissioned by the Education and Training Foundation (ETF).
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Principal focus of the project
The aim of these sessions was to create a regular and accessible space for teachers to explore, share and reflect on different approaches to teaching, learning and assessment relevant to the strategic objectives of the two colleges.
Main findings
Both colleges found that SMT support, via the Project Leads, was helpful in ensuring the project had both support and a high profile.
Summary
This project sought to test the effectiveness of the AP role in improving teaching, learning and assessment through an iterative programme of short CPD sessions.
Principal focus of the project
The APs worked together with the staff identified by the Head of Quality to enhance planning for the use of questioning as a key assessment for learning. This use of action planning was key in moving the AP role and discussions away from the Deficit Model to more developmental approaches. A wide range of coaching approaches, were used from the AP toolkits, which included the GROW model, supported experiments and action research.
Main findings
This project reported positive responses from tutors and students, and increased engagement from a group who were originally reported to be de-motivated at times. Colleagues working with the APs demonstrated a growth in confidence in using different techniques for Q&A in planning and classroom practice.
Summary
A case study of a project aiming to raise the profile of advanced practitioners with heads of faculty and curriculum area managers.
Principal focus of the project
The basis for this project was to evaluate the extent to which APs could secure improvements in Assessment for Learning (AfL), across both colleges, through a process of Joint Practice Development (JPD).
Main findings
The project had an impact on collaboration: the 2 colleges were in constant communication and met regurarly to discuss and review the project. APs were also enabled to engage with the role to variable extents, thereby providing a valuable and differentiated development opportunity.
Summary
This case study aimed at training two Project Leads and the AP team in Joint Development Practice in order to secure improvements.
Principal focus of the project
The vision for the project was to create a Developmental AP Model where practices, vision and workforce were tasked to embody positive developmental coaching, growth mindset and to support all staff via non-judgemental peer to peer collaboration.
Main findings
Throughout the project and development of the AP skillset a mentoring and buddy system was utilised. It also supported each individual AP through feedback and development discussions. The ‘rebranding’ of the observation team as the Lesson Enhancement Team added to the success of the project at it highlighted and strengthened the message of change and development.
Summary
This phase was delivered by touchconsulting and CETTAcademy to evaluate the role of Advanced Practitioners (APs), as defined by Tyler et al (2017).
Principal focus of the project
The vision for the project was to create a Developmental AP Model where practices, vision and workforce The partners worked together to raise the visibility of their APs by codesigning a ‘Meet your APs’ page which they each uploaded to their virtual learning environments (VLEs). The page contained pictures of each of the APs, their particular areas of expertise as well as something more unique and humorous about each of them that was aimed at engaging staff and breaking down barriers.
Main findings
Throughout the project and development of the AP skillset a mentoring and buddy system was utilised. It also supported each individual AP through feedback and development discussions. The ‘rebranding’ of the At Bournemouth and Poole College 21 staff self-referred to receive AP support. 90% of the staff who received such support found it beneficial. Increases were seen for the number of students achieving merits and distinctions compared to previous cohorts, and some benefit was attributed to other factors such as more stable staffing.
Summary
A case study of a project seeking to raise the profile and accessibility of advanced practitioners to staff as a means of driving quality improvements in teaching, learning and assessment across their organisations.
Principal focus of the project
The principal focus was to define the key characteristics of ‘coaching-in-action’, so that APs could communicate them to teachers in a clear and succint way.
Main findings
The project supported two groups of teachers, delivering monthly CPD workshops to promote the AP role and support for innovation at two colleges. The project found that both participating institutions benefited from receiving support from a neutral source. It found that the benefits were still felt when there was no prior coach-coachee relationship between the participants. The key initiatives were adopted by the wider AP team post-project.
Summary
A case study that sought to evaluate the role of Advanced Practitioners and explored the functions and values of the AP role within the partnership’s quality improvement priorities.
Principal focus of the project
This phase was delivered by touchconsulting and CETTAcademy to evaluate the role of Advanced Practitioners (APs), as defined by Tyler et al (2017). The projects were intended to explore the functions and values of the AP role within the partnership’s quality improvement priorities.
Main findings
The project allowed teachers to increase the use of technology for interactive teaching and learning and reflective learning and teaching strategies.
Summary
This phase was delivered by touchconsulting and CETTAcademy to evaluate the role of Advanced Practitioners (APs), as defined by Tyler et al (2017). The projects were intended to explore the functions and values of the AP role within the partnership’s quality improvement priorities.
Principal focus of the project
The project focused on the evaluation of the most impactful processes and support that Advanced Practitioners provide, exploring how APs can be better supported through identifying key challenges they face and establishing solutions to improve.
Main findings
Staff felt better equipped to take part in professional discussions through identifying their own training need and CPD. Impacts on learners include increased confidence in developing maths in vocational curriculi, enhanced motivation, and more frequent checks on learning.
Summary
This case study is from one of 15 collaborative projects, across a range of cross-sector partnerships, that were commissioned by the Education and Training Foundation to evaluate the role of Advanced Practitioners, exploring the functions and values of the AP role.
Principal focus of the project
This project sought to test the effectiveness of the AP role in improving teaching, learning and assessment when supporting sessional tutors.
Main findings
Clear and effective communications between the partner organisations was a critical success factor. Al of the APs involved were tutors that had been identified as demonstrating good practice in their role.
Summary
This is a project where the partnership wanted to explore ways to enhance induction processes and support for new tutors, develop practitioner led resources to support all tutors, extend the role of their existing APs and maximise the benefit of exchanging practice.
Principal focus of the project
The project focus was to support staff in developing and applying resilience strategies for themselves and their students through engagement with the AP Team.
Main findings
Key factors that helped the project succeed were: the support of the senior leadership, the appointment of 4 APs each of whom had a discernible personal or professional interest in mental health issues and, importantly, had the support the Lead Managers.
Summary
The overall aim of the project was for APs at each of the partner colleges in Surrey to support selected teaching teams with resilience strategies to maintain positive levels of mental health and well-being as these teachers undertake their daily work roles and responsibilities.
Principal focus of the project
The partnership wanted to explore how they could use the role of the AP to address the challenge of increasing learner attendance, achievement and satisfaction when taking GCSE and Functional Skills Maths and English qualifications.
Main findings
At Bridgwater & Taunton College the AP recognised the importance of developing high quality resources that stood out from the crowd.
Summary
The project delivery team aimed to agree the focus and timescales of the work, establish the metrics to be used to measure the progress and mpact of planned activities on the tutors and determine the process for sharing practice which included montly video/telephone conferences betwene project leads.