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Martinez, Paul; Houghton, Julia; Krupska, MarysiaStaff Development for Student Retention in Further and AdultEducation.Further Education Development Agency, London (England).ISSN-1361-99771998-00-0051p.Further Education Development Agency, Publications Dept.,Coombe Lodge, Blagdon, Bristol BS40 7RG, United Kingdom(7.50 pounds).Collected Works Serials (022) Guides Non-Classroom(055)

FE Matters; v2 n8 1998MF01/PC03 Plus Postage.*Adult Education; *Adult Educators; Case Studies;Educational Practices; Educational Research; EducationalStrategies; Foreign Countries; *Inservice Teacher Education;Postsecondary Education; Professional Development; ProgramEffectiveness; *School Holding Power; *Staff Development;*Teacher Student Relationship; Technical Institutes; TheoryPractice Relationship; Vocational Education*United Kingdom

This document, which is intended for staff developmentmanagers, senior and middle curriculum managers, student services managers,and teacher trainers in further education (FE) and higher educationthroughout the United Kingdom, summarizes the experience of nearly 20 furthereducation colleges and adult education services in the United Kingdom indeveloping and implementing staff development strategies and practices toimprove student retention. The following topics are discussed: the role ofstaff development in boosting student retention rates; principles and workinghypotheses (messages from the research on student retention, staffdevelopment and professional development, strategies for managing change, anddevelopment of working hypotheses); staff development (awareness raising andinformation giving; tutor development, teaching skills and understanding,action research, and development of business support staff); a case studyfrom Lambeth College; outcomes of retention strategies at 14 FE colleges; andother major elements of successful staff development for student retention(rolling programs of teacher education and induction; courses to developspecialist skills; tutor development programs; peer observation, feedback,mentoring, and coaching; professional support and leadership from curriculummanagers; and systematic teacher development programs to address localpriorities). Eleven figures are included. The bibliography contains 52references. (MN)

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EDAH, Further EducationDevelopment Agency

Staff development forstudent retentionin further and adult education

Paul Martinez, Julia Houghtonand Marysia Krupska

Ale

WWI

S DEPARTMENT OF EDUCATIONice of Educational Research and Improvement

E UCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

CThis document has been reproduced asreceived from the person or organizationoriginating it.

Minor changes have been made toimprove reproduction quality.

Points of view or opinions stated in thisdocument do not necessarily representnffiriml CIPRI nneitine nr nnliry

PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL

HAS BEEN GRANTED BY

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)

-

BEST GOtY AVAIC3

wideningparticipation

-170

FEDA Further EducationDevelopment Agency

Staff development forstudent retentionIn further and adult education

Paul Martinez, Julia Houghton and Marysia Krupska

Published by the Further Education DevelopmentAgency (FEDA), Dumbarton House, 68 OxfordStreet, London W1N ODATel: [0171] 436 0020 Fax: [0171] 436 0349

Feedback and orders should be directed to:Publications Department, FEDA,Coombe Lodge, Blagdon, Bristol BS40 7RGTel: [01761] 462 503 Fax: [01761] 463 140

Registered with the Charity Commissioners

Editor: Jennifer Rhys

Designer: Mike Pope

Printed by: Blackmore Limited

Cover photograph: Variable

ISSN: 1361-9977

© 1998 FEDA

All rights reserved. No part of this publication maybe reproduced, stored in a retrieval system, or trans-mitted in any form or by any means, electronic, elec-trical, chemical, optical, photocopying, recording orotherwise, without prior permission of the copyrightowner, except as follows:

FEDA grants the purchaser a non-transferablelicence to use the case studies and frameworks asfollows: (i) they may be photocopied and used asmany times as required, within a single site in thepurchasing institution solely; (ii) short excerpts fromthem may be incorporated into any developmentpaper or review document if the source is acknowl-edged and the document is not offered for sale; (iii)permission for other uses should be sought fromFEDA, Blagdon.

ACKNOWLEDGEMENTSThis report is based on the commitment and hardwork of teachers, staff developers and managers inthe colleges and adult education services mentionedbelow. I would like to record particular thanks tothe individuals I have named who have taken time topresent and share their work with colleagues andlook at earlier drafts.

Carol Anstess, Hartlepool College of FurtherEducation

Paul Ashdown, Wilberforce College

Viv Bannister, Hastings College of Arts &Technology

Alan Bridgewater, Stockport College of Further andHigher Education

Desmond Crilley, Kent Adult Education Service

Joni Cunningham, Harlow College

Barbara Fletcher, Oldham Youth and CommunityEducation Service

Amanda Hayes, Kensington and Chelsea College

Julia Houghton, Lambeth College

Marysia Krupska, Lambeth College

Paul Lalgee, Knowsley Community College

Chris Leadbeater, Solihull College

Jan Leivers, Loughborough College

Lindsey Noble, South East Essex College

Paul Smith, Grimsby College

Paul Taylor, Plymouth College of Further Education

Margaret Vick, Croydon Continuing Education andTraining Service

Maree Walker, Bexley College

4

2 FE matters Vol 2 No 8

ContentsSummary

1 Introduction

2 BackgroundStudent retention: messages from researchStaff development and professionaldevelopmentManaging changeWorking hypotheses

3 Staff developmentAwareness raising and information givingTutor developmentTeaching skills and understandingAction researchDeveloping business support staff

4 'Within our control': a case studyfrom Lambeth College

5 Outcomes of retention strategies

6 Conclusions: staff development forstudent retention

5

5

6

8

8

8

1010

1111

12152122

25

40

42

References and further reading 44

Vol 2 No 8 FE matters 3

ABOUT THE AUTHORSPaul Martinez spent four years teaching in univer-sities and five years working in Sheffield successivelyas Principal Benefits Officer, Marketing Directorand, lastly, as Education Officer: TertiaryProgramme and Planning. He joined the then StaffCollege in 1992 as Staff Tutor in the curriculummanagement and marketing team. He is the authorof several publications on student retention and iscurrently leading two large research projects on it.Special interests include: organisational developmentand learning; student participation, retention andachievement; standards-based management devel-opment. He is a member of the Chartered Institute ofMarketing.

Julia Houghton is the Organisational DevelopmentManager at Lambeth College and is actively engagedin taking the College towards Investors in Peoplestatus. She has worked for over 20 years in the sec-ondary, FE and HE sectors. Her initial subject spe-cialisms were language and literature, with a

particular interest in Caribbean literature. Over thelast eight years she has moved into teacher training,management training and staff development. Shehas developed a portfolio of workshops which shedelivers both in-house and externally. Recently shehas been involved in exploring strategies to improveretention and is presently investigating ways toimprove teaching and learning.

Marysia Krupska is the Cross-College Dyslexia Co-ordinator at Lambeth College of Further Education,Manager of the Dyslexia Community Project(Dysco) and a Staff Development Tutor involved inTeacher Education and Professional Development.She has worked in schools; on an ALBSU NationalDevelopment Project and for the Universities ofLondon and Greenwich. Her published worksinclude Demystifying dyslexia (1996). She is cur-rently involved in participative training ventures fortraining referral agencies and training providers andcross-college training initiatives to prepare staff tomeet FEFC Validating Self-Assessment criteria.

WIDENING PARTICIPATIONWidening participation seeks to ensure the access,progress and success of all students. FEDA'sWidening Participation programme helps providersrespond to and implement the recommendations ofthe Kennedy Committee. Our research, training andpublications identify and disseminate what providerscan do to move the pockets of good practice in thesector from the margins to the mainstream.

6

4 FE matters VO1 2 No 8

SummaryThis report addresses two central paradoxes. Weacknowledge that student retention is an importantissue. We now know that student experience ofcollege plays a significant role in decisions to con-tinue or abandon programmes of study. It is fairlyobvious that teachers are central to this experience.And yet, in the hurry to adapt, change, improve andimplement, we do not always prioritise staff devel-opment.

The second paradox occurs in our treatment ofteacher and managerial learning. We hold thatstudent learning is our core business. We devoteenormous energy to identifying and resolving diffi-culties in student learning. And yet, we tend to treatstaff and managerial learning as relatively unprob-lematic and straightforward.

The report is based on the experience of almost 20colleges and adult education services and includes anextended case study from Lambeth College. It con-tains accounts and analyses of successful staff devel-opment strategies and practices drawn from a widevariety of institutions. It shows that staff devel-opment for student retention:

provides a key and integral part of collegestrategies to improve student retentionfollows a 'professional development' modelis highly context specificworks best when it forms part of an overallinstitutional strategy to improve studentretentionis complex and multi-faceted.

Vole No 8

Moreover, the experience of the colleges and adulteducation services reviewed here, suggests verystrongly that staff development will be most effectivewhere a number of different approaches areemployed to complement, support and reinforceeach other. These approaches are:

awareness raising and information givingrolling programmes of teacher educationand inductioncourses to develop specialist skillstutor development programmesbusiness support staff developmentprogrammespeer observation, feedback, mentoring andcoachingprofessional support and leadership fromcurriculum managerssystematic teacher developmentprogrammes to address local prioritiesaction research.

They will be valuable for:

staff development managerssenior and middle curriculum managersstudent services managersteacher trainers in further and highereducation.

FE matters 5

IntroductionThis report reviews the experience of a number ofmanagers, teachers and other staff who havedeveloped successful strategies to improve studentretention rates. Its focus is staff development and it isdesigned to complement another publication:Improving student retention a guide to successfulstrategies (Martinez, 1997).

Both publications draw on experience of the samegroup of colleges and adult education (AE) services.The focus of the guide is, broadly, the curriculum,student support and managerial initiatives whichcomprise college retention strategies. Here, the dis-cussion is concentrated on issues of staff devel-opment.

This separate report has been created for five mainreasons:

Staff development issues are sufficiently importantto warrant a separate publication.

While there may be some overlap, the readershipof the two publications is likely to be different.

It would not have been possible to do justice tothe wealth of good and innovative practice in staffdevelopment without compromising the balanceof the more comprehensive guide to successfulstrategies.

Staff development issues are sometimes addressedalmost as an afterthought; the exclusive focus hereis intended to give them much greater priority.

Retention strategies will be much less successfulthan they should be, if they fail to address issuesof professional development.

OBJECTIVES

This report is designed to:

disseminate successful and innovativepractice in staff developmentreview the staff development dimension ofsuccessful student retention strategiesdeveloped by a number of colleges andadult education servicesrelate this discussion of practice to on-goingdiscussions concerning learning,professional development and themanagement of change

develop a robust model for the staffdevelopment dimension of retentionstrategies.

SCOPE AND DEFINITIONThe apparently straightforward question: 'What isstaff development?' is in fact difficult and con-tentious. Within the sector, definition problems arereflected in the huge variety and range of job titles.Staff development practitioners are known variously,as HRD managers, staff development managers,officers or co-ordinators, personnel or HRM man-agers, teacher trainers, professional tutors, INSETco-ordinators and occasionally curriculum and staffdevelopment or quality and staff development man-agers.

Diversity of job title is matched by diversity in organ-isation, priorities, patterns of activity, degrees ofdevolution of budgets and accountabilities, levels ofresourcing, avowed purpose and, indeed, whatshould count as staff development in the first place.

Discussions of staff development also intersect witha number of more theoretical debates concerning thenature of professionalism and professionalknowledge; the initial, post-entry and continuingdevelopment of education professionals in generaland teachers in particular, teaching standards, quali-fications and standards for qualifications, compe-tence versus capability in approaches to teacher andmanager education and assessment; models ofeffective teacher training; the relationship betweenteacher development and organisational change and,again, what should count as staff development in thefirst place!

In order to provide an appropriate focus and tostrike a balance between unmanageable comprehen-siveness and narrow concentration on trainingcourses or conferences, this publication adopts thefollowing formulation. The staff developmentreviewed here comprises organised activity designedto reinforce, extend or change attitudes, skills andbehaviours within the context of improving studentretention. It thus includes activities both on and offthe job, accredited and non-accredited, long and

6 FE matters 8 Vol 2 No 8

short, at whole college and at team level. It subsumesthe concepts of education and training and focuseson the activity itself rather than who 'owns' it.

This approach does, however, exclude staff devel-opment which is not organised, (i.e. which is under-taken individually for private or professionalreasons) or which does not have as its object theimprovement of student retention.

As in other work, the terms persistence, completionand retention are treated as more or less synonymouslike their opposites drop-out, non-completion andearly withdrawal. Unless otherwise specified, earlywithdrawal or drop-out means students who do notcomplete the courses or programmes of study forwhich they originally enrolled, and who leavecollege. It is thus a more comprehensive definitionthan that used by the English Funding Council whichlooks at completion only from the first census date.Successful completion, therefore, includes those stu-dents who complete their courses/programmes, evenif they do not achieve their qualification aims. Non-completion includes all students who fail to com-plete, irrespective of their reasons and includesstudents who leave because of a change of theiremployment status.

To avoid wearying the reader by repetition, the term`college' will generally be used to include adult edu-cation services and centres. Where this generalpractice changes, it will be obvious in the context ofthe report.

A note on sources

FEDA has been working with student retentionissues over the last four years. During this time, wehave organised a number of conferences, seminars,projects and publications. A database of some 600entries has been created of individuals who are inter-ested in and/or working on student retention issuesin adult and further education.

In May 1996, all the individuals on the database andall the college senior curriculum managers inEngland and Wales were invited to participate in aproject. The criteria for inclusion were quite simple:

a record of development on improvingstudent retentiondemonstrably successful outcomes arisingfrom that work.

