Read this if
- You are acting as supervisor or verifier for someone who is completing their NZCALNE (Voc) qualification.
- You need to sign off on the final piece of work that one of your tutors is about to hand it before completing the NZCALNE (Voc).
Download the guidance for supervisors or verifiers
This is all contained in one PDF you can download here below. The download shows a copy of the actual template as well.
What does the supervisor or verifier need to do?
If you are the supervisor or verifier for someone completing the NZCALNE (Voc), you need to discuss the review questions with the candidate and record your comments. You can use the template on the following page or adapt to your own purposes as you need.
Collaboration between the candidate and you to review teaching delivery is one of the requirements of the NZCALNE (Voc). It’s also good teaching practice. We can’t sign off on the whole qualification unless we have some evidence of this.
For our purposes, a supervisor may include any of the following:
- The tutor’s direct manager or programme leader.
- A colleague that is acting as study support person.
- Someone in management that has already acted as a supervisor or verifier for another part of this training and qualification.
To sign off the final assessment task, we need evidence that tutor and supervisor have reviewed the teaching and facilitation in several areas. The best way to think of these is in regards to three reflective questions:
- What are their strengths?
- What are some potential improvements for future delivery?
- How does any of this inform planning for the candidate’s professional development?
This review should be a friendly collaboration and two-way conversation. It could include teaching observation evidence, but it doesn’t have to. It’s not a performance review for internal promotional or salary review.
What do I have to do?
As their supervisor, we expect that you are already aware that the candidate is completing this qualification. You may have already verified your portfolio evidence for other parts of the course.
It’s the candidate’s job to:
- Make the arrangements to meet with you.
- Provide any evidence or assessment material you may wish to see in relation to this final assessment task or any part of the programme.
- Provide you with an electronic copy of the Supervisor or Verifier Comments and Checklist template.
- Negotiate how and when this template is completed by you.
- Return the completed template to us as part of their supporting evidence for this final assessment task.
As supervisor or verifier, it’s your job to provide us with:
- Your contact details including email and phone.
- Details of when this review took place
- Brief summary comments relating to the three reflective questions. As a guide, you might write one or two concise paragraphs totalling about 100 words for each of these. We won’t be counting words. Quality here is more important that quantity so feel free to keep it brief.
- Your signature and date of signing at the end.
Download the guidance here for supervisors and verifiers including notes showing where and what to write for your candidate:
If you are teaching foundation education at any level, you need to be qualified and on a continuing professional development journey.
You need to start this journey through the Teach Better Now programme available on Pathways Awarua.
At the heart of this is the new New Zealand Certificate in Adult Literacy and Numeracy Education (Vocational/Workplace) – the NZCALNE (Voc).
There is a cost for assessment and gaining the credential. But it’s free to register on the website and you’ll have access to all of the course content.
Here’s what you need to do to kickstart your foundation learning professional development journey for this year:
- Register on Pathways Awarua if you haven’t already.
- Join our virtual classroom.
- Enrol in the qualification.
- Get started on the coursework and first assessment.
FIRST: Register on Pathways Awarua
1. You need to register on http://www.pathwaysawarua.com as a tertiary educator. If you are already registered, then go to step 5 below and join our virtual classroom.
2. Enter your details in the form including a username and password.
3. If you start typing the name of your organisation or employer it should appear in the box. Then add a name for your class, accept the terms and conditions and click Register. If you are an independent contractor please use the code 8888.
4. Once registered you should see a screen like this below. Ignore the code on the right. This is for you to use with your own learners later. Right now you just need to click the link on the left for the new NZCALNE (Voc).
SECOND: Move yourself into our virtual classroom
5. Now you should see the main NZCALNE screen below. Next, you need to join our virtual class. Click the head icon to go to your account settings. If you’ve already done this you can go to step 8 and enrol.
6. Enter the join code 1622DD to join our virtual class. Then tick the box to move to this class.
7. Save your settings and return to the main NZCALNE pathway.
Third: Enrol in the NZCALNE (Voc)
8. Now you can enrol in the programme. Make sure that the enrolment module is selected. Then click start. If you’ve already enrolled and you’ve also moved into our virtual classroom, you can go to the last step.
