Subject Learning Coaches | Managers’ area

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Acronyms and Glossary

Definition of terms used throughout the managers’ area content.

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Ability to develop others: Coaching is about facilitating others to find their own way to excellence by recognising and developing specific strengths
Action learning set: Small group of peers (ideally four or five people) who come together regularly to critique and challenge actions in a supportive way
Action research: A form of small-scale workplace-based research in which teachers, trainers or other professionals investigate their practice with the aim of developing it
Active learning: A process whereby learners are actively engaged in the learning process, rather than ‘passively’ absorbing lectures. Active learning involves reading, writing, discussion, and engagement in solving problems, analysis, synthesis and evaluation.
Active listening: Listening for as opposed to listening to

In active listening the listener uses all their senses and listens as if they are ‘walking in the speaker’s shoes’, often using positive body language or mirroring to reinforce the empathic nature. The active listener encourages the speaker’s train of thought with no or minimal interruption and actively responds to questions.
Aims: Clear and concise statements that describe what the teacher, tutor or trainer hopes to achieve in a learning session
AL: Adult learning
ALI: Adult Learning Inspectorate
Andragogy: The theoretical and procedural knowledge about teaching and training adults
AoC: Association of Colleges
Assessment for learning: The process of seeking and interpreting evidence for use by learners and teachers or trainers to decide where the learners are in their learning, where they need to go and how best to get there

Baseline data: A measurement, calculation of assessment used as a basis for comparison
Becta: British Educational and Communications Technology Agency
Boyatzis Model: A model developed by Boyatzis for exploring the management of intentional change
Blended learning: The combination of face-to-face and online delivery of learning
Bubble strategy: A separate strategy that stands alone from others

The inference is that it may be less effective than one that connects or integrates with other key organisational strategies.
Burke-Litwin model: A model developed by Burke, Litwin and Stringer as a means of exploring organisational effectiveness

CAT points: Credit Accumulation Transfer points — a numerical points system by which the UK universities place values on the level and extent of a qualification
CEL: Centre for Excellence in leadership for the further education system
CETT: Centre for Excellence in Teacher Training — part of the Department for Universities and Skills (DIUS) reforms to teacher training in the further education system

It is rooted in the idea of building the future initial teacher training (ITT) system around networks of providers that will enable trainees to achieve the Qualified Teacher Learning and Skills (QTLS) standards
Change agent: Any member of staff who is engaged in enabling and facilitating change in practice within their organisation
CIF: Common Inspection Framework as used by Ofsted and ALI

The CIF sets out the principles applicable to the inspection of post-16 non-higher education and training.
CILT: The National Centre for Languages
Coachee: The person being coached
Coaching, peer: See Peer Coaching
Collaborative learning: Learners working together in small groups to develop their own answer through interaction and reaching consensus, not necessarily a known answer
Collaborative planning: A process whereby teachers, tutors or trainers work together to share and exchange best practice, resources, strategies and approaches without giving/receiving critical feedback
Community of practice: Group of individuals sharing common beliefs and values who share and develop practice together
CoVE: Centre of Vocational Excellence

Centres of Vocational Excellence (CoVEs) are specialist areas of vocational provision in the further education system. The LSC runs the CoVE programme and is responsible for assessing and awarding CoVE status, which must be renewed regularly. CoVEs are characterised by close links between colleges, other providers, business partners, other employment interests and communities. They aim to produce appropriately qualified and skilled workers with excellent employment and career prospects which meet the needs of the economy.
CPD: Continuing professional development, sometimes referred to as staff development. Any activity that helps tutors, teachers and trainers maintain, improve or broaden their knowledge, understanding and skills and become more effective in their role.
Critical friend: A trusted person who asks provocative questions, provides data to be examined through another lens, and offers critiques, as a friend, of a person's work. A critical friend takes the time to understand fully the context of the work presented and the outcomes that the person or group is working toward. The friend is an advocate for the success of that work. Costa and Kallick, 1993)
Critique: To examine critically something, such as a session plan; to give feedback and strategies for improvement
Curriculum 2000: A DfES reform programme introduced in September 2000 to make A-level programmes broader and more demanding while maintaining depth

DCSF: Department for Children, Schools and Families
Diagnostic assessment: Diagnostic assessment builds on initial assessment to provide more in-depth information about an individual’s strengths and weaknesses in relation to a specific aspect, thus enabling tutors to design a programme of work suitable to the needs of the individual learner.
Differentiation: Identifying and addressing the different needs, interests and abilities of individual learners to give them the best possible chance of achieving their learning goals
Diplomas: A new qualification for 14-19 year olds being developed by the DCSF, QCA and the Skills for Business Network

It will combine practical skill development with theoretical and technical understanding and knowledge.

