0. ART Conference 2016 Making the ART Training Scheme work for you
Paul Lewis
Loughborough 12 March 2016

1. Making the ART Training Scheme work for you…so who is/are ‘you’?
The Ringing Exercise corporately
Local development – tower, cluster, hubs etc
But ultimately, and most importantly, you yourself as a ringer. Every little bit helps! Whether you see yourself as the generator of future teachers by getting courses off the ground, or have discovered a passion for teaching others or have come to ringing through the teaching skills of others then ART wants to try to help you along that journey with your own goals to achieve

2. Making the ART Training Scheme work for you…
Potentially where is it working well?
Teacher and new ringer confidence
Supporting codes of practice, policies and guidance
Supporting social media – Facebook and blogs
Take up of Learning the Ropes and LtR+
New ringer registrations
A more targeted Module 2 – we hope!
Rolling out of courses
And…..?
But where is not working so well?
Module 1 accreditation rates for teachers and mentors
Confusion with accreditation procedures
Certain teacher – mentor relationships
Ineffective mentoring and interpretation of assessment standards

3. Number of Accreditations – Module 1
The number of accreditations for Module 1 has dropped off significantly since May 2015.
Not a timing effect - graph just shows the cumulative number of accreditations per month - some of the people being accredited in 2015 actually took courses in 2013.
The number of Module 1 accreditations has halved since 2013 – from 99 in 2013 to 62 in 2015.
The number of M1 delegates being accredited has dropped off significantly in the 2nd half of 2015

4. Accreditation rates – Module 1
It’s hard to calculate accreditation rates - those who took courses in 2014/5 still have time to accredit.
Breakdown of 2015 accreditations by course date:
Course Year
2015 Accreditation
2012 2
2013 19
2014 24
2015 11
Most 2015 accreditations come from courses held in 2014 and 2013
Time taken to accredit by course date:
M1 Accreditation rates are similar for delegates who are accredited within 6 months of their course
Since 2013 M1 accreditation rates beyond 6 months have declined significantly.
Course Year
< 6 mon
< 1 year
< 18 mon
<2 year
2013 7%
15%
19%
22%
2014 5%
10%
11%
2015 6% -

5. Number of Accreditations – Module 2
The number of accreditations for Module 2 has risen significantly during 2015 – mainly in teachers.
Not a timing effect - graph just shows the cumulative number of accreditations per month - some of the people being accredited in 2015 actually took courses in 2013.
The number of M2 delegates being accredited has increased during 2015 – contrary to M1 results

6. Accreditation rates – Module 2
It’s hard to calculate accreditation rates - those who took courses in 2014/5 have time to be accredited.
Breakdown of 2015 accreditations by course date:
Course Year
2015 Accreditation
2012 -
2013 17
2014 16
2015 18
A wide distribution of courses have led to accreditations in 2015
Time taken to accredit by course date:
Accreditation rates have jumped during 2015.
Course Year
< 6 mon
< 1 year
< 18 mon
<2 year
2013 8%
18%
28%
34%
2014 7%
11%
16%
17%
2015
12%
21% -

7. LtR – new ringer registrations
LtR levels by year: L1 L2 L3 L4 L5
2013
63%
25% 8% 3% 1%
2014
60%
24% 9% 5%
2015
49%
34%
11%
Take up of Learning the Ropes is increasing even when the numbers of teachers being trained is decreasing
Number of higher level certificates is increasing

8. Where are some of the problems with accreditation?
Teacher – Mentor pairings that aren’t working
Ineffective mentors – just ‘signing-off’ teachers for accreditation when needed and not really being a support in getting to that stage
Perceived unequal status of teachers and mentors – the ‘mentor ego-trip’…in reality mentors are just supporting, encouraging and potentially more experienced teachers themselves and not on any pedestal!
Tutors not getting out a clear message about accreditation procedures during course days
Navigation and use of SmART Ringer effectively
Is it all just too complicated?!

