Values in Learning Support

Lesley DeeMarch 2011

Outline

Current challenges Why values - a rationale Developing shared values Valuing each other Valuing learning

Some challenges

The context The complexity of the workforce The complexity of post school settings

Job descriptions and professional development Defining the role Lack of formal links between training and

qualifications, pay scales and career progression

Access to induction, appraisal systems and professional development

More challenges…..

Practice Communication between staff members Teachers inadequately prepared to manage support

staff Tensions between ‘velcro’ approach and consistency Teachers are less directly engaged with learners LSAs appointed as a substitute for systemic change

Some positive trends Involving learners in identifying their own support

needs Widening concept of learning support

Why Values?

Decisions about how to teach people with learning difficulties maybe influenced more by beliefs about people with learning difficulties than informed views of teaching and learning.

Dee, Devecchi and Florian (undated) Being , Having and Doing

A model of professional development

Knowing

DoingBelieving

Shulman adapted by Rouse

Developing shared values

From Medical model

Segregation

Service led provision

To Social model

Inclusion

Person-centred provision

Implications for support roles

From Part of the

treatment

Supporting individuals to fit in

Minder

To Supporting

providers to alter the environment

Fostering full participation

Facilitator

Valuing each other

The aim should be To develop a shared understanding

of the role and responsibilities of learning support assistants

Job description

Perceptions of role

Actual role

Perceptions of benefits of the role

Tutors: Support for the tutor Personal attention to the student

LSAs Gains in learners’ achievements and

confidence Learners

Improved confidence Personal attention and support

LSRC An investigation into the roles of learning support workers in the learning & skills sector www.lsneducation.org.uk

Some variations

Job description

Job description

Job description Perceptions

Perceptions

Perceptions

Actual role

Actual role

Actual role

Job description

Perceptions

Actual role

The role of the LSA

Tasks Knowledge and Skills etc

Accountability Support

Purposes

Valuing learning

Does the organisation have a culture of assessment or a culture of

learning ?

What do learners want?

Students from National Star said: Help us to work by ourselves Give practical tasks, not too much writing Provide help to understand things Work together with us and each other as a

team Know when to help and when to stand back Communicate in a way that I can

understand Understand the technology I use Treat me as an individual! David Finch and Richard Amos, The View of Learners ELS 2010

Facilitating learning involves…

Giving learners more control and reducing dependency through

Holding high expectations Making judgements about when to assist Sharing and agreeing objectives with learners Clarifying instructions Utilising high degrees of responsiveness which are

consistent Employing Wait Time Observing Questioning Giving explicit feedback Actively working with a small group of learners

Conclusion

‘ …away from meeting the “coping needs of students and teachers” towards meeting the learning needs of students.’ ( Gerschel 2005 )