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.
This case study aimed at training two Project Leads and the AP team in Joint Development Practice in order to secure improvements.
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.
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.
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.
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.
This guide has been written to support anyone who is planning to start a career in the further education and training (FE) sector working with learners with special educational needs and disabilities (SEND) or those already working with people with SEND who want to progress their career. The guide provides information on:
A toolkit for, and case study exploring, a project that placed teacher staff in industry work placements to accrue experience, then cascaded their experiences to colleagues, and ultimately endeavoured to improved students' learning experiences.
In this Education and Training Foundation National Technical Programme outstanding teaching, learning and assessment (OTLA) project Blackburn, Bolton, and Nelson and Colne colleges trialled an approach to employer engagement to boost the skills of digital teachers and align technical qualifications with the Post-16 Skills Plan and T-levels. The project supported teachers to bring real-world learning into the classroom; deliver an employer-led curri
Abingdon and Witney College worked with industry/vocational experts to deliver outstanding teaching, learning, and assessment (OTLA) in programming for robotics and automation and simultaneously upskill college staff in an area of engineering critical to the future of the sector. Selecting a mandatory, externally assessed BTEC engineering unit which required programming expertise outside of that held by the college’s engineering and computing staff, the project paired an industry expert and a teacher to co-deliver the programming elements of the BTEC unit.