Colleges selected for inclusion presented their workat a number of conferences between October 1996and June 1997. This report is, effectively, a presen-tation of this work and they are collectively referred

to as 'project colleges'. Reference is also made tomore recent successful work in colleges and adulteducation services over the last 18 months. Finally,the report highlights the experience of LambethCollege where the college's retention strategy is

premised on a staff development strategy and is par-ticularly rich and fully articulated. The Lambethsection of the report (Chapter 4) has been written byJulia Houghton and Marysia Krupska from LambethCollege.

Vol 2 No 8 FE matters 7

2 BackgroundSTUDENT RETENTIONMESSAGES FROM RESEARCH

Very briefly, the conclusions drawn from research byFEDA and by others are that:

Student persistence and drop-out are significantlyinfluenced by the experience of study andlearning: colleges and adult education services canimprove retention rates.

Successful strategies to improve retention are verydiverse. Different colleges have different cultures,student and staff profiles, curriculum offers, etc.While there may be some similarities across thesector, the precise mix of objectives, strategies andinterventions is likely to be unique to each college.

Colleges which have achieved the most significantimprovements have linked a 'bottom up' with a`top down' approach to student retention.

Although retention strategies differ from one insti-tution to another, the process through which theyhave been developed seems to be fairly similar:

acknowledgement of student non-completion as an issueinvestigation of the specific local causesfor non-completionthe development and application ofretention strategies across the whole orpart of the collegeevaluation of progress and demonstrablesuccess in improving completion ratescontinuing development of retentionstrategies.

Most successful strategies embody elements ofcollege transformation. Starting with a number ofdifferent ways of formulating issues, most collegesend up addressing issues of cultural change,raising staff and student expectations, and ques-tioning or revisiting basic, taken-for-grantedassumptions about college mission and purpose.

STAFF DEVELOPMENT ANDPROFESSIONAL DEVELOPMENTAt the risk of enormous over-simplification, and forthe purposes of this publication, two broad andsomewhat paradoxical messages can be extractedfrom the largely separate literatures on staff and pro-fessional development.

The main thrust of the literature on staff devel-opment has been the imperative to:

link training and development toorganisational goals and prioritiesidentify and allocate key accountabilitiesand responsibilitiesensure that appropriate needs identification,planning, delivery and evaluationmechanisms are in place.

These themes are more or less commonplace withinthe literature and find arguably their fullestexpression in the standards for Investors in Peopleawards, which the majority of British colleges haveeither achieved or aspire to.

The two main underpinning assumptions of thisapproach appear to be :

organisational goals need to take priorityover professional or personal onesa more or less exact analogy can be drawnbetween core staff development processesand rational decision making or problemsolving models (see the table on the nextpage).

(The models depicted here can, of course,accommodate some variations in practice.but the parallels are clear.)

However, discussions of professional development ingeneral, and the development of teachers in par-ticular, have different preoccupations. Putting to oneside some current and rather lively debates aroundcompetency, capability and standards, the mainthemes tend to focus on the difficult process of pro-fessional development.

8 FE matters VOi 2 No 8

Figure 1: Comparing staff development and decision-making models

Staff development model Decision-making model

1 Trigger: annual review phase of planning cycle;new or revised college goals; problem or under-performance identified; new skills; knowledge orbehaviours required.

1 Issue awareness: a need or opportunity existsfor development; there is a gap between actualand intended performance.

2 Identification of needs arising from organisa-tional or team review; personnel planning orappraisal.

2 Issue formulation: information gathering, fil-tering and rationalisation; identification andagreement of key issues.

3 Creation of staff development plans to satisfyidentified needs either internally (coaching, men-tering, in-house training) or externally (confer-ences or courses), including budgets, timescales,allocation of responsibilities and, often, successcriteria.

3 Generation of possible solutions and implicit orexplicit selection criteria.

4 Rolling programme of staff development activity. 4 Selection of solutions on the base of implicit orexplicit criteria.

5 Evaluation of activity leading to annual reviewand recommencement of cycle.

5 Implementation, review and recommencementof cycle.

(Martinez) (Bazerman, 1993; Johnson and Scholes 1993)

In particular, a number of researchers have iden-tified:

the complexity, speed, and unexpected orunanticipated nature of many professionaltasks and hence the correspondingcomplexity and wealth of necessarypropositional knowledge (`know what') andthe 'common sense' ability to apply thatknowledge (`know how')(Eraut, 1994)the affective dimensions of learning ingeneral and professional learning inparticular (Barton et al, 1994; Guskey andHuberman, 1995 )the length of time, breadth and depth ofexperience, and extent of reflection andactive learning necessary to developprofessional expertise (Schon, 1987;Chown, 1996; Ecclestone, 1996; Elliott,1996)

the difficulty of securing significant changein teacher behaviours and teaching methodsparticularly where these are associated withschool improvement strategies or strategiesto foster and promote more active studentlearning (Fullan and Hargreaves, 1992;Wasley, 1994)the gap between staff development activityand carry over in changes in classroompractice, and the consequent need forsophisticated and complex training methods(Joyce, 1988; Hodkinson and Issitt, 1994)the need for supportive conditions topromote learning in the workplaceincluding: opportunities to work with andlearn from others; open communicationsand a willingness to question assumptions;participative decision-making and sharedpower and authority; variety, autonomy andchoice in work roles and tasks (Smylie,1995).

iVol 2 Nos FE matters 9

MANAGING CHANGEStrategies to improve retention rates are aboutsecuring and managing change. The people drivingretention strategies in project colleges acknowledgequite explicitly that the changes that took place weredeep, lasting and important. Indeed, most of themcame to identify the need for fundamental changes inethos and culture.

There is a large body of writing about change man-agement. Again, at the risk of considerable over-sim-plification, the most prevalent and widely adoptedapproach could be described as a process model. Aconvenient survey and summary of the model can befound in Vrakking's overview of the literature(1995). The recipe for the successful implementationof change is as follows:

good communication and informationtrainingemphasis on learning as part of the changeprocesstop down and bottom up communicationadoption of a project managementapproachpowerful leaders and support from opinionformersmeasures to avoid problems of 'groupthink'creation of supportprevention of resistance (if possible)support from line management

WORKING HYPOTHESESFour working hypotheses can be extracted from thisall too brief survey of background material.

The retention strategies reviewed here have certainlybeen successful (see pp41-2) and according to thecolleges involved, staff development played animportant part in this achievement. On theassumption that this is correct, we might expect tofind evidence of the following:

a process for developing strategies whichbroadly reflect the model of problemidentification and resolution outlined abovedifficulty in effecting substantial change inteaching behaviours and methodsa consequent need for sophisticated,comprehensive and well supportedprofessional development programmesthe location of staff development within aprocess of change which broadly followsthe implementation model described above.

10 FE matters VO/ 2 No 8

3 Staff developmentAWARENESS RAISING ANDINFORMATION GIVINGTwo of the most widely applied staff developmentinterventions were awareness raising and infor-mation giving. There seem to have been three generalaims. First, awareness-raising meetings sought toensure that all staff knew how retention issuesaffected the college. They intended, secondly, tomake retention an issue which influenced thebehaviour of all staff. Thirdly, all staff would beencouraged to develop or participate in strategies toimprove retention. Awareness raising took a numberof forms but essentially involved communicating thefollowing to quite large groups of staff:

the workings of the funding methodologythe funding implications of studentpersistence or withdrawalcolleges' internal planning and resourceallocation procedurescorporation, college or departmentalpriorities for retention and any associatedobjectives and targetsdetails of any changes to locally determinedpolicies or procedures intended to improveretention.

With some variation, this sort of awareness-raisingactivity took place in almost all the project collegesand adult education services. Less frequently, addi-tional information was provided to 'dispel myths'about retention, for example: information onresearch into student persistence and drop-out, orabout successful strategies employed in other col-leges.

Oldham Community Education Service

The precise content of awareness-raising sessionsvaried according to local context but the briefing ses-sions implemented by Oldham CommunityEducation Service are representative. These con-tained inputs on:

the FEFC (Further Education FundingCouncil) and how it worksthe financial position of courses run in theprevious year

the implications of student persistence andwithdrawal for the viability of those coursesthe need to recruit and place students onappropriate coursesthe importance of study techniques andsupport mechanismsnew or refined procedures for guidance,induction, the follow-up of non-notifiedabsence, course review and the introductionof retention targets.

In a few colleges, notably Knowsley CommunityCollege, the awareness-raising activities took onsome of the characteristics of a campaign, with thereiteration of key messages through meetings, staffhandbooks, induction procedures, staff newsletters,staff development sessions and posters. For a full dis-cussion of the Knowsley Retention Project seeStudent retention: case studies of strategies thatwork (Martinez, 1996).

South East Essex College

In most of the project colleges awareness raising waslinked to more focused and quicker internal commu-nications. The content of briefing sessions for tutorsat South East Essex College illustrates a number ofsimilar information sharing strategies. From mid-August onwards, tutors are briefed on:

any changes to policies (admissions, feeremission)the number of offers to students by type(conditional, unconditional, progressing)enrolments to date and projections forenrolmentsany changes to accommodationany changes to enrolment processes anddocumentation.

From anecdotal evidence, and using as a crude yard-stick the number of times FEDA has been asked tocontribute to awareness-raising sessions, most col-leges and rather fewer adult education services haveby now undertaken some sort of awareness-raisingactivity.

BEST COPY AVAILABLE

isVol 2 No 8 FE matters 11

TUTOR DEVELOPMENTIn terms of frequency and volumes of resource, themost important aspect of staff development forretention is undoubtedly tutor development.Typically, programmes of tutor training or devel-opment have gone hand in hand with the intro-duction or refinement of tutor handbooks, calendarsor programmes of tutorial activity, tutor role andperson specifications, standards for tutorials andnew or revised policies for tutoring, induction andguidance.

Bexley College

Tutor training at Bexley College concentrated on:

the development of study skillsaction planning and reviewthe use of college-wide documentation

and was supported by a checklist and tutorhandbook.

South East Essex College

At South East Essex College, as part of a thoroughand meticulous action research project, a number ofstrategies which would improve the experiences of alarge cohort of full-time adult students were iden-tified. Tutors became central actors in the strategyand an extensive staff development programme wascreated to develop tutor skills, knowledge andbehaviours. The programme was developed by aproject group of experienced teachers together witha member of the college's Professional EducationTraining Team and the Head of ProfessionalDevelopment.

The staff development programme rationale andtimetable are set out on the next two pages.

14

12 FE matters VOI 2 No 8

Figure 2: South East Essex College staff development framework

Lifctirm; Lcariiim.! Lcorncr.

Staff Development FrameworkTwo,.'. of A that Renfriler

Course Description TargetGroup

Time ofYear

Introduction of Adults to the Student Centred Learning EnvironmentAdults who's previous experience of learning was probably within thetraditional classroom environment often find a return to study difficultbecause of the change in teaching and learning methods. This coursewill aim to look at ways to help tutors introduce the Student CentredLearning approach to their adult students.

Everyone March

Focus on the Adult LearnerWhat are the specific needs of the adult learner returning to College,how can the tutor support their learning and what other College supportmechanisms are in place?

Course Leaders& Tutor(Raise

awareness)

Mid April

Interview SkillsAdult students often come to College with a preconception of what courseis right for them. This course will aim to develop interview skills toenable you to interview adult returners successfully and place them onappropriate programmes of study.

Course Leaders& Tutors

involved ininterviewing

April May/

Study Skills for Adult StudentsWhat study skills do adult returners in particular require and how canthey be incorporated into the programme of study?

Planning a Successful Induction ProgrammeMany Course Leaders already plan successful induction programmes fortheir adult students, which incorporate the right balance of College andcourse information. This course will help you share their ideas /practicesand merge them with your own programmes of study.

Course Leaders May

Funding Systems and Support for Adult StudentsThis course will aim to provide a background to the tutors of adult studentshow the funding and admissions process works in practice. It will beintended as an awareness raising exercise for tutors to provide themwith enough background knowledge to refer the student to the appropriateCollege support service, rather than to enable the tutors to give advicethemselves.

Everyoneinvolved with

Adult Students.Aim to raiseawareness of

fundingmechanisms for

maturereturners.

May & June(Specialist

Interviewers)

August(Tutors & new

staff)

cti

Vol 2 No 8 FE matters 13

(-11(1)10 frill 1),Ici,opmew l'f4frffr,rCO is

Course DescriptionTargetGroup

Time ofYear

Using the Student Organiser with AdultsAdult students often fail to miss the point of action planning and theStudent Organiser, yet they are the ones who often need it most. Howcan you introduce the Student Organiser to your students in a positiveand realistic way?

All PersonalTutors

&New Staff

End ofAugust

Helping Students make the transition from College to Work/UniversityAdult returners are often given a lot of guidance onto appropriateprogrammes of study when they first approach the College. Yet whenthey are ready to take the next step, guidance can be rather sporadic.How can this transition be made easier?

All PersonalTutors

&New Staff

End ofAugust thetobeginning of

September

Control or Management?How to deal with adult students

New staff andanyone who will

find it helpful

New staffinduction

Work Placement Provision (Benefits & Pitfalls!)How to develop the confidence of adult students to find a work placement,problems with the benefits agencies and how to help your studentsovercome them easily!

Course Leaders&

Personal Tutors

October(Dependingon DFEE)

Communication & Listening Skills for TutorsHow to be sympathetic & supportive to your adult students.

