Teach Better Now – Assessment 7 of the NZCALNE (Voc)

Teach Better Now – Assessment 6 of the NZCALNE (Voc)

Teach Better Now – Assessment 5 of the NZCALNE (Voc)

Teach Better Now – Assessment 4 of the NZCALNE (Voc)

Teach Better Now – Assessment 1 of the NZCALNE (Voc)

AFTER: Guidance for Supervisor or Verifier Comments

AFTER (16).jpg

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.

What’s covered?

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:


AFTER – Kia ora and welcome to Collection 7 of the NZCALNE (Voc)

Kia ora and welcome back once again…!

This is the final collection and you’ll complete your last assessment task. Let’s do a quick review and then get on with finishing everything off.

Here’s an updated outline of what you’ve learned and done so far.

  • Collection 1 – CONTEXT: We learned about definitions, frameworks and factors associated with poor adult literacy and numeracy.
  • Collection 2 – APPROACHES: We looked at approaches used in learner-centred adult education. This included a range of Māori concepts and approaches.
  • Collection 3 – DEMANDS: Here we looked at the Learning Progressions for literacy and numeracy and how to analyse the demands of your programme and teaching resources.
  • Collection 4 – STRATEGIES: You developed some broad strategies for embedding literacy and numeracy, as well as learning outcomes for embedding literacy and numeracy into your teaching sessions.
  • Collection 5 – BEFORE: We discussed a range of different assessments including diagnostic assessments that you can use in your teaching. And you carried out different kinds of diagnostic processes and related activities.
  • Collection 6 – TEACH: Hopefully, you’ve just finished this one including pulling together all the evidence that you need. The focus in this collection was on planning and teaching using embedded literacy and numeracy.

Well done on making it this far. There’s not that much more for you to learn. Just a few things for you to do. You’ll be finished before you can blink.

Here’s what’s ahead in Collection 7

7.1 Just do it: Progress assessment

You need to assess your learners’ literacy and numeracy progress. For most people, this means simply reusing your contextualised literacy and numeracy assessments from Assessment 5. You’ll need to supply evidence for at least two learners. These should be the same two learners that you’ve been tracking through Assessments 5 and 6. You should scan or take a digital copy of the completed assessments.

You also need to have a go at some kind of collaborative assessment. You can get the group to work together and complete this. We have a generic version that you can use or modify. Or you can make your own if you need something more specialised. You’ll need to scan the results or make a digital copy as supporting evidence as well.

7.2 What does it mean?

Here we expect you to analyse your learners’ progress assessment results. We have a template to guide you as always. But there are two main things to make sure you cover. One is summarising your learners’ progress results including identifying strengths and needs. And the other is describing implications from the results that can inform the design of future literacy and numeracy teaching and learning strategies

7.3 Collecting some final information

You’ll need to do a couple of things here to get some evaluation data. One is carrying out learner evaluations. Again, you can use or modify the template in the course notes or make your own. Make sure you scan these as well or make a digital copy as supporting evidence. And you’ll need to ask your supervisor to complete the Supervisor comments and checklist. This should be as per our format. You should also scan this and provide it as supporting evidence. We’ll guide you via the templates.

7.4 Review: The whole project

The very last thing you need to do is review your teaching across the whole project and portfolio overall. This includes your reflections on what went well and what you’d do differently, but also what you need to do moving forward from here. This includes any key changes and improvements you might make, possible goals for your learners, and any other implications for designing your teaching and learning.