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AFTER: Guidance for Supervisor or Verifier Comments

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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)

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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.

Teach better now – Where’s the new content for Assessment 6 of the NZCALNE on planning and facilitating embedded literacy and numeracy?

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Kia ora and welcome to Collection 6

If you’re reading this then you are up to Assessment 6 in the new and improved NZCALNE (Voc).

Good work…! This next part is heart of the programme. The focus is on planning and teaching embedded literacy and numeracy as part of what you do.

Like the other content, it will be live on Pathways Awarua as soon as possible. And as always, you can find on Graeme’s blog first.

If you do stop by the blog, we always like it if you leave the odd comment. This is a useful way of telling us what’s useful and what’s not, especially while this material is in draft form.

We’ve taken the best parts of the teaching practice part from the old qualification and beefed them up for this new qualification. This work is now worth a bunch more credits overall, which is the way we think it should be.

The focus here is on doing the teaching. Everything that you’ve thought about, brainstormed and worked on to date, should inform your planning and teaching here.

There are three sections in Collection 6:

6.1 Planning

6.2 Just do it: Teaching

6.3 Supporting evidence

You already know most of what you need to know, to go and do this work. Probably, you’re already doing it.

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.

Follow the links below

All that said, here’s the new and revised content for Assessment 6.

6.1 Planning

In this module, we look at everything you need to plan your embedded literacy and numeracy teaching.

This includes revisiting in more depth a couple of things we covered earlier including learning outcomes.

6.2 Just do it: Teaching

Here the focus is on your teaching and what you need to do to document it for this programme and qualification.

6.3 Supporting Evidence

Last we have a look at some of the different kinds of evidence that you might provide as a way of supporting your work for this part of the qualification.

If you’re stuck, please get in touch with us by email here: assess@alec.ac.nz or by texting or calling Graeme on 0800-ALEC-1-2

 

 

 

 

 

TEACH: What’s your supporting evidence?

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TEACH (28)

Right-O…! To finish this off, you need to provide evidence that supports the teaching that you’ve done.

We’d prefer it if you provided scans or digital images of your learners’ work. And where possible, we’d like it if you included pictures of your learners doing the work (as well as the actual work that they did).

You’ll need to upload this electronic evidence to Pathways Awarua when you submit this assessment. Or you can email it to us directly.

You’ll also need to get your supervisor to sign off on the whole thing. If this is a problem, please talk to us.

Here are the final parts of Assessment 6. These are all in the template. Answering the questions below just gives us a “heads up” as to what you’re providing as supporting evidence

What learner work did you collect?

I can provide the following completed learner work as supporting evidence for my teaching sessions (give us a list).

What resources did you create or use?

I can provide the following resources that I used (again a list please):

What else can you provide? Any digital photos or video?

I can provide the following (we love lists):

Who is your supervisor (or someone who can verify the training took place)

My supervisor is:

What’s their contact email?

Their email is:

What’s their contact phone number?

Contact phone number is:

 

TEACH: Session 3 in review

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As well as details of where and when your third session took place, here are the questions you should respond to again. Use the sentence starters if you like. Otherwise, ignore.

There’s a PDF version here that you can print and write on. Also, as before, remember that these same questions are in your assessment template.

What went well today?

Overall, here’s what I think went well …

How has your teaching responded to some of the needs that you identified earlier?

I think that  …

What has worked best to really engage your learners in these sessions?

My learners have responded best to …

They were really engaged when …

What has worked best in terms of making your teaching more learner centred?

One approach that worked well was …

Another was …

What about the different frameworks? How have they informed your teaching over these sessions?

In terms of a Māori framework, I think that …

As far as the Literacy Progressions, I …

With regards to the Numeracy Progressions, …

TEACH: Session 2 in review

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TEACH (26)

As well as details of where and when your second session took place, here are the questions you should respond to. As before, use the sentence starters if they’re helpful. Otherwise, you can ignore them.

There’s a PDF version here you can print and write on if you need it. Also as before, remember that these same questions are in your assessment template.

What went well this time?

Here’s what I think went well in this session. First, …

What about how you managed the delivery of today’s session? How was that?

I think that …

What kind of feedback did you get from your learners today?

It was …

Did you feel that your learning outcomes were on target?

The learning outcome for literacy …

The numeracy outcome …

Any thoughts on what you could improve for next time or future sessions?

One thing is …

TEACH: Session 1 in review

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TEACH (25)

As well as details of where and when this session took place, here are the questions you should respond to. Use the sentence starters if they’re helpful. Otherwise, you can ignore them if you like.

There’s a PDF version here you can print and write on if you need it. Otherwise, remember that these questions are in your assessment template.

What went well?

Overall, here’s what went well. The …

How did the activities go?

The activities I planned for this session went …

What kind of feedback did you get from your learners?

It was …

What about the strategies you planned? How did that work out?

The strategies I planned were …

What do you think you could improve for next time?

First, …