All tutors October

Assignment Writing for Tutors of Adult StudentsAssignments are often copied across from the 16-19 programmes to adullcourses, regardless of their appropriateness of content for the maturestudent. This course will be aimed at writing clear structured assignmentswhich will help build the returners' confidence.

Brief CourseTeam Leaders &

provide themwith a package

of material to beused within the

team.

November

59

14 FE matters16

Vol 2 No 8

Tutor development programmes were also intro-duced at Tameside, Grimsby, Hastings andLoughborough Colleges.

Tameside

As well as organised training opportunities, severalcolleges and AE services introduced mentoring orcoaching programmes. Thus, at Tameside, the intro-duction of more or less compulsory training wasaccompanied by the creation of a team of tutormentors to provide one-to-one support for tutors.

Kent Adult Education Service

At Kent, a mentoring system has been introduced forpart-time teacher/tutors. Experienced tutors areinvited to become mentors and trained in peer obser-vation, facilitation and feedback skills. The men-toring process comprises:

initial discussionencouragement of those being mentored toreflect critically on their teachingobservation by the mentordetailed feedbackcreation of an action/development planfollow-up by the mentor.

These arrangements look similar to appraisalprocesses in many colleges but innovative featuresinclude a considered separation of line managementfunctions from mentoring activity, the focus on part-time tutors and the payment of part-time tutors toact as mentors. Currently some 400 part-time tutorsare being mentored, including everyone appointedsince the scheme started, tutors who have referredthemselves and some who have been referred.

TEACHING SKILLS ANDUNDERSTANDING

Further education colleges

Within the project group of colleges, there were ini-tiatives to improve aspects of teaching and promotelearning in three main ways:

rolling programmes of general teachereducationspecialist trainingsystematic development programmes toaddress local priorities for retention andachievement.

Plymouth College of Further Education

Plymouth College of Further Education provides anexample of the first approach. The college's teachereducation unit runs a rolling programme of teachertraining. Teachers can opt into or be referred to theprogramme. Individual and collective training needsare identified through teaching observation by thehead of department and peer observation. Peerobservation is by a team of trained observers whoprovide individual private feedback to teachers andidentify general training needs to the staff devel-opment manager.

The tutoring role apart, development of specialistskills for the teaching role seems to have occurredfairly infrequently in FE. This is almost certainlyassociated with the relative stability of the teachingrole. To put this another way, the tutoring role hasundergone greater scrutiny and change than theteaching role and hr:s been invested with substantialexpectations in terms of improved student outcomes.

Hastings College

Where specialist teaching skills have been developed,they tend to be directed towards the teaching of stu-dents with particular needs. Thus, at Hastings,student drop-out was associated particularly withbasic skills needs. On behalf of the college, theHealth and Social Care programme piloted strategiesto extend and embed support for basic skills. Thestaff development component of the strategyaddressed the specialist skills of teachers, whoundertook the CG9281 Initial Training for BasicSkills. Other teachers were trained in basic skillsassessment and teaching (Bannister, 1996).

Adult education services

Given that most teachers in adult education servicesare part time, it is not surprising that the servicesincluded in the project group focused their attentionon teacher development programme for part-timeteachers. These had rather different emphases,however, reflecting local needs and priorities.

Kent Adult Education Service

In one of the largest AE services in the country, therewere particular concerns about variations in thequality of practice by the huge cohort of part-timetutors, and consequent student dissatisfaction andwithdrawal. Kent therefore created a 12-elementframework of standards for teaching and learning.

VOi 2 Nos FE matters i 15

The essential focus is on the student journey andbuilding in excellence at the critical points where staffinteract with students.

The framework is similar to the self-assessment cri-teria found in many colleges, which are in turn basedon declared inspection criteria. It is, however,notable for its emphasis on shared ownership oflearning activities, student participation, activelearning, student motivation and joint evaluation.The Kent framework is set out on the next page withan example of the detailed standard for goal setting.

Oldham Youth and Community Education Service

In Oldham by contrast, one of the main issues wasstudent non-completion on its modular Accesscourse. As part of a comprehensive set of measuresto improve retention, a major development pro-gramme for part-time teachers was introduced. Theprogramme had three main elements:

a requirement for all staff to achieve arecognised teaching qualification (e.g.CG7307)general skills development for all staff onassessment practice (linked to TDLBstandards) and on the teaching of study skillsadditional skills development in designingand leading group work and facilitationwas made available to teachers with needsidentified through student evaluation and/orin-house inspection.

In addition, part-time teachers are paid to attend twostaff development sessions each year.

Croydon Continuing Education and Training

Service

Croydon Continuing Education and Training Serviceconducted lengthy and detailed research into studentretention and persistence, piloting unitisation andabsence monitoring and follow-up strategies in itslarge modern languages programme. It concludedthat some specific teacher training initiatives shouldbe linked to a retention clause in teacher contractsand changes in staff selection procedures, and sup-ported by managerial action (Vick, 1997).The policyrecommendations are set out below:

Staff training sessions should be used to raisestaff awareness of the funding and other impli-cations of drop-out and their personal responsi-bilities for student retention. Reasons fordrop-out, its warning signs, measures for pre-

vention, importance of course social aspectsand classroom management should all bebrought to the fore in training.

Tutors should include some well-prepared,structured, tutor-delivered teaching in everyclass session in a form appropriate to thesubject and learners, such as interactive lectureor demonstration, and no class should consistsolely of a workshop-session.

New staff teaching appointments should favourwell-qualified applicants who are well-motivatedand enthusiastic and have a willingness toundertake appropriate on-going training.

To raise the profile of retention and to foster aCETS climate of attention to such matters, astudent retention clause should be included inall tutor contracts.

Acceptable levels of retention must be a con-dition of re-issue of sessional tutor contracts sothat a course with unacceptably high levels ofdrop-out in two successive years should not berun again in the same form by the same tutor.

All managers must encourage a climate ofopenness and responsibility regarding drop-outand customer satisfaction among tutors andother staff They must lead by accepting jointownership of the problem, discussing it openlyand acknowledging implications of poorretention. They must avoid running courses tocompletion where drop-out has been high andmust not run courses with an expectation ofhigh drop-out.

Managers must assist tutors with methods toencourage retention, to include the socialaspects of AE, classroom management, andappropriate and varied methods of teaching.Managers must study the methods of tutors forwhom drop-out is very low, share such methodswith others and use such tutors as mentors forothers with high drop-out.

In order for staff to understand the needs andexpectations of students and the pressures ofthe mode of part-time courses, all staff shouldbe encouraged to consume their own productby enrolling in one or more AE courses.

(Vick, 1997)

1 8i6 FE matters Volt No 8

Figure 3: Kent Adult Education Service: Teaching /Learning Framework

Planning

Guidance

The students identify and understand the opportunities available to them.PlanningThe courses and sessions are planned effectively and flexibly.Goal settingThe goals of the lesson are clear, understood and negotiated.Materials and resourcesMaterials and resources are suitable, well organised and of good quality.

Development

Relationships/participationThere are positive relationships among learners and tutor and participants, and involvement by allstudents.ActivitiesActivities are varied, stimulating, appropriate and aid learning.Equal opportunitiesThe students are treated equitably and have equal opportunity to learn.Level and pace

The level and pace of the session are matched to student abilities.Achievement

Levels of knowledge, understanding and skills are developed and applied.Competence and motivation to learnThe students develop competence as learners and are motivated to learn.

Review

Progress/assessmentProgress is regularly monitored/assessed and/or accredited.

EvaluationThe lessons are clearly and jointly evaluated.

Example of a detailed standard: goal setting

The goals of the lesson are clear, understood and negotiated

Guidance

There should be a common sense of direction and intention shared by the students and teacherStudents should be able to influence/change goals by negotiation

Key questions

What are the students aiming to achieve in the lesson?Are the goals expressed clearly and understood by the students?Are the goals expressed in terms of knowledge, skills, understanding?How have the students contributed to the learning goals?

Typical evidencelesson plans

goals displayed/articulatedstudents reiterate goalsfeedback

VOi 2 No 8 iSFE matters 17

Kensington and Chelsea College

Kensington and Chelsea College, an FE college spe-cialising in adult learners, has taken a multi-layeredapproach to improving retention. Staff development,has entailed training for managers to consider issuesat the programme-planning level and their responsi-bilities to staff and students. Training for staff hasconcentrated on practical approaches. The collegehas placed particular emphasis on understanding thecomplex reasons why some students under-performor find it difficult to complete their studies. For thisreason, all training has also attempted to increasestaff awareness of the wider social context in whichthey and their students are working. Tutor traininghas required staff to reflect on their own experiencesof being a pupil/student, positive and bad learningsituations and the consequences that these have hadfor them. Lecturers have then been asked to sharegood practice and develop partnerships to supporteach other. Staff with very good retention rates havebeen linked to others. This pairing of experiencedand less experienced staff has developed from estab-lished practice in the college's staff induction andteaching observation schemes.

The Kensington and Chelsea College staff devel-opment approach thus combined:

separate but complementary activities formanagers and teachersan emphasis on teacher understanding andempathy towards studentsa focus on the teacher as learnermentoring and coachinga comprehensive cross-college strategy toimprove retentiona clear delineation of managerial roles,responsibilities and accountabilities.

This can be illustrated by reference to the followinggrid developed by the vice principal at the College(Hayes, 1997). The grid summarises outcomes fromthe training done with some full-time and fractionalstaff. It was made available to all staff via the prin-cipal's monthly newsletter (enclosed with pay slips).

0

is FE matters vol 2 No 8

Figure 4: Strategies for improving student retention and performance at Kensington and

Chelsea College

Area What lecturers can do What managers can do

Set and maintain standards Set clear standards of behaviour

for students and themselves, e.g.

timekeeping.

Ensure they always meet the stan-

dards, e.g. start classes on time,

meet deadlines for returning

marked work.

Ensure student induction/course

handbooks define the contract

and college expectations.

Monitor staff performance and

always investigate students' corn-

plaints about poor teaching.

Act on student under achievement Be pro-active with students who

are under-achieving/depressed.

Refer students to support.

Transfer students to more appro-

priate course/mode of study.

Ensure staff have time and

support to develop their tutorialskills.

Ensure staff are aware of services

and methods of referral.

Ensure that a variety of learning

programmes and modes suitable

for adult learners are available.

Communicate user-friendly

transfer systems to staff.

Student absenceDevelop flexible home study mate-

rials for missed sessions.

Keep in touch with students by

telephone/letter.

Develop flexible open learning

materials and structures for

delivery.

Monitor performance in teachingobservations.

The learning communityValue students' experience and

contribution.

Plan activities to foster peer

support.

Ensure opportunities for group

and individual learning.

Ensure all staff aware of good

practice in adult learning.

Monitor performance in teaching

observations.

Equal opportunities Respect individuals course

content and teaching methods

reflect positive attitudes re age,

sex, race, etc.

Class observation, lecturer

support, INSET, sharing good

practice.

Study skills Provide: Induction to systems.

Referral to support.

Core study skills sessions.

Ensure staff cover study skills in

courses and know how to refer

students to learning support ser-

vices.

Support systems Induction plus ongoing process of

informing and referring

students.

Ensure access to information

support system for all students/

staff (especially part time).

VOI 2 No 8 FE matters 21 19

Figure 4 continued

Area What lecturers can do What managers can do

Management of educational chat-

lenge and personal change

Support students through tutorials Provide training for tutorial/pas-

toral role.

Student lack of confidence Recognise and build on students'

strengths and life experiences,

Support individual students.

Use peer group support, e.g.

existing students to help induct

new students.

Believe in students' abilities.

Build group identity, e.g. with trips

out.

Action planning and recognising

achievement.

Provide:outreach and guidance in

the community.

Welcoming atmosphere from

everyone making it as easy to get

on a course as it is to buy a bag of

sugar.

Be aware of activities that build

confidence and offer INSET and

information sharing sessions for

staff.

Completion of learning goals Produce personal action plans and

follow up with student, recording

outcomes.

Transfer students to alternative

modes of course completion if

necessary.

Modularisation.

Flexible options within the course,

e.g. convert to distance learning

mode or part-time study.

Poverty Be pro-active to support and know

how and where to refer students

for help

Develop flexible modes of learning.

Investigate funding, e.g. ESF for

travel and luncheon vouchers.

Provide support services, e.g. child

care, bursaries, etc.

Make sure staff know about these

opportunities and referral

systems.

Inappropriate choice of course Provide adequate assessment

and selection criteria and refer

applicants to more appropriate

programmes.

Support students transferring

making it easy doing the

paperwork.

Full and clear course information

Advice and guidance system.

Professional, e.g. appointments.

Ensure systems for transfer are

known to staff.

(Hayes, 1997)

20

2

FE matters VO1 2 No 8

ACTION RESEARCH

The least expected element of staff developmentwithin this project was the effort devoted to actionresearch and the development of research skills. Thistook three main forms in descending order of fre-quency:

brainstorming and action planningresearch projectscombined curriculum development andaction research projects.

Brainstorming and action planningThe first form will be familiar to every reader: groupproblem-solving and action-planning tasks under-taken as part of a regular cycle of course review andevaluation or as a development from awareness-raising sessions. These activities require little dis-cussion here. Slight variations from the norm can beidentified at Stockport College where teaching teamswere supported to go out of college for theirplanning sessions. At Hartlepool, Hastings andSouth East Essex Colleges, teachers were drawn intoad hoc working groups to research and develop solu-tions for particular retention issues.