9. ‘A marriage made in heaven’
Everything pretty much works well if the ‘right’ connections are there - teacher and mentor; teacher and new ringer; teacher, mentor and assessor…..BUT
Reality can kick in, and best laid plans don’t always materialise for many reasons
So, please don’t get too frustrated if you feel your links aren’t working – have a chat with your course tutor, or course organiser or Rose as admin support and we’ll try to help out. The connections set up before or on the course days are not necessarily set in stone and changes can be arranged

10. Do you feel a bit isolated? Can ART improve your relationships?!
The redesign of the ART website will be followed by an improvement in ART’s online directory – will be easier to find what is happening in your local area ART wise, not just a list of members
Should include developing local hubs and local organisers; location of nearest assessors; ART workshop events etc

11. Has PB Minor standard been just a step too far for progression?
The ‘entry requirement’ of a proof of at least Plain Bob Minor ringing standard for progression from Module 1 to starting Module 2 and working towards full ART membership has been a limiting factor for some people to date.
By splitting Module 2 into two formats (2F - Teaching from Rounds to Plain Hunt; C - Teaching Elementary Change Ringing) this entry standard has been removed for those who wish to complete Module 2 without moving into full change ringing – entry is good bell control as per Module 1. Tutors will be delivering Modules 2F and 2C day courses as from May this year – get booking!

12. Mentoring and assessing
Mentors should not be classed in a separate league to teachers – day course attendees are all teachers, but some will be acting in a mentoring role
Mentoring is a pathway to becoming an ART accredited teacher just as teaching is!
All references to accredited mentors are being removed
Assessing mentors to be classed as ART assessors in the future and must be ART members
Assessors to be able to submit teachers for accreditation
Working towards better guidelines and support for assessors

13. ART Teaching Hubs with Local Organisers
More flexible and broader approach to LtR use, but still with standards and expectations
Keen local organisers, already ART members, who are masterminding group and/or tower cluster teaching. These folk could do the signing of LtR log books, SmART Ringer registrations, applying for LtR Certificates
Providing encouragement for new teachers on accreditation pathway and key point of liaison with ART Administrator
Promoting group teaching with an intensive teaching approach. Team work!
Setting up local workshops
Could this be for you?

14. What else could assist? Workshops
Conducting, calling, tower leadership, methods, listening skills, recruitment/retention, use of simulators, effective PR,mentoring and…..
Stand alone ART events – not leading to accreditation or membership, but including ART principles
A need for workshop leaders and deliverers with good skills in these areas. Any offers….?
Teaching Toolkits
Off the shelf course materials (teacher resources, student resources) that provide everything you need to run courses for your developing ringers
Foundation Skills, Plain Hunt, Plain Bob Doubles, Grandsire Doubles, Plain Bob Minor, Much more Minor, Stedman Doubles

15. Some positive steps on the ART journey
Do think about using LtR with your ringers if not yet doing so. The graded progression with manageable skill sets and defined targets (plus certificates and publication of achievements) does reap benefits. Interesting data shows that most teachers using LtR do accredit
Have a positive aim to encourage progress on a defined timetable. Teachers completing the M1 programme within six months of their day course are most likely to accredit
Establish group teaching – it’s not always about one-to-one
Keep an eye on others – you can learn a lot from successes and failures that others have been through where they have come out better on the other side! Look at the SmART Ringer blogs, ART Works, Facebook Groups, ask your Tutor what he or she has experienced elsewhere
Don’t take on too much. If only one thing is working well, then that’s fine! Develop that.
Personal follow-up by tutors and local organisers to encourage accreditation and resolve problems
Would co-mentoring work as an alternative? Or join a local ART Hub where a local organiser can do most of the centralised work

16. LtR - evidence from Birmingham School of Bell Ringing
Ringers trained with the Learning the Ropes Scheme progress more quickly between rounds and call changes to hunting treble to a quarter peal
Time taken to progress from
Level 2 – Foundation Skills to
Level 3 – Ringing quarter peals on Treble and on Tenor
Existing ringers entering the school - average 17.8 weeks
New ringers trained by the school using LtR average 6.8 weeks
Level 3
Level 2
Number of weeks

17. Rose Nightingale aka The ART Angel….
ART Administrator – a very diverse job!
From initial courses through SmART Ringer registrations to accreditation and ART membership, Rose will help to set you up, manage your data and advise you.
Our systems lady who calms many a fevered brow!
If you want to cry out ‘help’, then Rose will probably know the right answer, but would it be more realistic to approach your local organiser or course tutor for assistance so thereby making Rose’s work more efficient?
Above all though Rose is there to assist in making the ART Training Scheme work for you

18. So….
WORK FOR YOU!