1. Values in Learning Support Lesley Dee March 2011

2. Outline  Current challenges  Why values - a rationale  Developing shared values  Valuing each other  Valuing learning

3. Some challenges The context The complexity of the workforce The complexity of post school settings Job descriptions and professional development Defining the role Lack of formal links between training and qualifications, pay scales and career progression Access to induction, appraisal systems and professional development

4. More challenges….. Practice Communication between staff members Teachers inadequately prepared to manage support staff Tensions between ‘velcro’ approach and consistency Teachers are less directly engaged with learners LSAs appointed as a substitute for systemic change Some positive trends Involving learners in identifying their own support needs Widening concept of learning support

5. Why Values?  Decisions about how to teach people with learning difficulties maybe influenced more by beliefs about people with learning difficulties than informed views of teaching and learning. Dee, Devecchi and Florian (undated) Being, Having and Doing

6. A model of professional development Knowing DoingBelieving Shulman adapted by Rouse

7. Developing shared values From  Medical model  Segregation  Service led provision To  Social model  Inclusion  Person-centred provision

8. Implications for support roles From  Part of the treatment  Supporting individuals to fit in  Minder To  Supporting providers to alter the environment  Fostering full participation  Facilitator

9. Valuing each other The aim should be  To develop a shared understanding of the role and responsibilities of learning support assistants

10. Job description Perceptions of role Actual role

11. Perceptions of benefits of the role  Tutors: Support for the tutor Personal attention to the student  LSAs Gains in learners’ achievements and confidence  Learners Improved confidence Personal attention and support  LSRC An investigation into the roles of learning support workers in the learning & skills sector www.lsneducation.org.uk

12. Some variations Job description Perceptions Actual role

13. Job description Perceptions Actual role

14. The role of the LSA TasksKnowledge and Skills etc Accountability Support Purposes

15. Valuing learning Does the organisation have a culture of assessment or a culture of learning ?

16. What do learners want? Students from National Star said:  Help us to work by ourselves  Give practical tasks, not too much writing  Provide help to understand things  Work together with us and each other as a team  Know when to help and when to stand back  Communicate in a way that I can understand  Understand the technology I use  Treat me as an individual! David Finch and Richard Amos, The View of Learners ELS 2010

17. Facilitating learning involves… Giving learners more control and reducing dependency through  Holding high expectations  Making judgements about when to assist  Sharing and agreeing objectives with learners  Clarifying instructions  Utilising high degrees of responsiveness which are consistent  Employing Wait Time  Observing  Questioning  Giving explicit feedback  Actively working with a small group of learners

18. Conclusion  ‘ …away from meeting the “coping needs of students and teachers” towards meeting the learning needs of students.’ ( Gerschel 2005 )