Research projects

Research projects, designed to investigate thereasons for student persistence and withdrawal, andunderpin future retention strategies, were under-taken in just under half of the project colleges. Insome, the research was led by retention project man-agers.

In Hastings, and Kensington and Chelsea Collegesand Croydon CETS, research was (and in the case ofKensington and Chelsea is being) undertaken bymanagers within frameworks for post-graduate qual-ifications (Bannister 1996; Vick 1997). Issuesemerging from the Kensington and Chelsea researchhave been used in local management decisions andstaff training, as contribution to debates on nationalpolicy via a submission to the Kennedy Committee,in the publication of articles and the presentation ofpapers.

Lambeth College initiated a large-scale piece ofresearch and has subsequently sponsored several cur-riculum managers to undertake more detailedresearch (see the case study in Chapter 4 on page25).

Vol 2 No 8

Combined curriculum developmentand action research

The third type of research activity combining staffand curriculum development occurred at Knowsleyand Plymouth Colleges (Knowsley CC, 1995; Taylor,1996). These projects are summarised in some detailin Improving Student Retention: a guide to suc-cessful strategies (Martinez, 1997). Very briefly, atKnowsley, virtually all staff joined one or another`retention action teams' and identified, developedand implemented action research project to improveretention. Some of the projects were research orien-tated, but most had a curriculum focus and includedenrichment activities, learning support schemes, thedevelopment of study materials, redesigned schemesof work, etc. At Plymouth, curriculum teamsdeveloped a wide variety of projects including cur-riculum redesign around a group project, additionaltuition for target groups of students and support`clinics'. The Plymouth projects were supported by asmall Key Statement Fund held by the vice principal.The selection criteria were essentially:

proposal based on formative assessment toidentify issuesimaginative and innovative solutionslocal need to improve retention, particularlywhere student learning had been interruptedby staff turnover or illness.

Harlow College workbased learning partnership

The workbased learning partnership which HarlowCollege has developed with Middlesex Universitycombines interventions to improve retention, profes-sional learning and accreditation, action researchand curriculum development in a particularly novelway.

At any one time, the College has a number of devel-opment projects underway. These are in turn sup-ported from a budget managed by the StaffDevelopment Manager. The maximum support isnormally £2,000 but most projects receive£200£300.

Projects can now be commissioned within a work-based learning framework accredited by theUniversity. This means that they:

place due emphasis on professional learningand developmentadopt a more rigorous approach to actionresearchare supported by a research-based learningmodule

FE matters 2 321

offer accreditation opportunities to Collegestaffintegrate professional, curriculum andorganisational objectivesinclude plans in the form of learningagreements between university tutor, theCollege and members of staff.

Figure 5 gives examples of the first round of work-based learning projects based on College prioritiesand illustrates how the participants accumulateCATs points towards a university diploma, degree ormasters level qualification. As an associate college ofthe University, Harlow staff can take advantage of a50% discount on fees.

A new development in the workbased learning pro-gramme is the in-house staff development pro-gramme Tutoring for Achievement based on thepremise that effective tutoring can have a significantimpact on student retention and achievement.Programme tutors are being given the opportunity tolook at their current practice, share materials anddevelop key tutoring skills. Features of the pro-gramme include:

microtutoring class exercisespeer evaluationsobservations of tutoring performance.

All participants have the opportunity to compile aportfolio for accreditation purposes throughMiddlesex University.

The Harlow scheme has the additional advantagesthat it accredits learning done by staff and accreditsHarlow staff development programmes andprocesses. This is shown in Figure 7, which illus-trates how credits are accumulated, typically over atwo year period. The illustration also shows the rela-tionship between the accreditation of prior learning,the planning and research-based learning modules,the project and in-house training activities and pro-grammes.

DEVELOPING BUSINESSSUPPORT STAFFBusiness support staff appear to have been includedless frequently than teachers in staff developmentprogrammes. At Stockport College, customer servicetraining was developed for support staff, particularlyfor security staff.

In Kent adult education service, with some 150,000students, a particular need was identified to developadministrative staff to offer an enhanced guidanceservice to students. The service developed an

22

accredited open learning pathway in partnershipwith the University of Kent entitled 'On the first line:guidance skills'. Staff receive a pack of open learningmaterials, attend three group sessions and receiveon-going mentoring support. The contents of theopen learning pack are set out below in Figure 5.

Figure 5: Kent adult education service open

learning pack (contents)

On the first line: guidance skills training

Independent study pack

ContentsA guide for using this pack

Section OneWhere to find support as you go along

Section Two

Programme summaryProgramme and assessment tableYour route through the diagram

Section ThreeIndependent learning support materialsKeeping a learning journalLogging case studiesIdentifying and building upon your skillsTime managementAction planning

Section FourResource materialsGuidance: selected readingSelected learning theoryReflective and effective listening skillsInformation skills

Section FiveReview and assessment pro formas forphotocopyingReview: your learning needs andinstitutional issuesCase study pro formaTime management logsPersonal action planInstitutional action plan

Further reading

Notes

FE matters 24 Vol 2 No 8

Fig

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326

Figure 7 Harlow College: Routes to accreditation

Accreditation of prior andworkbased learning module

Currentcompetence

Planning workbased learning module leadingto 3 way learning agreement with employer,

member of staff and university

1

Research-based learning module

plus

Workbased learning project(s) managedthrough the current Harlow College project

system and process

Harlow College staff development programmes

e.g. staff induction,staff mentoring,

tutoring for achievement

Starting point for some participants

=

=

10

?

10

credit points

credit points(depending on sizeof learning claim)

credit points

credit points

credit points

credit points

(20 credit points)(20 credit points)(20 credit points)

credit points

= QualificationDiploma 120 cptsDegree 30o cptsMasters 180 cpts(depending on level)

24 FE matters Vol 2 No 8

4 'Within our control': a case studyfrom Lambeth College

INTRODUCTION

Almost all the staff development initiatives men-tioned so far were employed in one form or anotherat Lambeth College. The College is a rich source of:

staff development innovations andinterventions to improve retentionlinks between student retention and staffdevelopmentinformation about the complexity of staffdevelopment issues in relation to studentretentionthe learning process associated with thedevelopment of the College's retentionstrategies.

THE CONTEXT

Lambeth College is an inner-city college formedfrom the merger of three South London colleges andoperates on five sites which spread just north of theBorough at Tower Bridge to Norwood in the verysouth. The most central site is in the heart ofBrixton.

About two thirds of its 8,000 students are BlackAfrican, Black Caribbean or Asian the biggest pro-portion being Black African, a number of whom areasylum seekers.

Most students are adults: 79% are mature studentsaged 20 or more.

Sixteen-year-olds in Lambeth leave school with halfthe national average of good GCSE passes (A-C)More than two thirds of our students live on benefit.Over 70% of our students need some form of basicskills support. Nearly half the younger studentscome from single parent homes.

Our strategic plan is entitled Making a Difference. Itcould justifiably be entitled 'against the odds'. Byanyone's analysis it would be reasonable to describethe majority of our students as 'at risk' and theydeserve the greatest respect for persevering in theface of extraordinarily difficult circumstances.

Lambeth is a college committed to success, whichplaces efforts to improve retention at the centre ofits work. The staff development contribution is only

one facet, but is significant and likely to becomeincreasingly so as we try to improve the 10% addi-tional retention achieved after three years.

FocusThe subject is potentially so broad, that we think ithelpful to state clearly what our contribution is notand what it is.

It is not:

a lengthy description of managementstrategies on finances, resources,accommodation, systems, staffing, etc.written from a senior managementperspectivea distillation of well-trodden changemanagement theorya contribution to the more general debateon value added and achievementrepresentative of any commonly heldconsensus within Lambeth about thecentrality/effectiveness of staff developmentinterventions.

It is:

written primarily from a staff developmentperspective which is unashamedlyinfluenced by Michael Fullan (1993)Graham Gibbs (1992) Ralph Stacey (1992)and Peter Senge (1990)a recognition that without managementstrategies to secure financial health andimprove the general quality of life forstudents, attempts to transform the collegewill be fruitlessa description of an electrifying journeywhich has just begun.

We confess that we are driven by and committed tothe 'paradigm of change' as expressed by Ful lan(1993). Within his metaphor of eight basic lessonsneeded for change, we especially relate to the fol-lowing:

You cannot mandate what matters: the morecomplex the change the less you can force it

2EVOI 2 No 8 FE matters 25

Change is a journey, not a blueprint: change is linear,loaded with uncertainty and excitement...

Problems are our friends: problems are inevitableand you cannot learn without them.

Individualism and collectiveness must be equalpartners: there are no one-sided solutions.

Neither centralisation nor decentralisation works:both top/down and bottom/up strategies arenecessary.

Every person is a change agent: enough said!

We also subscribe to:

change rather than deficiency paradigms ofteaching in FEthe concept of the teacher as a researcherand active learnerthe idea of the college as a learningorganisation with a commitment tocontinuous and lifelong learning (for bothstaff and students).

BACKGROUNDThe College's journey towards improving retentionreally began in 1993 when FEDA's predecessor, theStaff College, was commissioned to undertake someresearch at Lambeth. In a later interview, thePrincipal, Adrian Perry, explained his reasons forundertaking what was at the time an unprecedentedinitiative:

The first reason was plainly a substantialproblem of retention. It seemed to me thatthere were social deprivation factors thatwould reduce retention, and the FEFC neededto hear that from respectable outsiders ratherthan just by assertion from colleges with afinancial investment.

Secondly, I also felt that our retention figureswere out of line even with my experience ininner-city Manchester and Sheffield; I suspectedthis was down to poor pedagogy.

Lastly, we did not have the expertise to analysethe problem, and students might be more likelyto tell uncomfortable tales to independentresearchers. It also seemed to me more likelythat we would be able to confront the changesneeded, if it was a neutral outsider, rather than`The Management' pointing out the issues. Atthat time management was pointing out rathera lot wrong in the college.

26

The results of the research were ready in 1994 andthey were cascaded by managers to all staff withinthe college. They were contextualised and sum-marised, and the conclusions and follow-up actionsmade explicit. The cascade meetings/briefings were anew initiative by the Principal but which had so farbeen about cuts, funding, incorporation, restruc-turing, etc. This was the first example of a cascademeeting about students.

The problem was spelt out:

Our internal information was unreliable, but ourwastage was apparently well above nationalnorms.

This was expensive for us we were losing asmuch as £100,000 for every 1% fall in retentionrates.

There was evidence of poor practice in, forexample, pedagogy, programme planning,guidance and pastoral care.

There had hitherto been a passive attitudetowards the problems of the inner city.

The research findings went into considerable detailabout reasons for non-completion, and similarresults have been well documented elsewhere in thework of Paul Martinez (1996) and Peter Davies(1996).

In particular, the Staff College concluded:

... the present research supports other researchfindings to the effect that, while financialhardship may be an important factor, it is by nomeans the sole or main determinant of drop outand, in the light of the survey data, is unlikelyto cause substantial non-completion except inconjunction with other factors ... [when]financial problems are compounded by the dis-satisfaction with aspects of the College.

If one word arises out of this report with amessage for the College it is 'help'. Over andover again the factors discriminating betweencurrent and withdrawn students point to 'helpwith course work ... getting a job ... personalproblems ... getting qualifications ... withcareer. In all these areas, withdrawn studentsperceive the college more negatively thancurrent students.'

For many staff, who were after all in education forthese very ethical reasons, this was very disap-pointing, and they began to debate the issue andreflect on their own behaviour and practice. The

FE matters 2S VOI 2 No 8

staff began to be aware that students are clients notonly in the classroom but also in the corridors, thecanteen, the foyers; gone was the time that some staffhad enjoyed that of the totally autonomousteacher whose relationship with the students endedas soon as they entered the corridors again. Theresearch thus provided a spark for debate andcreated a context for changes in the pastoral andwelfare systems; for restocked and remodelledlibraries; increased child care (two more nurserieswere provided) and increased access funds.

The College's curriculum strategy was alreadyfocused on the student journey. Efforts to improvestudent retention became central with the intro-duction of a mentoring scheme, basic skillsscreening, the appointment of a basic skills specialist,the appointment of adult learning support specialistsand the development of state of the art computersuites and new study centres. A youth worker wasappointed at a Centre with a large number of 16-19year olds and a pilot electronic register system intro-duced. Retention and target setting were firmly onthe management agenda and the college retentiontarget for 1994/5 was set at 70%.

It was met and for the year 1995/6 the retentiontarget was set at 75%. Retention was by now on allmiddle management agendas and a Retention FocusGroup was set up to help ensure that performanceindicators were systematically and regularly checkedand reviewed.

CLASSROOM MANAGEMENTDuring the run up to Inspection in September 1996the Director of Curriculum identified a need fortraining in 'Classroom Management'. This fell

within our remit: it was to be delivered School bySchool (12 in all). The memory of the horror of thetask which seemed to come from a 'back to basics',deficiency model still remains. Here, however, wasthe opportunity to verify our belief that staff bat-tered by restructuring, meeting targets, etc, wouldwelcome the opportunity to consider the kind ofextensive work/research which had gone into schoolimprovement programmes and efforts to improvethe quality of learning in higher education.