9. Read through the enrolment information.
10. Fill in the enrolment form with as many details as you can. Then save and move to the next screen.
11. If you can’t fill in everything, you’ll see a screen like this below. But you’ll still be able to move forward. Just click the arrow on the right. Or click Retry to add more info.
12. From here, you need to show that you understand some of the conditions of enrolment. And you need to let us know if you have access to learners of your own and whether you’ve done other study at level 4 or above.
13. Nearly done… Add your employer and supervisor’s details.
14. Complete the self-assessment. There are two pages.
15. If you are an experienced TESOL teacher please add details here. Likewise, if you are a very experienced trades or vocational trainer with existing evidence and you want us to consider this please add details here.
16. Add your timeframe
17. Review the summary of your enrolment and save
18. Drag the box ALEC1 Admin to submit for comment
19. You’re done…! Click the link for the new NZCALNE (Voc) to return to the main course pathway.
FOURTH: Get started on the course
20. Get started…!
Kia ora and welcome to Collection 7
If you’re reading this then you are up to Assessment 7 in the new and improved NZCALNE (Voc).
That means you are up to the final assessment task in the programme…! This next part is about assessing learner progress, reviewing your teaching and working out the next steps.
If you do stop by Graeme’s Blog, please comment. Let us know what’s useful and what’s not. Our model is a dynamic one and we’re always tinkering with programme content and assessment tasks where we can. You can help us continue to improve the experience.
There are four sections in Collection 7:
- 7.1 Just do it: Progress assessment
- 7.2 What does it mean?
- 7.3 Collecting some final information
- 7.4 Reviewing your teaching and next steps
If you find that you already know what you’re doing for a particular part of this collection, then feel free to skip ahead to the next relevant section.
Or start with the assessment template and dip into this material as you need to. Email us if you don’t already have the template and checklist.
Otherwise, work your way through as usual. Here are the links you need to different parts of this collection.
Follow the links below
Here’s the overview for the final collection.
7.1 Just do it: Progress assessment
- Just do it…! Assessing your learners’ literacy and numeracy progress
- What is collaborative assessment and how do I use it?
- What do I actually do for a collaborative assessment?
- What evidence do I need to start pulling together for Assessment 7?
7.2 What does it mean?
7.3 Collecting some final information
- Collecting some final information for your portfolio
- How is evaluation different to assessment?
- Why evaluate literacy and numeracy teaching in a foundation learning course?
- How should I carry out my learner evaluations?
- What’s the best way to write my own evaluation survey questions?
- Should I get help to administer the evaluation to my learners?
- What does a learner evaluation survey look like?
- Why do I have to involve my boss in the evaluation?
- Can you remind me what evaluation evidence I need to supply for the NZCALNE (Voc)?
7.4 Reviewing your teaching and next steps
- How do I review my teaching and reflect on the next steps?
- What are the reflection and review questions?
If you’re stuck, please get in touch with us by email here: firstname.lastname@example.org or by texting or calling Graeme on 0800-ALEC-1-2.
You’ll find the reflection and review questions to finish off this part of the programme below. Your answers are your own evaluation of what you’ve done and how effective it was.
- You can download the questions here in a form that you can print out and write on if you want to take notes. Otherwise, don’t forget that the template is in Assessment module 7.
THE TEACHING SESSIONS OVERALL
What went really well for you?
- The best thing was …
- One thing that surprised me was …
What would you do differently?
- Something I’d do differently if I was doing this all over again, is …
- Also, …
How do you feel you managed the delivery of embedded literacy and numeracy?
- I think that …
What was it like collaborating with the learners on different things?
- For the learning plans, I thought that …
- Another thing was …
What about any collaboration with your supervisor? Any comments there?
- One thing …
Any comments on your learners’ evaluation of the sessions?
- They said that …
Are there any key changes or improvements that you will make to your teaching?
- One change that I’m considering is…
- I know I need to …
What kind of goals do you think you need to set for your learners from here?
- Learner A needs to …
- Learner B needs to …
What are the implications for you now for designing literacy and numeracy teaching and learning?
- One implication is that …
- Another thing is …