Tag Archives: Foundation Learning

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:

 

How do I enrol in TEACH BETTER NOW…? How do I enrol in the NZCALNE (Voc)…?

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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:

 

  1. Register on Pathways Awarua if you haven’t already.
  2. Join our virtual classroom.
  3. Enrol in the qualification.
  4. 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…!

Update from the TEC Re: Literacy and Numeracy for Adults Assessment Tool

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[This is pasted in below from the update on the TEC website which is here]

The Literacy and Numeracy for Adults Assessment Tool is an online adaptive tool that provides robust and reliable information on the reading, writing and numeracy skills of adults.

The Assessment Tool informs the development of learning interventions that strengthen literacy and numeracy skills. The Assessment Tool also allows learners to track their progress over time and enable educators and organisations to report on the progress made by groups or cohorts of learners.

The Assessment Tool provides:

  • reading, writing, vocabulary, listening, speaking and numeracy assessments linked to the learning progressions
  • thousands of assessment questions, using New Zealand adult contexts
  • adaptive (where the computer alters the difficulty of questions in response to the learner’s answer) and non-adaptive assessments (online and printed)
  • reporting for learners, educators, organisations and the TEC
  • a reliable infrastructure built and tested to IT industry standards.

Use of the Assessment Tool will continue to be a funding condition on TEOs receiving foundation education funding through the TEC.

Where use of the Assessment Tool is a condition of 2014 funding received by your TEO, this is set out in your Confirmation of 2014 Investment Plan funding letter. Please see theTEC guidelines to using the Assessment Tool by fund.

Different funds require the Assessment Tool to be used in different ways.

SAC and Youth Guarantee

The following requirements apply to learners enrolled in levels 1 to 3:

  • SAC-funded course(s) in 2014 that lead to award of a qualification at levels 1 or 2 (except for any exempted te reo and ESOL course); and/or
  • Youth Guarantee funded course(s) in 2014 that lead to award of a qualification at any level.

For 2014, learners must be assessed in at least Reading and Numeracy using the Assessment Tool:

  • at the start of their enrolment (unless they have been assessed already within 90 days before enrolment and/or have been previously assessed and presented at step 4 for Reading and step 5 for Numeracy); and again
  • at the end of their enrolment (unless they have been previously assessed and presented at step 4 for Reading and step 5 for Numeracy).

Note that learners will only need to be re-assessed in the areas where they have not met the threshold. For example, if a learner presents at step 4 in Reading and step 3 in Numeracy at the start of their enrolment they will only need to be assessed again for Numeracy.

As good practice for other SAC and/or Youth Guarantee funded delivery, the TEC recommends that TEOs similarly assess:

  • learners enrolled in levels 1 to 3 course(s) in 2014 that lead to award of a qualification at level 3
  • any learner, regardless of course or qualification level, where the TEO considers that the learner is likely to have reading and numeracy needs.

This will enable the TEO to identify the literacy and numeracy support needs of its learners and implement the necessary support to enhance teaching and learning to meet those needs.

Intensive Literacy and Numeracy, and Workplace Literacy and Numeracy

Learners enrolled in an Intensive Literacy and Numeracy (ILN) or Workplace Literacy and Numeracy funded programme in 2014 must be assessed in at least Reading and Numeracy using the Assessment Tool at the start of their enrolment, and again at the end of their enrolment.

ILN ESOL

Learners enrolled in an ILN English for Speakers of Other Languages (ESOL) funded programme in 2014 must have their literacy and numeracy gains identified using a process agreed by the TEC, for example using the Assessment Tool’s snapshot step 2 threshold followed by the Starting Points Assessment.

Industry Training Fund

Industry trainees enrolled in a programme leading to award of a qualification at levels 1 or 2 must be assessed, using the Assessment Tool, to identify their:

  • literacy and/or numeracy needs at the start of their enrolment (unless they have been assessed already within 90 days before enrolment and/or have been previously assessed and presented at step 4 for Reading or step 5 for Numeracy); and
  • progress in gaining literacy and/or numeracy skills during or at the end of their enrolment (unless they have been previously assessed and presented at step 4 for Reading or step 5 for Numeracy).

Note that learners will only need to be re-assessed in the areas where they have not met the threshold. For example, if a learner presents at step 4 in Reading and step 3 in Numeracy at the start of their enrolment they will only need to be assessed again for Numeracy.

The TEC has developed a guide to assist providers in how to use the Literacy and Numeracy Assessment Tool (PDF, 515 Kb).

There is now an alignment of the Learning Progression Steps with the six NZQF Level 1 literacy and numeracy unit standards (26622 – 26627). These unit standards (three literacy and three numeracy) provide one pathway for learners to meet the 10 credits Level 1 literacy and 10 credits Level 1 numeracy requirement for NCEA Levels 1, 2 and 3. This alignment is illustrated in the Alignment Chart.

Learners, who present at step 4 reading and step 5 numeracy (and are therefore exempt from any further progress assessments), can use the Assessment Tool report as a piece of evidence towards the achievement of some of the Level 1 literacy and numeracy unit standards. See the NZQA website for further information.

Further information about the Assessment Tool

To find out more about the Assessment Tool, and what your organisation needs to do to prepare to use the tool, visit the assessment for learning tab atwww.literacyandnumeracyforadults.com.

Embedded Literacy and Numeracy (ELN) Practices

The Embedded Literacy and Numeracy (ELN) Practices table emerged from Literacy and Numeracy Professional Development research undertaken by the TEC.

The purpose of the table is to help organisations identify their own ELN practice and make judgments about what they still need to do. This will enable organisations to reflect and then plan what can be achieved to improve embedded practice.