To prepare the training, key messages were extractedfor each programme area from the Chief Inspector'sreport for 1994/5 (FEFC, 1995). The materialrelating to national grades was customised for eachschool. The report was scanned for underlyingcommon threads for improvement in classroommanagement and delivery. Extracts from localcollege Inspection Reports were scoured for grading

outcomes and associated descriptions. Additionally,we had local curriculum reviews and these wereused. That set the framework for introducing somecurrent thinking on improving the quality ofteaching and learning thereby improving retention.It was a start.

Figure 8: Example extracts for the Science

programme area

National report

The programme area is well managed. Teaching is

generally effective, but many students experience a

narrow range of methods of working and are notgiven enough encouragement to manage their own

learning (FEFC, 1995)

Local colleges

An extract from a college receiving grade 4 in the

Science programme area:

The pace of many science lessons was slow and stu-

dents spent much of their time copying notes from a

white board. Questions used to check students'understanding and learning are often poorlyfocused. No account was taken of different levels of

prior achievement.

Our own College

Extracts from a Science Review carried out as a

precursor to Inspection:

Teaching of the highest standard was observed in

dental technology... in these lessons high standards

were expected and achieved, each student waspushed to the limits of his/her ability, the teachersdrew continually on their own up-to-date experience

and high levels of motivation and enthusiasm were

maintained.

In many other classes expectations were much lower.

Students were not advised to do additional reading;

... failure to complete homework passed withoutcomment; some lessons proceeded at an unneces-

sarily slow pace.

Good classroom management reminders wereextracted from all the reports and our own teachingtraining experiences were summarised as follows:

Vol 2 No 8 FE matters30

BEST COPY AVAILABLI27

Essential prerequisites for classroom

managementclarity of purpose/long term aimsclarity of short term objectivesknowing what you are doingknowing why you are doing itknowing how you are going to do itknowing what outcomes are expectedknowing how outcomes will be checked.

Ensuring interest and maintainingmotivation

clear exposition: why/what/howappropriate levels: the goals and tasks mustbe demanding enough to maintainmotivation, but not so difficult that self-esteem is undermined'now' achievement: motivation feeds onshort-term gains and satisfactionprogress has to be recognisable andrecognisedappropriate pacing of lessonvariety of strategiesassertive teaching style.

Response to trainingWe thought the battle-worn and the weary wouldkick: but the contrary proved to be true. In most ses-sions, staff debated the qualities of classroompractice and there were some incredibly revealingadmissions of 'chalk and talk' methods still in play.There was tension, but it was a creative tension adam waiting to water the desert. When the provi-sional Inspection grades came in, without exception,those schools which resisted debate and inquiryreceived grade 3 and the others which had engagedwith the training, received grade 2!

The second half of the session was taken up with adiscussion of extracts from Graham Gibbs (1992).Surface and deep approaches to learning were con-trasted. The rationale was that the contrasts wouldprovide a basis for thinking about student expecta-tions of teachers, and engender ideas for fosteringdeep approaches to learning.

Briefly these were interpreted, for the FE experience:

surface approach

Students who use this approach focus attention ondetails of information and procedures which areacquired and memorised but not transformed intoother knowledge. Such learners have closed conceptsof teaching and expect the teacher to select, presentand test. If this does not happen, the teacher is 'nogood'.

deep approach

Students who use this approach try to make sense ofwhat is learned, of ideas and concepts, and to inte-grate new ideas into their learning experience. Suchlearners have an open concept of teachers: they wantthem to facilitate learning but are able and willing tolearn independently. Appropriate course design,teaching methods and assessment can foster a deepapproach.

Each school was given the full extract from Gibbs'Strategies for fostering a deep approach which canbe summarised as:

1 independent learning2 personal development3 problem-based learning4 reflection5 independent group work6 learning by doing7 developing learning skills8 project work.

At the end of the session, time was given to identifygroups and courses which could benefit fromimproved approaches to teaching and learning: forexample classroom management techniques; fos-tering deep approaches to learning; teaching styles.

It was hoped that staff would take and extend thisdiscussion into their course teams. This seemed tohappen in many cases, although in retrospect it couldhave been monitored more closely. What did specifi-cally arise was a request for 'more', and out of thisarose discussion with the University of Greenwich on`Improving the Quality of Student Learning' towhich we shall return.

3128 FE matters Vol 2 No 8

Summary of evaluations of classroommanagement training

Negatives

lack of time for fuller exchange/discussion/sharing of experiences/intake ofmaterialmore ideas of how to deal with disruptivestudents would have been helpfulmore ideas on retention strategies couldhave been includedwhat about an example of a model lesson?too slickcolleagues felt under attack

Positives:

lots of ideas for improving studentmotivation and retentioninformation about surface and deepapproaches to learning fascinatingextracts from Curriculum Reviews veryhelpfulextracts from Inspection Reports from othercolleges usefulvalued the opportunity to have academicexchange on educational matterswould like more at regular intervalsforced me to think more positively aboutwhat happens in the learning environmenta crystallisation of previous reading andnew ideasthought provoking and stimulatingwould like more on the assertive teacheridea of study networks excellentwell planned and informativeliked the idea of teacher support sessionsgreat to have time to reflect

Ratings on the effectiveness and usefulness of

the training:

Excellent: 80%Good: 14%Fair: 5%Poor: 1%

Vol 2 No 8

STUDY NETWORKSIn parallel to this, we were requested to proposesome positive strategies to the Retention FocusGroup. From Graham Gibbs, again, came the idea ofthe systematic introduction of study networks. Thisidea was prompted by reading a case study fromBirmingham Polytechnic described in Gibbs (1992).All quotes are from that source.

What are study networks?

... a type of self-help group which can beformed informally or formally ...

The study network idea, not new in itself, waspursued with vigour because staff respondedpositively and wanted a detailed framework forsomething which many of them had informallyin place already.

Some students arrange themselves withoutprompting into such groups and some areimpelled to do so if they have group assign-ments or presentations to deliver. It is my con-tention that the formation of study networksshould be formalised and thus become commonpractice. All students can benefit, not just thosewho have heavy input and assignment loads orwho are on part-time (particularly evening)courses, although the latter two groups wouldbe the most obvious beneficiaries.

The purposes of study networks are to:

encourage interaction between studentsprovide peer supportprovide peer motivationestablish 'informal mechanisms toencourage attendance''keep each other going'fulfil 'the mutual desire to help and behelped'address 'the isolation of studying alone'.

How are study networks established?

initially by course tutorthe tutor will have to decide whether togroup students by geographical proximity,subject options or other appropriatevariant. (Students can change groups later ifthey wish).during induction (or within the first threeweeks) team building exercises are deliveredby the course tutor.

FE matters 32 29

Study network team building exercise

1. An exchange of relevant information: names,addresses, phone numbers, work experience,study experience, etc.

2. A discussion involving sharing experiences andfeelings about how students have managed tocope with studying in the past, survival strategiesetc.

3. A simulation exercise in which students in theirgroups learn to share information. Could includesimulated phone calls.

4. A brainstorm around the question: what practicalsteps can we take in study network which willhelp us learn? The outcomes will be displayedand subsequently typed up.

5. The creating of group action plans identifyingways in which group members are going to helpeach other when given their first assignment.

6. Identification of issues/problems which mighttempt members to leave the course. Discussionaround how to support each other at such criticalpoints.

Initial course reviews (ICR)

Meanwhile the Retention Focus Group had put inplace strategies for monitoring and following upattendance. It was considering how to share goodpractice and peer observation, but lacking a

dynamic. The ideas which were offered by staffdevelopment allowed the Focus Group to close andgave the issue of retention back to all staff.

Staff development was asked to participate in thegroup and after some time clarifying how, why andwho should monitor and followattendance/retention, we realised that the discussiondid not seem to be providing any strategies aboveand beyond the functional. The time had come tomake a further contribution.

Coincidentally, in May 1996 Dr Peter Davies hadpresented a paper at Queens University, Belfast,entitled Within our control? Improving retentionrates in further education. (Davies,1996). Much ofthe data was not fundamentally different from ourcollege research but the inferences had a slightly dif-ferent focus. In particular, the paper identified whatdamage limitation could be done if we could identifystudents enrolled on inappropriate courses, orshowing signs of being unable to cope almost imme-diately. Our interpretation was presented to themeeting as follows: the personal circumstances ofstudents who drop out and those who stay are not

necessarily different. There are 'at-risk' students whohave many characteristics of which we are aware.One of the most 'at-risk' times for these students isthe first two to three weeks, for example. If we knowthis in advance,we can be pro-active it is within ourcontrol.

The additional strategy which arose from this wasthe design of an initial course review with instruc-tions for use. These were systematically implementedacross all schools in September 1996. The version ofthe form which was used is set out opposite in Figure9. The guidance issued to teams is set out below.

Initial course reviews: guidance

these should be conducted in the first two-to-four weeks of term one

the forms should be distributed, administeredby the course managers

results should be collated by the course man-agers and discussed with heads of school

individual 'at risk' students will be easily iden-tified if they respond with one or two 'no's'.They may also be identified if responses arepredominantly `fair/poor'

such students should receive immediate tutorialappointments with the course manager

patterns may emerge, such as whole groupsresponding negatively to particular questions,in which case strategies for investigation and /orsupport will need to be put in place for the rel-evant tutors, etc.

In October 1996 the Director of Curriculum askedfor outcomes and subsequent follow-up plans and itbecame clear from responses that not only were stu-dents at risk of leaving being identified and followedup, but also that other issues were being raised (e.g.course arrangements and equipment) which weresubsequently followed up by course tutors. It wasworth noting that the students who were not surethat they were on the right course or understoodcourse requirements; not sure whether the coursewas enjoyable or whether they would stay to the endof the course; did not use the form to make com-ments or otherwise explain their uncertainty.

30 FE matters VO1 2 No 8

Figure 9: Lambeth College Initial Course Review form

Initial Course ReviewThe purpose of the review is to ensure that youare on the right course for you and that you arelearning as you would wish to. While the questionsare about the whole course, you can use thecomments box to make points about specificsubjects. Any suggestions for improvement arewelcomed and will be followed up. Thank you.

LAMBETHCOLLEGE

Course Title: Student name: Course Tutor:

Please Circle Comments

1. Do you feel that youare on the right course?

YesNot Sure

No

2. Do you understand whatyou will have to do onthe course?

YesNot sure

N o

3. Do you understand howyou will be assessed?

YesNo

4. Do you find the courseenjoyable?

YesYes, in most subjects

No

5. Do you feel you arelearning?

YesYes, in most subjects

No

6. How satisfied are you thatthe atmosphere in lessonshelps you to learn?

Very satisfiedSatisfied

Dissatisfied

7. Do you think you will stayto the end of the course?

YesNot sure

No

8. Do you have anysuggestions about howthe course might beimproved?

YesN o

If "Yes", comment here:

Vole Nob FE matters34

31

We inferred from this an 'emotional profile' of 'at-risk' students. Simply speaking, the more with-drawn, unassertive, less confident students are morelikely to leave if they are absent for a few daysbecause they are shy/embarrassed or 'cannot face it'.The pastoral role here is crucial.

The quiet, unassertive student, is also more likely toleave, unless attended to, when feeling unable tocope. This seems to be common sense, but ourresearch has highlighted the obvious. At-risk stu-dents often just slip away without raising any alarmsignals. That is why such early warning systems arekey to ensuring retention by protecting our most vul-nerable clients.

Further, unless staff engage in dialogue, and showimmediate concern, 'care' and 'help' (to go back tothe findings from the initial survey) such students arelikely to leave. Dialogue with these studentsincreases their likelihood of staying.

The impetus for the Initial Course Review came froma research paper, which gave it credence. It was insti-gated so quickly, we feel certain, because it camefrom research and accorded with reality/prior expe-rience. We are convinced that research can provide apowerful force for change when it addresses expe-rience.

WITHIN OUR CONTROLMuch more controversial, was the theme we adoptedfor the following year of staff development. Ourreading of the Davies paper (1996) marked a pro-found watershed for the Retention Focus Groupbecause it changed the dynamic. The ICR initiativewas succeeded by something directed at the wholecollege, built on the classroom management trainingand focused on key aspects of teaching and learning.Referring to the Davies paper, we called it: Withinour control.

Again, creative tension was stretched to the limit.How does one convey to the whole of the staff thatretention is possibly within our control withoutsimultaneously conveying the message that every-thing is our fault?

The solution appeared to be in describing researchon effective strategies rather than offering an ency-clopaedia of possible good practice. We highlightedtwo which had been identified by Paul Martinez inStudent retention: case studies of strategies thatwork (1996).

32

A similar model to the previous wholesale trainingwas adopted in the belief that it would be as wellreceived. A significant difference was that it wasdelivered centre by centre, rather than school byschool. Another difference was that an outsidespeaker made a substantial contribution, and StaffDevelopment had a lesser input. The outsidethinker/researcher was brought in to talk about re-asserting professionalism in FE. His brief was topresent a national overview of the FE professionaland to examine his/her future in respect of colle-giality, roles and responsibilities and self evaluationand assessment.

Our staff development input drew on three perspec-tives:

1. There is an emotional/psychological profile of 'atrisk' students which could be discovered throughinitial course reviews.

2. The tutorial is key to retention and tutorialpractice must take this into consideration.Martinez's summary of FEDA research on theeffectiveness of tutorials was heavily drawn upon(Martinez, 1996). Many staff were practisinghighly effective tutorial programmes, notably forexample the A-level team using the value-addedmodel designed by Spours and Hodgson (1996).Other staff responded with cynicism, however. Iftutorials are key, why isn't enough time allocated?What model of tutorial should be used,? Why isn'tthere more training on the tutorial policy? All fairquestions which highlighted the gap between aspi-ration and reality.

