We’d love it if you stopped by and had a read through the new content for Collection 3 of the new NZCALNE on PathwaysAwarua.
You’ll find a plain-English introduction to the Learning Progressions. This includes a demonstration of how to map the big picture literacy and numeracy demands of your programme, as well as specific samples of your teaching materials.
You’ll need to register as a new tertiary educator, or just log in if you already have an account. Look for the NZCALNE (Voc) pathway.
You need to check out the new content for Collection 2 of the new NZCALNE on PathwaysAwarua. We cover approaches and concepts use in adult teaching and learning.
All the great content from Te Ao Maori is still there – just updated. And we’ve widened it to include things like motivation and learner agency.
You’ll need to register as a new tertiary educator, or just log in if you already have an account. Look for the NZCALNE (Voc) pathway.
Please check out the new content for Collection 1 of the new NZCALNE on PathwaysAwarua. We cover definitions, frameworks, and factors associated with low literacy and numeracy levels.
You’ll need to register as a new tertiary educator, or just log in if you already have an account. Look for the NZCALNE (Voc) pathway.
From time to time, I post job advertisement for people. I’m happy to do it. Just let me know. Also, don’t forget that you can do the NCALNE (Voc) and new NZCALNE (Voc) with us – email assess@alec.ac.nz for details.
The E4E programme is a programme designed to teach adult Non-English Speaking Background (NESB) learners, ESOL (English language and literacy) to help them increase their confidence, contribution and satisfaction in the workplace.
To be eligible for the E4E programmes, learners need to be currently employed. This means that lessons take place in the evenings. E4E is a 45 hour programme.
Qualifications and experience required to teach the E4E programme
All teachers on the English for Employees programme will be required to complete a specialised training programme involving (paid) pre-service training of 1 day, a teacher project and a programme of ongoing Professional Development.
The job will suit a person who is self-motivated and who would enjoy the challenge of helping new New Zealanders to reach their full potential at work.
Please email your CV and a cover letter to: jean.harding@englishlanguage.org.nz. We are not able to consider applications unless they have both a covering letter AND a CV.
Applications close on Friday 27 January 2017. The first class will start in February.
Applicants for this position must have the right to work in New Zealand- NZ residency or a valid NZ work visa.
In the existing version of the qualification – the NCALNE (Voc) – we have the option to include various electives. The one that we have used the most is Unit Standard 9685. This requires people to write an analytical report for their first assessment.
This has worked well for us, because it allows us to model the embedding process in our own course. However, these electives won’t exist under the new qualification.
So here’s my question:
They’ll still have to do something. But short written answers may remove the academic (or psychological) barriers posed by writing an analytical report.
At least, that’s what I’m thinking. I do like the report format because it encourages critical thinking. But there are other ways that we can encourage this in the assessment task
Any thoughts? Let us know by voting and in the comment section.
Here’s my question of the day…
This comes from one of the Graduate Profile Outcomes in the New Zealand Diploma in Adult Literacy and Numeracy Education.
But what is Kaitiakitanga? And how do you undertake it?
From the Wikipedia:
Kaitiaki is a New Zealand term used for the Māori concept of guardianship, for the sky, the sea, and the land. A kaitiaki is a guardian, and the process and practices of protecting and looking after the environment are referred to as kaitiakitanga.
The concept and terminology have been increasingly brought into public policy on trusteeship or guardianship—in particular with the environmental and resource controls under the Resource Management Act.
Just a quick sidebar so I’m not misunderstood:
Below is what I understand at the moment with regards to Kaitiakitanga as a general concept. Further down, I’ll shift gears and bring this into an education context.
So let’s start with the more general use of the word and in relation to the environment:
The measurable effects of undertaking Kaitiakitanga in an environmental sense could include:
And as applied to relationships:
Now to shift to education: The older definition used by the NZQA in the current unit standards in various places states that (US21192 Ver 3, p.2):
Kaitiakitanga refers to the practical doing; and rules and tikanga of adult literacy and numeracy education.
