| Whole organisation components | ELN practicecomponents | Emergent embedded practice includes: | Partial embedded practice includes: | Mature embedded practice includes: |
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Teaching, learning and assessment |
Use of Learning Progressions | Using the Learning Progressions to inform teaching and learning practice. | Using the Learning Progressions to map programmes and courses and to inform teaching and learning programmes. | Literacy & numeracy demands of all NZQF Level 1 – 3 programmes and courses are well documented and written in terms of the Learning Progressions. |
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Use of Assessment Tool |
Using the Assessment Tool pre- and post- programme at the learner level to inform teaching and learning programmes or individual learning plans. | Using the Assessment Tool pre- and post-programme at the learner level to inform teaching and learning programmes and individual learning plans; engage learners with results; monitor learner progress; report to other relevant staff. | Using the Assessment Tool pre- and post- programme at the learner level to inform teaching and learning programmes and individual learning plans; engage learners with results; monitor learner progress; report to other relevant staff.Using the Assessment Tool information at the organisational level to improve ELN practice and learner success. | |
| ELN in vocational programmes and courses | Starting to embed literacy & numeracy into vocational programmes through a review and rewrite of course materials. | Progressing of embedding literacy & numeracy into vocational programmes through a review and rewrite of most course materials and provision of some professional development to staff. | Embedding literacy & numeracy into vocational programmes is evident in course materials, teaching and learning practice, and self-evaluation processes for ELN quality. | |
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Human resources and professional learning |
Professional Development and extent of literacy & numeracy qualifications |
Some vocational teaching staff either have or are working towards literacy & numeracy qualifications.Some staff have attended professional development. | At least half of all vocational teaching staff either have or are working towards literacy & numeracy qualifications.Most staff attend continuing professional development for ELN.
Recruitment and staff training policies require qualified literacy & numeracy staff. |
Majority of vocational staff have or are working towards literacy & numeracy qualifications. (Within some TEOs this is an organisational requirement.)ELN is adequately resourced to support learning, teaching, resource development and on-going ELN development.
The continuing professional learning programme ensures all staff understand the ELN strategy and have the necessary knowledge and skills to perform their roles. Continuing professional learning includes a variety of internal and external needs-based professional development. |
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Vision, aims and outcomes |
Organisational approach to literacy & numeracy |
No strategic approach to ELN at the organisational level. | Having ELN policies at the programme level.Using Assessment Tool results at programme level.
Developing organisational awareness of ELN. Having quality ELN as ‘business as usual’ within programmes. |
A written strategy describes the whole organisation’s approach to ELN.An operational plan(s) with clear roles and responsibilities ensures implementation of ELN.
A valid, consistent and transparent system in place to measure learners’ literacy & numeracy progress includes using the Assessment Tool. Quality ELN is becoming ‘business as usual’ within the whole organisation. Staff contributing to the ELN knowledge base at regional/national level. |
This is some of the latest from the TEC: Thoughts anyone…?
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