3. The third strand of the input was drawn from P.Beatty-Guenter Sorting, supporting, connectingand transforming: retention strategies at com-munity colleges, summarised by Martinez (1996).

Staff were asked to evaluate the sessions and toproduce suggested strategies for retention.

The evaluations were far less positive than the firstround with nearly 48% noting that the usefulness ofthe events was fair to poor, and a certain cynicismbeing expressed about whether management wouldtake heed of any strategies put forward. We feelfairly sure that this was because the training was notcontextualised within the schools as the previouswhole-college training had been. With hindsight, weshould have looked at the statistical data within eachschool, and customised the input accordingly.

While centrally designed staff development had beenwell received in the first instance, there was now avociferous debate about whether it should be locallydevised and be course specific in future. In a sense,

FE matters 35 Vol 2 No 8

this was where we wanted to go from a

guiding/prescriptive role to one owned by staff (whoare, after all, potential change agents in their ownright). We were happy about this turn of events,because the groundwork had been laid. The role ofresearch, information, academic and analyticalenquiry has generally been accepted. Staff had gonethrough an awareness-raising stage and there wasnow a more creative call for information/ideas/papers.

Two further initiatives/strategies to improveretention and achievement, arose directly out of the`Classroom Management Training' and the notionthat we ought not to be operating a deficit paradigm.These were the new MA in Improving the Quality ofStudent Learning and academic tutorships.

Meanwhile the academic year was drawing to anend. Average retention was standing at 74%. Thetarget for 96/97 was set at 80%.

MA IN IMPROVING THE QUALITYOF STUDENT LEARNINGThere is a need within any organisation to engage inorganised, job-specific, task- or system-specificlearning activities to enhance skills within the organ-isation and the effectiveness of staff. LambethCollege, in common with many similar institutionsin the pre-incorporation era, was faced with veryspecific training needs to cope with the new struc-tures. However, Lambeth's problems in terms oftraining needs were exacerbated by the fact that ithad organisational difficulties inherited from amerger of three separate institutions spread over 11sites, each with its own culture, historical evolutionand memories and teaching expertise. All thesefactors tended to lead to functional approaches toimmediate college aims.

We needed to find structured ways in which tosupport staff in exploring new ideas, testing innova-tions, and critically evaluating practice and delivery;in other words to become action researchers in ourown profession. We contacted the University ofGreenwich to find out whether there was anymileage in the idea, whether we could work in part-nership and whether it would be prepared to offeraccreditation. We had many meetings and eventuallyproduced a model which was experimental, excitingand, as one of us put it, 'scary'.

Developing a training model was a lengthy expe-rience, with many false starts. As we wanted a sub-stantive change in the perception of staffdevelopment and an emphasis on professionalism

VO1 2 No 8

within a culture of research, we believed that such aninitiative warranted the status of credits towards anMA degree. This was especially important for oneschool which was identified as needing support; itwas believed that such an initiative would perhapsbring about a change in outlook. Having stated thatwe wanted a 'research culture', our own learning inthis respect was slow; we were still locked into amodel of delivery reliant on the development of skillsinto regular practice. Such a model did not fit in withthe development of a fundamental shift of culture inLambeth College, and we finally agreed on an actionresearch model to achieve this objective.

The programme 'Improving the Quality of StudentLearning', focused on the current needs of students,lecturers and the college. The approach centred onthe identification of issues and problems related toimproving student learning and thereby affectingdelivery and ultimately, quality and retention. It wasrecognised that while staff may have the desire toeffect improvement, they may not necessarily havethe skills to undertake action research and, anyway,will need identified time and systematic support.

Two university tutors and one Lambeth tutor pro-vided that support in the form of lectures, tutorialsand group leadership. The cohort comprised 12teachers identified by heads of schools. The courseunits were validated for unit accreditation towardsan MA degree.

The aims of the MA were to:

explore the nature of the learning processand improve teaching strategiesuse findings from action research toimprove curriculum deliveryuse findings to improve retentionimprove the assessment processes and gainsuccessful outcomes.

This action research model was adopted for amixture of positive and negative reasons. Positivelywe contend that deeper training is needed toencourage a 'professional culture' in which teacherswork together to solve problems collectively in orderto recognise how learning occurs, thereby improvingthe quality of teaching, and achieving the mission.Learning theorists (Knowles, 1980; Kolb, 1984;Schon, 1987; Boud et al. 1993) and organisationaltheorists (Argyris, 1982; Senge, 1990) state thatpeople learn best through active involvement,reflection and the articulation of what they havelearned. Such models encourage teachers to belearners themselves and to experience the strugglefor understanding and intellectual growth which isan essential part of learning. Teachers who use suchapproaches become sensitised to the nuances of the

FE matters33

33

process of learning, and to the needs of individualsand groups. They are therefore able to transfer theseskills to their teaching contexts.

Senge (1990) predicts: 'the organisations that willtruly excel in the future will be the organisations thatdiscover how to tap people's commitment andcapacity to learning at all levels in an organisation'.He defines a learning organisation as a place wherepeople are continually discovering how they cancreate and change their reality. By allowingautonomy and space for individuals to pursuelearning at their own pace and within their owninterests or purposes, the learning experience will beall the deeper and more meaningful to theparticipant.

Negatively, the same theorists identify problems of`blind spots' among even quite expert practitioners(Schon, 1987). Indeed, it may be the most intelligentand highly educated professionals who find it mostdifficult to change, or who are unable or unwilling toabandon previously successful practice (Argyris,1982).

For our purposes, we decided to place a newemphasis on:

teacher as learnerteacher as change agentteacher as part of a collaborative workcultureteacher as instigator of action which wouldimprove the quality of the learningexperience for the studentrekindling the interests and concerns ofcolleagues and the collegeraising awareness of issues which impact onretention, teaching and learning excellence

and above all:developing a professional culture withinthe college.

Thus action research was chosen as an alternative totraditional approaches to the development of organ-isations or people in order to initiate a mutuallearning process between staff.

An overview of the wide spectrum of topics chosenfor research showed that staff were prepared tofollow their own interests, or to begin new researchinto areas which they considered merited change.Examples of research areas are shown on the nextpage in Figure 10.

34

As a delivery model for staff development within thecollege, the action research approach provided alearning experience for all participants. When weintroduced the concept, perhaps too much stress wasplaced on explaining the principles of actionresearch, debates on possible issues of research,development of collaborative partnerships and theconcept of 'critical friend'.

What we did not do (early enough) was to have thecourage of our convictions, and explicitly highlightissues of learning (both personal and student). Atissue here is the difficulty of balancing the centralityof action with offering staff an underpinning theo-retical framework from which to proceed. We couldhave contextualised the MA more within previousconcepts shared at the cross-college training andmade learning theories more explicit.

ACADEMIC TUTORSHIPSWe wanted to consolidate the many training experi-ences enjoyed by staff and maintain momentum onimproving the quality of teacher performance. Wealso wanted to integrate in some way the traininglinked to issues of language, basic skills, ESOL,computer literacy and numeracy. We thereforedecided to harness the skills of staff who conductedresearch in specific fields and contributed to thedevelopment of knowledge and good practice intheir particular area of work. These 'experts' wouldwork with staff to share their expertise, knowledgeand skills, to develop practice within the Collegefurther.

The underpinning principles of such a model of aca-demic tutorship can best be likened to peer coaching.

Peer coaching refers to staff working with their col-leagues to shape and share perspectives on dailywork. Our concept of academic tutorship althoughsimilar, has several other purposes, which reflect theorganic growth of an organisational culture whichpromotes teacher learning through dialogue andreflection about the profession of teaching. The mainaim of our model of academic tutorship is to com-plement existing training initiatives by providingsupport and encouragement, especially within therealm of portfolio presentation. The academic tutorhas also been identified by senior management aspossessing skills and expertise which are necessary tothe College and which further its strategic plan. Byworking with staff to develop a notion of collegiality(i.e. working together to meet a common goal ofimproving the quality of the student experience),other models of support which centre around theconcept of critical reflection on existing practice

FE matters Vol 2 No 8

Figure 10: Examples of research areas

Topic Impact of Research for Organisation

Examination of learning styles to improve teaching

strategies

Improves teaching strategies in class

Develops knowledge base and interest of subject

within the college

Improves delivery of course: with impact on retention

and outcomes

Examination of whether the present NVQ curriculum

meets the needs of business employers

Puts focus on colleges as a research organisation with

outside agencies

Impacts on curriculum design and delivery in-house

Curriculum design may impact on students' positive

opportunities for future employment

Adapt teaching methods to meet needs of students and

thus improve retention

Improvements in quality of students' learning

experience

increases retention

Producing better outcomes

Modularisation of course offer to improve more flexible

delivery

Attract more non-traditional participants to courses

Improve retention

Improve outcomes

Facilitate the accumulation of training credits and thus

progression

Difficulties which Access students face in HE

(comparison with traditional A- level routes of entry)

Examines content of existing course: may involve

redesign of curriculum offer

Reflects on nature of non-traditional learner: may

involve introduction of alternative teaching methods

Liaises with receiving institution to establish further

post-reception links

Punctuality Investigates reasons for lateness

Develops strategies for tutorial curriculum

Analyses personal constructs of time: cultural/

cognitive

Improving student perceptions of Computing Courses

with a view to improving retention

Analyses students' expectations

Investigates how expectations meet reality

Develops teaching methods/teaching experiences

which match expectations

(through group work, peer tutoring/coaching orbeing a critical friend), can become establishedwithin the college.

The objectives of academic tutorship include:

building 'communities of teachers whocontinuously engage in the study of theircraft'

VO1 2 No 8

providing a 'safe' environment wheredebate and discussion can occurdeveloping the shared language andcommon understanding necessary for thestudy of new knowledge and skillsbuilding a consensus to improve curriculumand teaching methodsproviding support and follow-up for thetraining of new teaching skills andstrategies.

cr--,FE matters 335

Nine academic tutors were identified to developtraining and support for their own particular area ofwork. These included:

GNVQAccess (HE) provisionModern Languagestutorial curriculumdyslexia supportbasic skillskey skillslearning disabilities and difficulties.

Different tutors are working at different levels andwith different priorities. Some working groups haveonly recently been established and have yet to for-mulate a cross-college strategy. The area with thegreatest and longest development is the dyslexiasupport service which has secured quite majorchanges through a combination of training, investi-gation and research and academic tutorship.

SKILLS DEVELOPMENT,RESEARCH AND ACADEMICTUTORSHIP IN THE DYSLEXIASUPPORT SERVICEIn September 1992, after incorporation, there wasno cross-college support network. The DyslexiaSupport Co-ordinator returned from an ALBSUNational Development Project having noted thedemand for dyslexia support in all parts of Englandand Wales. Where support had been developed as aresult of the training and development initiative,demand had far outstripped supply. LambethCollege would be no different.

The first priority was to identify the demand fordyslexia support by offering an embryonic supportservice. The other approach intensive training oflarge numbers of staff would have been inappro-priate in the absence of other procedures andsystems.

Immediate needs were to:

establish a cross-college dyslexia supportservice (at that time there were eight sites)identify the need for the service andmonitor numbers of students requiringsupportpublicise the embryonic service and referralsystem to staff.

Subsequent developments included:

staff awareness sessions in somedepartments/schools

36

staff booklet of good practice in theclassroomawareness sessions delivered by dyslexiasupport trainees on sites where they worknew policies, procedures and systems forsupport, exam entitlement, rooming,equipment, budget, team buildingstudent support groups (empowerment forstudents to negotiate appropriate strategieswithin class)advocacy on behalf of students withindividual members of staffdevelopment funding from CENTEC for theDyslexic Community Project (creating adirect link with dyslexic people not ineducation and training).

Four years later, we have 22 members of staff pro-viding dyslexia support within the college andsupport is available in all five centres. A significantrevelation from the ALBSU National DevelopmentProject was that strategies which work for dyslexicstudents, work equally well with all students (whosimply adopt them more quickly). These strategieswork because of their student-centredness: cogni-sance is taken of the individuality of the studentlearning style, previous learning experience andlearning skills. Such a fundamental premiseunderpins the training which has been introduced atCollege.

The Adult Dyslexia Support (ADS) Training Coursewas devised by the London Language and LiteracyUnit, when it was part of the Inner LondonInspectorate. The original course required atten-dance over an academic year but was subsequentlyrewritten as an intensive 10-week (30-hour) course,to meet the demands of new financial constraints.We later restructured the material to 15 weeks.

The ADS course was introduced to the College (inpreference to others) as it best integrated the prin-ciples of student-centred learning with strategies tohelp learning occur. The course is accredited by theUniversity of Greenwich and assessment is through aportfolio of evidence based on performance. Thisinvolves the full range of diagnostic testing proce-dures; writing a diagnostic report with appropriateconclusions and recommendations; and an accompa-nying learning programme constructed to meet thelearning needs of the student.

The training is rigorous and demanding, with boththeoretical and practical sessions requiring extensivereading preparation. The texts are complex, andoften introduce new concepts to the participants.The practical 'methods' sessions involve the acqui-sition of new skills, such as reading mis-cue and

FE matters 35 VO1 2 No 8

spelling error analysis. Staff (especially those withouta background in literacy) occasionally find thesetools difficult to use.