This indicates that Kaitiakitanga has a definite practical aspect in education as well. E.g. there are things that you have to do, and ways that you have to do them.
According to the recently published Graduate Profile Outcome (GPO) 6 in the NZQA documentation for the New Zealand Diploma in Adult Literacy and Numeracy (p.4):
Kaitiakitanga refers to concepts of leadership, mentoring, coaching, care, guidance, nurturing, sharing, responsibilities, external consultation.
This is a much broader definition and indicates that we should not separate our understanding and undertaking of Kaitiakitanga from our roles as leaders and “caretakers” of knowledge. I think it’s a much better definition.
These concepts of leadership and care seem to be more holistic in nature (at least to me). My reasoning for this is that the concept of leadership and professional support is already referenced elsewhere in GPO 5 in relation to academic support:
Provide leadership and professional support to other practitioners working both within and across programmes (p.4).
Here professional support refers to:
that provided for academic and discipline-related teaching. It includes:
- improving adult literacy and numeracy practices to inform other practitioners’ development
- opportunities for exchange with other professionals to assist others
So… taken together, we can see an approach to leadership and guidance that includes both the academic and discipline related; as well as the more holistic and relational aspects where the primary concern is for the well-being of others including one’s fellow teachers as well as learners.
It may be the case, that in the real world there is actually no distinction between these… However, let’s assume that there is. Because we are going to need to measure it if we’re going to design qualifications that include it.
With that in mind, here are three frameworks for undertaking Kaitiakitanga.
For each of these, I’ve framed them in the first person and present tense. But they could just as easily be conceptualised for groups and/or applied retrospectively.
I’ve adapted these four steps from Hei whenua papatipu
These are adapted from three applied principles that make up the Kaitiakitanga Draft Concept available on the Social Workers Registration Board website here.
The three applied principles and related elements are:
This comes from social work as well. You can view the original powerpoint presentation here. While the six elements come from social work, the questions are my own.
Any thoughts…? Corrections…? Please let me know if this is something you could work with.
It’s been awhile, but I’m still thinking about the New Zealand Diploma in Adult Literacy and Numeracy (NZ Dip ALNE).
This newly revised diploma is now on the NZQA framework. It’s a 120 credit level 6 qualification.
The new one is a million times better than the old one. I think I started trying to write the old one about 6 times and failed each time.
What I’d like to find out is… is anyone else still interested?
It’s a lot of work to work to write the documentation that a provider needs to get this accredited. And then there’s a lot more work to do to create the actual course content.
I have a bunch of (mostly untested) assumptions about the NZ Dip ALNE that I’d like some feedback on.
So feel free to comment here or let us know by email (assess@alec.ac.nz):
Here are some of my assumptions… in no particular order:
Some further thoughts on using three or four big projects… If you’ve done our ALEC version of the NCALNE (Voc), what I’m thinking of here is what we called your project work.
Our NCALNE (Voc) project work is a kind of inquiry cycle where you:
The Diploma is bigger (120 credits instead of 40 for the Voc) and at a higher level (6 instead of 5). This means we need to turn the volume up. But if you could cross-credit up to 30 credits through a portfolio of your NCALNE (Voc) work and some other bits and pieces this would then leave you with 90 credits to complete across three big projects over two academic years.
Each project would take you through the inquiry cycle, but with a different focus each time. And because it’s a higher level course, you’d be required to provide leadership and support to other practitioners. These could be people you work with or your colleagues in other organisations.
The goal:
By the time you’ve put yourself (and your team or collaborators) through their paces three or four times, you’d have developed not just literacy and numeracy, but high-level teaching superpowers.
By this, I mean:
Sure, it would be about literacy and numeracy. But actually, it would be about leadership. And getting results. And learning to teach better. And supporting learners to learn better.
The literacy and numeracy content would be the vehicle… the waka… a way to create a growing community of badass educators who can thrive in the turmoil of sustained innovation and organisation change.