The teacher as learner and

researcher

The support model for dyslexia support as advo-cated by the ADS training, establishes three essentialcriteria for establishing a successful learning pro-gramme.

1. It must be completely relevant to the students'individual needs and goals.

2. It should give immediate experience of success.

3. It should enable them to participate in and even-tually take charge of their own learning.

Teachers are keen to attend this course primarilybecause they are hungry for knowledge and want tohelp students who have language processing diffi-culties. We would argue that successful trainingoccurs when staff have experience of working inteaching situations they found difficult, havereflected on their personal expertise in this area/s ofwork, and identified their own learning needs. Also,staff are much more aware these days of the need tobuild up their CVs to help their marketability.

In a climate of constant change, teachers want to feelin control of their own area of professional expertise.Courses like the ADS can provide this by offeringnot only concrete strategies and ways of workingwith students, but also an academic rationale as to`why' something should work. Early, visible successin teaching with new methods which engage studentsand get them coming back for more, gives staffimmediate positive feedback.

The teachers who choose to come on the course, tendto be self-directed learners. From our point of view,the desired primary characteristic of a learner on thecourse must be their own quest for deeper and widerknowledge, based on their experience as practi-tioners but also informed by current educationalresearch. To this end, the course distributes currentresearch findings; information on recent develop-ments is regularly shared at team meetings orinformal training events.

The investigation and research model is furtherembedded in the assessment criteria. To be judgedcompetent, staff must, above all, show an awarenessof and engagement in the analysis of the students'learning style. Only then can a learning programmebe devised to meet learning needs. If an individual

staff member wants to research issues more deeplythis work can count towards credit units for the MAat the University of Greenwich.

In some instances, teachers did not choose to parti-cipate on the course, but were directed to it. Wefound that possible resistance to new ideas had to betaken on board and any conflict between the old andnew ideas accommodated. This could only occur inthe following circumstances:

a climate of respect for existing expertiseand qualificationsclarification of organisational needs andhow these affect the individualclearly stated learning objectives andunderpinning knowledge requirementsoffer of pre-course training to meet gaps inknowledge base: small group or individualtraining sessions form a clear progressionsequence with overall goals to prepare stafffor further trainingmore intensive tutorial support during theduration of the ADS course.

At the end of the 15-week course, staff have alreadybeen working with students, so the final evaluationof the course (apart from course organisation)reflects on their own learning experience and prac-tical experience of working with students. (See

Figure 11 on the next page.)

Supporting and coaching teachersThe ADS course requires teachers to work with stu-dents shortly after they begin the course. The work isparticularly demanding. The focus is entirely on stu-dents understanding their preferred learning style,their processing strengths and weaknesses andadopting strategies in order to overcome difficultieswith particular issues. Teachers must have a wide-ranging knowledge of cognitive processing,teaching/counselling skills and strategies, in order tooffer a supportive, yet rigorous programme of work.Learning programmes differ from student to student,and the content of sessions is entirely based on thestudent's own course work.

The appropriateness of strategies must be questionedconstantly by both student and tutor. The question`why' must always be to the fore and the success of a

4eVol 2 Nos FE matters 37

Figure 11: Comments on the ADS training

course

Q Have you been able to apply the diagnostic and

teaching methods?

What problems or issues have you encountered?

A Yes, beginning to work with students. Difficulties

making time to meet students.

Q Has the course affected your classroom organi-

sation or planning or the way you perceive the

current provision?

A Yes, the course has given me a deeper perspective

of support work. Hope to use strategies in whole

class teaching. I need more time to work with stu-

dents and get deeper understanding of issues.

Q What sort of student response have you had from

the introduction of diagnostic/and/or newteaching methods?

A Good (not dramatic), but course gradually informing

my approach.

Q What did you find most valuable in terms of your

own personal and professional objectives?

A Basic diagnostic/assessment process of individual's

dyslexia; being able to develop student-centred

learning programme.

Q What do you feel you would like additional trainingin?

A More along these lines once I have implemented the

practice a bit more.

Q Any other comments?

A Best INSET in my ten years in the college some

real training at last.

particular method of working recorded and eval-uated as a focus for analysis. Students must beengaged actively in each session, which is difficult forsome students and some teachers. Students, who areat the centre of the learning experience, will under-stand that learning has occurred when they are ableto say: 'This works for me because...'

38

The ADS tutor has to be flexible, imaginative andinnovative, especially if the repertoire of strategiesdoes not work (which often it does not). Althoughthere are resources, we do not use the 'off-the-shelfworksheet' approach. Many staff feel very insecurewith this way of working and thus need support notonly with working with students, but also withpreparing their portfolio for accreditation.

To facilitate tutor support through academictutorship, and to afford it the profile it deserves,several issues have had to be resolved, notably:

making time for staff to meetgiving status to the eventensuring that the academic tutor has theknowledge base to provide support andguidancenegotiating part of the ongoing trainingensuring that the academic tutorship role isnot one of 'expert' to 'novice', but part ofthe ongoing learning process within theorganisationempowering staff to take on responsibilitiesto further staff development within theirteams/schools/centres, and that this is astated and explicit principle of the academictutorship relationship.

Dyslexia support: outcomesThe combination of direct training using the ADScourse, learning and assessment which emphasisesactive learning, experimentation and research, andacademic tutorship, has been successful in trans-forming aspects of student experience, teaching andthe curriculum.

Specific outcomes include the following:

1. Students are more likely to stay on course andgain successful outcomes.

2. Staff are less likely to make assumptions aboutstudent learning and are prepared to encompassthe learning needs of students.

3. Staff are more likely to adopt classroom strategieswhich are appropriate for dyslexic needs, andexperiment with teaching methods which maybenefit all students. For example, in some courseteams, certain worksheets, exercises, or types ofteaching have been abandoned or curtailedbecause of a new awareness of language issues inthe classroom.

FE matters 41 Vol 2 No 8

4. As more staff are trained they share their newideas and practice with colleagues. As a result,teaching methodology has become more explicit,more concrete and more aware of student needs.

5. Through dialogue and discussion, staff have beenempowered to deal with issues around languageprocessing difficulties in the classroom.

6. Where dyslexia support has been established overa period of time, staff have become familiar withthe difficulties which dyslexic students may have,and are more likely to refer students for dyslexiaor other support.

7. A bank of materials is being compiled to includestrategies for right-brained learners (i.e. learnerswith a preference for visual and holistic learningstrategies).

8. Individual and classroom strategies which workwith dyslexic students, also work with non-dyslexic students (who simply learn faster).Teachers report that students are more satisfied,and that they feel more confident to address diffi-culties.

Some unanticipated benefits across the college havebeen:

raised staff awareness of issues of languageprocessing difficultiesa wider repertoire of teaching strategiesincreased awareness of student learningstyles and teaching stylesenriched skills profile for staff who haveundergone accredited traininga new educational perspective for staff whowere perhaps 'jaded' with their job, or felttheir initial teaching training prepared theminadequately for the type of teachingrequired within the Collegea forum and network for educationaldebate and development within the College.

SOME CONCLUSIONS FROMLAMBETH COLLEGE

The search for strategies to improve retention hasbeen at the heart of the change process at Lambeth,but success takes time and can only be accomplishedin stages.

There is a tension between strategies driven by man-agers (often procedural or administrative and in theform of policies or mandates) and strategies

developed by teachers or staff developers. Top-downmodels on their own tend to increase feelings ofalienation and powerlessness among teachers.

We have found that there must be an element of risk-taking within a no-blame culture since change andsuggestions for change are often deeply personal andneed to be treated with professional respect and asensitivity that recognises the integrity of staff, com-municates high expectations and provides qualitysupport.

Since change is a process, it is important to avoid the`quick-fix', to be able to adapt/reflect, and to be slowto condemn when there appear to be glitches orwhen the outcomes seem further away than antici-pated. Constant monitoring and re-assessment of theprogress of change and the role of staff developmentwithin it need to take place.

Essentially, no matter what steps are taken totransform cultures within FE, it will be individualteachers who shape and re-shape what happens inthe classroom. Staff development inputs must help tomaintain that delicate balance between helping tobuild collaborative, transformative cultures andbeing in awe of the sheer skill and artistry of thecurrent FE practitioner. Colleges have formulatedmission statements, but staff must be encouraged tobuild on their own vision, and to participate in trans-formation by assuming new roles in their own devel-opment and in the education and training of theirstudents.

Further education today is fraught with pressure andfrustration on the one hand, and brimming with newpossibilities of hope and success. Our own expe-rience at Lambeth has certainly proved that it is pos-sible to rise from the ashes.

4

VO1 2 No 8 FE matters

2

39

5 Outcomes of retention strategiesDetails of the full curriculum, student support andmanagerial dimensions of the student retentionstrategies are contained in the complementary guideImproving student retention: a guide to successfulstrategies (Martinez, 1997).

It is not practicable to disentangle these strategies toidentify the degree of significance of any one indi-vidual component, including staff development.What is clear, is that the overall strategies producedemonstrably improved retention rates. The listbelow records the outcomes identified by the partici-pating colleges and adult education services:

Bexley College

Focus: Full-time courses.

Outcomes: 10% improvement in retention rates forstudents with identified needs for learning support;25% improvement in achievement rates (passes/enrolments) and 37% increase in pass rates (passes/completions) for the same students.

Croydon Continuing Education and Training

Service (CETS)

Focus: 20,000 mainly part-time students on 2,000courses.

Outcomes: 25% reduction in course closure ratesover 3 years; 9% increase in retention rates in lan-guage classes where specific retention strategies werepiloted.

Grimsby College

Focus: Faculty of Continuing Education.

Outcomes: Improvements of between 5% and 10%in areas where retention rates have historically beenpoor (e.g. GCSE evening classes).

Hartlepool College of Further Education

Focus: Full-time students in Care and Service SectorDepartment.

Outcomes: Over a three-year period achievementand retention rates improved across the department;very high retention rates achieved of up to 100% fortwo-year courses.

Hastings College of Arts & Technology

Focus: 160 students in the Health and Social CareSector.

Outcomes: Over three years, completion ratesincreased from 65% to 85%.

Kensington and Chelsea College

Focus: A combination of whole college strategies andinitiatives within specific curriculum areas.

Outcomes: Comprehensive pre-course advice andguidance, diagnostic testing and interview andselection procedures to identify student level haveresulted in 83% retention on GCSE and 80%retention on A-level languages courses, where drop-out is a national issue.

Knowsley Community College

Focus: All full-time students.

Outcomes: Overall completion rates increased fromsome 75% to 82.5% (1994/5); approximately £200kincome saved.

Lambeth College

Focus: 8,000 full- and part-time students

Outcomes: At incorporation, average completionrates were 66% across the college; by 1996/7 theyhad risen to 80%.

Loughborough College

Focus: GNVQ intermediate Business Studies.

Outcomes: In 1995/6 86% completion rates; 100%pass rate.

4 540 FE matters VO1 2 No 8

Oldham Youth and Community Education Service

Focus: Access courses.

Outcomes: Retention rates on 35 week advancedlevel courses have increased to between 58% and60% (1995-6); the average retention rates across all18 week courses has increased by 10% to 84%;student evaluations have been positive with highlevels of satisfaction being expressed for relevance,clarity, support from tutors, enjoyment, learning,discussion and debates.

Plymouth College of Further Education

Focus: All full-time students.

Outcomes: Average retention rates across the collegein 1994/5 were 78%; the target for 1995/6 was 83%and the actual was 85%; the college saved approxi-mately £150k income.

South East Essex College

Focus: 650 full-time adult students.

Outcomes: Over one year, improvement in retentionrates from 75% to 86%; reduction in the numbers ofstudents transferring course from 13% to 8% in thesame period; reduction from drop-out from Accesscourses from 31% to 18%.

Stockport College

Focus: 1,000 students in the school of Social, Healthand Community Care (mainly part time).

Outcomes: Completion rates on first and nationalcertificate courses increased from 71% (1995-6) to89% (1996-7), and from 40% (1994-6) to 65%(1995-7), respectively.

Wilberforce Sixth Form College

Focus: Full-time students mainly on A-level pro-grammes.

Outcomes: Comparing 1994/5 to 1995/6, retentionin single year programmes increased from 67.9% to72.1%; in A-levels (year 1) from 83.7% to 90%,(year 2) from 94.2% to 96.2%, in GNVQ Advanced(year 1) retention increased from 71.2% to 73.2%,and in year 2 from 67.8% to 72.1%.

Vol 2 No 8

44FE matters 41

6 Conclusions: staff development forstudent retention

A number of very different colleges and adult edu-cation services have developed and implementedstrategies which have successfully improved com-pletion rates. Staff development initiatives formed animportant and integral component of thesestrategies. These initiatives, together with thedetailed Lambeth case study, provide compelling evi-dence that:

staff development interventions can succeed,even in difficult and adverse circumstancesa mixture of self-belief and ownership ofthe issues is vital; at Lambeth and elsewhereimprovements were premised on the beliefthat student retention was 'within ourcontrol'the content and form of the staffdevelopment varied quite considerably andwere determined by an analysis of localneeds and circumstanceshard-pressed teachers will respond morestrongly if staff development iscontextualised and specific (e.g. classroommanagement at Lambeth)active learning by teachers is important,particularly in the application of an actionresearch approach to curriculummanagementeven experienced teachers may be interestedin and excited by approaches to teachingand learning which are new (at Lambeth,for example: teaching to foster deeplearning, study networks, early formativeevaluation, academic tutorship, dyslexiasupport and accredited action research).

This prompts the obvious question: what sort of staffdevelopment?

The experience reviewed here gives considerablesupport to the view that colleges need to focus onprofessional in-house staff development for all, butparticularly their teachers, if their retentionstrategies are going to be successful.

The content of the staff development will evidentlybe determined by local needs. The most compre-hensive programmes reviewed here combine ninemajor elements: virtually all the staff developmentstrategies for student retention fit within this model:

1 awareness raising and information giving2 rolling programmes of teacher education

and induction3. courses to develop specialist skills (e.g.

basic or special needs education, teachingkey skills)

4 tutor development programmes5 business support staff development

programmes6 peer observation, feedback, mentoring and

coaching7 professional support and leadership from

curriculum managers8 systematic teacher development

programmes to address local priorities9 action research.

This pattern prompts a number of reflections on theissues raised earlier concerning staff and professionaldevelopment.

While the process for putting in place these devel-opment activities resembles the staff developmentdecision-making model (p.9), the form and contentof the activities relate more closely to models of pro-fessional development (pp8-9).

The complex and multi-faceted nature of the profes-sional development, provides further support for theresearch done by Joyce (1988). To effect changes inclassroom practice requires a combination ofdidactic teaching, demonstration, practice, feedbackand coaching.

Most of the staff development reviewed here wasundertaken as part of retention strategies whichemphasise the importance of bottom up, teacher-ledinnovation and change. In this sense, the context forthis workplace learning was favourable.

The more sophisticated and demanding developmentstrategies acknowledge fully the importance ofteacher autonomy, individuality, motivation andunderstanding.

542 FE matters Vol 2 No 8

More negatively, professional development is

complex, difficult and can all too easily fail. Theearly experience described by one of the project col-leges seems to be quite common in other colleges.Despite the best efforts of curriculum managers:

not all staff were convincedsome teachers regarded the retention effortas a management plot to make them workhardernot everyone accepted that specific changeswere necessary or beneficialstrategies related to the management ofstudents were undermined when the collegefailed to pay equal attention to the self-management of staff and to the work ofteams.

Taken together, these conclusions from further andadult education are very similar to those derived byEraut (1994) from a review of professional devel-opment in schools:

effective INSET needs to be sustained andintensive and to provide individual support inthe classroom. The concomitant teacherlearning is a long-term process of up to twoyears duration involving experimentation,reflection and problem-solving. The commonpractice of providing inputs without follow-upis almost bound to fail, both because it under-estimates by an order of magnitude the amountof support that is needed and because it funda-mentally misconstrues the nature of the profes-sional learning process in the classroomcontext

Eraut, 1994 p.37

Turning to the implementation and management ofchange, college experience indicates that the modeldescribed above (p.10) needs to be adapted in twoways. On the one hand, staff development is notmerely one of a list of useful ingredients or a meansto implement a pre-determined strategy. As far asstudent retention is concerned, staff developmentalong the lines suggested here, will be a key andintegral part of a college's strategy.

On the other hand, staff development without acollege retention strategy will be ineffective. In largemeasure, the staff development activities reviewedhere were successful because they were carefullyplanned within the context of an overall strategy,associated with a high profile managerial com-mitment, and could be seen to form part of acoherent set of interventions. In almost all cases,

moreover, the staff development was conceived,planned and delivered only after a period of investi-gation and research.

Although teachers provide the main focus of staffdevelopment activity, colleges and adult educationservices have also developed training packages andprogrammes for business support staff.

It is common currency among staff developers thatstaff development is a difficult job and one notalways appreciated by the college. Reportedproblems are legion but seem to boil down to twomain types: teacher motivation and organisationalproblems. In connection with the first, it is said thatteachers are too unsettled, demotivated, busy, over-stretched or exhausted to interest themselves in staffdevelopment. Teachers who need development themost are least likely, unfortunately, to appear attraining sessions. It is difficult, if not impossible,moreover, to get teachers to make substantialchanges to their classroom practice. Small orshrinking budgets, lack of access to strategy making,demoralisation and shock caused by redundancies,or the low priority assigned to staff development areoften identified as the main organisational problems.

Staff development for student retention seems tohave motivated teachers, managers and support staffbecause it adopted appropriate methods of profes-sional development to address issues of key signifi-cance to the colleges involved. This engaged theprofessional interests and enthusiasms of staff.Further, the organisational problems identified bystaff developers were resolved, or at least mitigated,through the linkages between staff development andhigh profile strategies to improve student retention.

Vol 2 Nos FE matters

BEST COPY AVAILABLE

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References and further readingArgyris, C (1982) Reasoning, learning and action,individual and organisational. Jossey Bass

Audit Commission and OFSTED (1993) UnfinishedBusiness. Stationery Office

Bannister, V (1996) At risk students and the 'feelgood factor' (FEDA, MBA Project)

Barton, L et al (1994) 'Teacher education andteacher professionalism in England: some emergingissues'. British Journal of Sociology of Education15/4. pp 529-543

Barwuah, A and P Walkley (1997) Monitoringstudent attendance. FEDA

Barwuah, A, M Green and L Lawson (1997)Additional support, retention and guidance in urbancolleges. FEDA reports, Volume 2(4). FEDA

Basic Skills Agency (1996) Building the framework.BSA

Bazerman, M H (1993) Judgement in managerialdecision making. 3rd ed. P Wiley.

Boud, D, R Cohen and D Walker (1993)Introduction to learning from experience

Chown, A (1996) Post-16 teacher education;national standards and the staff development forum:time for openness and voice. British Journal of In-service Education 22.2. pp133-150

Davies, P (1996) Within our control? Improvingretention rates in further education (unpublishedpaper held in FEDA library). FEDA

Ecclestone, K (1996) Prescription or reflection?Liberating the competence model in post-corn-pulsory education. Studies in the EducationAdults. 28(2)

Elliott, G (1996) The assessment and accreditationof lecturers in post-compulsory education: a critiqueof the use of competence-based approaches'. BritishJournal of In-Service Education 22(1). pp19-29

Eraut, M (1994) Developing professional knowledgeand competence. Falmer Press

FEFC (1995) Quality and standards in FE inEngland. Chief inspector's annual report 1994-5.FEFC

FEFC (1997) Measuring achievement. StationeryOffice

Fullan, M. and A Hargreaves (eds) (1992) Teacherdevelopment and educational change. Falmer Press

Fullan, M (1993) Change forces: probing the depthsof educational reform. Falmer Press

Gibbs, G (1992) Improving the quality of studentlearning. Technical and Education Service Limited

Guskey, T and M Huberman (eds) (1995)Professional development in education. TeachersCollege Press

Hayes, A (1996) Assisting adult students on award-bearing courses. Adults Learning. April 7(8) pp192-194

Hayes, A (1997) Strategies for improving studentretention and performance (unpublished trainingdocument, 2 pp).

Hodkinson, P and M Issitt (eds) (1994) The chal-lenge of competence: developing professionalismthrough vocational education and training. Cassell

Hodson C and N Hall South Thames unitisationproject final report 1994-7. Lewisham/WoolwichColleges

Houghton, J (1996) Successful strategies to improvestudent retention: the Lambeth College Experience(paper presented at FEDA conference). LambethCollege

Hughes, M (1996) Retention and successful com-pletion; learning from the Tyneside experience (eval-uation report produced for Tyneside TEC).

of Johnson, G and K Scholes (1993) Exploring cor-porate strategy: text and cases. 3rd ed. Prentice Hall

Joyce, B (1988) Student achievement through staffdevelopment. Baker and Taylor International

Kennedy, H (1997) Learning works: widening partic-ipation in FE. FEFC

Kenwright, H (1996) Developing retentionstrategies: did they fall or were they pushed? YorkCollege of Further and Higher Education

Knowles, M (1980) The modern practice of adulteducation: from pedagogy to andragogy. AssociationPress

44 FE matters 4 Vol 2 No 8

Knowsley Community College (1995) Retention Vrakking, WJ (1995) The implementation game.project: report on the work of the retention action Journal of Organisational Change Management.teams. Annual report 1994-5 KCC 8(3) pp31-46

Kolb, D (1984) Experimental learning: experience as Was ley, P (1994) Stirring the chalkdust. Teachersthe source of learning and development. Prentice College PressHall

Krupska, M (1996) Strategies for improvingretention: an example of academic tutorship (Paperpresented at FEDA conference). Lambeth College

Martinez, P (1995) Student retention in further andadult education: the evidence. FEDA/Staff College

Martinez, P (1996) Student retention: case studies ofstrategies that work. FEDA

Martinez, P (1997) Improving student retention aguide to successful strategies. FEDA

McGivney, V (1996) Staying or leaving the course.NIACE

McHugh, J (1996) Research project: applications,enrolments and withdrawals at High Peak College.High Peak College

Mitchell, C (1997) Transforming teaching. FEDA.FE Matters Volume 1(14)

Plymouth CFE (1997) An overview of qualityassurance 1996.

Reisenberger, A and J Sanders (1997) Adult learners:pathways to progression. FEDA. FE Matters Vol 1No 12

Schon, D (1987) Educating the reflective practi-tioner. Jossey Bass

Senge, P (1990) The fifth discipline. Century

Smylie, M (1995) Teacher learning in the work-place'. Professional development in education.Guskey and Huberman (eds) Falmer Press

South East Essex College (1996) Lifelong learning:creating successful adult learners.

Spours, K and A Hodgson (1996) Value added andraising attainment: a formative approach. BP

Educational Services

Stacey, R (1992) Managing chaos. Kogan Page

Taylor, P (1996) Student retention rates: making adifference; enhanced retention, curriculum inno-vation and active learning (paper presented at FEDAretention conference). Plymouth CFE

Vick, M (1997) Student drop-out from adult edu-cation courses: causes and recommendations forreduction (MA, University of Wolverhampton).

Vol 2 No 8 FE matters 45

FEDA publication seriesDeveloping FE: Volume

1 Student tracking2 Case loading3 Assessing the impact: provision for learners

with learning difficulties and disabilities4 Adults and GNVQs5 On course for next steps: careers education

and guidance for students in FE6 Marketing planning7 Managing change in FE8 The effective college library9 Appraisal in FE where are we now?

10 Clarity is power: learning outcomes andcourse design

FEDA Reports (formerly Developing

FE): Volume 2

1 Investing partners: further education,economic development and regional policy

2 Women at the top in further education3 Moving into FE: the voice of the learner4 Additional support, retention and guidance

in urban colleges5 Qualifications for the future: a study of

tripartite and other divisions in post-16education and training

FE Matters: Volume

1 Environmental education in FE: part 12 Environmental education in FE: part 23 Colleges working with industry4 Towards self-assessing colleges5 Evidence for action: papers prepared for

FEFC's Learning and TechnologyCommittee

6 Student retention: case studies of strategiesthat work

7 Getting the credit: OCN accreditation andlearners with learning difficulties anddisabilities

8 Moving on from Key Stage 4: the challengesfor FE

9 Monitoring student attendance10 Educational Psychologists in FE11 Assuring coherence in individual learning

programmes

12 Adult learners: pathways to progression13 A real job with prospects: supported

employment opportunities for adults withlearning difficulties and disabilities

14 Transforming teaching: selecting andevaluating teaching strategies

15 Information and learning technology: adevelopment handbook

16 Delivering modern apprenticeships17 Planning a merger of FE colleges18 Tackling drugs together: addressing the

issues in the FE sector19 Security is not an option: learning in a safe

environment20 Give us some credit: achieving a

comprehensive framework for accreditation

FE Matters: Volume 2

1 Youth work in colleges: building onpartnership

2 The shrinking world: international linkswith FE

3 A sense of achievement: outcomes of adultlearning

4 Learning with business: FE staffsecondments to business and industry

5 Beyond responsiveness: promoting goodpractice in economic development

FEDA bulletins: Volume

1 Quality assurance in colleges2 Impact of voucher schemes on the FE curriculum3 Enhancing GCE A-level programmes4 Developing college policies and strategies

for human resource development5 Maintaining quality during curriculum change6 Action planning and recording achievement7 Implementing modular A-levels8 Comparing content in selected GCE A-levels

and Advanced GNVQs9 Engineering the future

10 Charters in FE: making them work11 Access to accreditation12 Back to the future: what are modern

apprenticeships?13 Competing for business: colleges and the

Competitiveness Fund

4 546 FE matters Vol 2 No 8

14 Information systems: a strategic approach15 Strategic approaches to processes, cultures

and structures

FE Bulletins: Volume 2

1 Partners in economic development2 Assuring quality in collaborative provision3 Student stress in FE: an empirical study4 A grouping of equals: partnerships between

FE colleges and other education andtraining organisations*

Vol 2 No 8 FE matters 47

Staff development is a crucial elementin any successful whole-college retentionstrategy but it is too often treated asa relatively straightforward affair.Staff development for student retentiondraws on the experiences of almost 20colleges and adult education services topresent detailed examples of innovativeand successful work in the context ofoverall institutional developmentstrategy and the 'professional'development model. It also contains afascinating, extended case study fromLambeth College on two years' workimproving the quality of teaching andlearning through such initiatives asclassroom management, initial coursereviews and academic tutorships.

1-7-S1 copy. AVAil iE1 £ 5 tISSN 1361-9977 FE matters Vol 2 No 8 Price f7.50

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