Diploma line: The curriculum area covered by a specialised Diploma (see also Specialised Diplomas)

DIUS: Department for Innovation, Universities and Skills

E2E: Entry to Employment

E2E is a learning programme that began in 2003 and is primarily aimed at young people aged 16-18 who are not participating in any form of post-16 learning. It is designed to help them develop their motivation and confidence, personal effectiveness and basic and key skills, and to give them a range of opportunities to gain vocational knowledge, skills and understanding. The aim is for them to progress into a Modern Apprenticeship, further learning and/or a job.
EDIM: Equality and Diversity Impact Measures
E-learning: E-learning is learning supported or enhanced through the application of information and communications technology (see also ICT). A broad spectrum of activities constitute e-learning, from straightforward applications that enhance classroom activities to full distance, online and remote learning. (LLUK definition)
E-learning portal: A web-based portal that provides access to additional learning materials, resources and support

Sometimes referred to as a virtual learning environment (VLE).
Emotional competencies: A set of competencies developed to measure emotional intelligence (see EI) and our ability, capacity or skill to perceive, assess and manage our own emotions as well as those of others and of groups
Emotional intelligence (EI): It is the capacity for recognizing our own feelings and those of others, for motivating ourselves, and for managing emotions well in ourselves and in our relationships. (Goleman, 1998)
Emotional self-awareness: Subject Learning Coaches must be reflective thinkers who recognise how their emotions affect not only their performance but that of others
Emotional self-control: Subject Learning Coaches must keep impulsive feelings and personal views under control, particularly when working under pressure or when faced with opposition or even hostility
Empathy: Subject Learning Coaches must be able to sense the feelings and perspectives of others, to pick up emotional cues and to respect and relate well to people of diverse backgrounds
Employability: Having the skills needed to perform well at work

‘ Threshold employability’ is the term used to describe the skills needed to start a job and get on the first step of the employment ladder. ‘Sustainable employability’ is the term used to describe the skills needed to perform really well in a job, remain in employment and progress through a career.
Employer training pilots: LSC-run pilot projects designed to improve access to training and to address the issues that prevent employers from offering their workers opportunities to train and that deter employees from taking up training that is available.
EOC: Equal Opportunities Commission
Evaluation: Process whereby learners, or an organisation, evaluate their own perceptions of the experience, the overall quality of a study programme, or a particular course/assessment activity

Generally part of a formative process aimed at improving standards, evaluation may be carried out by a number of methods such as questionnaire, interviews, focus group sessions etc.
Experiential learning: The process of creating new knowledge by transforming experiences by means of a four-stage process (Kolb, 1984)
Expert learner: A learner who is encouraged and supported by their teachers/trainers and programme of study to develop a range of effective learning styles and to be confident, informed and inquisitive, taking on responsibility for managing their own learning

The Quality Improvement Agency (see QIA) is charged from the FE White Paper with taking forward work to better understand, and define, the characteristics of the expert learner.
Extension activities: Additional activities provided for learners who have completed set learning tasks to extend their knowledge or understanding in some way

Extension activities are often more complex and offer a higher level of challenge.

Force-field analysis: A tool for planning strategies for implementing organisational change, in which a model is produced showing the relative strength of the forces working for change and those opposing it
Formative assessment: Regular checking of individual learners' progress throughout their programme, within and outside teaching and learning sessions, followed by feedback

This enables teachers to adapt their teaching plans to suit learners’ needs.
Foundation degrees: Launched in 2001, Foundation Degrees were the first new higher education qualification introduced in 25 years. In partnership with institutions, businesses are creating Foundation Degrees tailored to their organisation and the needs of their business and staff. Providing a blend of academic and work-based learning, and as an alternative to full-time honours degrees, Foundation Degrees give those in work the opportunity of continuing professional development.
Framework for Excellence: Learning and Skills Council (LSC) model for measuring provider performance
Functional Skills: Functional skills are those core elements of English, Mathematics and ICT that provide an individual with the essential knowledge, skills and understanding that will enable them to operate confidently, effectively and independently in life and at work.

Gap analysis: A planning tool involving identification of the gap between the present and the desired situation
GROW Model: A coaching model developed by John Whitmore used in the Professional Training Programme for Subject Learning Coaches.

ICT: Information and communication technology
IfL: Institute for Learning
ILP: Individual learning plan
ILT: Information and learning technology

Using technology to support effective learning

(Traditionally this term has been preferred by the further education system as opposed to ICT which was taken to mean the use of technology to communicate.) See also E-learning
Individualisation: Recognising and responding to individual needs
Initial assessment: The overall process of assessing an individual learner’s needs, aptitudes, preferences and prior learning in order to plan and provide an appropriate learning programme to meet those needs.
Inspirational leadership: Subject Learning Coaches will not lead from a position of formal authority but will have the competency to excite, inspire and guide: they will generate a positive ‘can do’ attitude in others
Interactive activity: An activity that allows for at least a two-way interaction or exchange of information, requiring the learner to engage in some way

Interactive activities may use e-learning technology and/or multimedia but the key element is that there should be some form of communication and one or more parties involved must be human!
ITE: Initial teacher education
ITT: Initial teacher training

Johari Window: A tool for illustrating and improving self-awareness, and mutual understanding between individuals within a group

The Johari Window model was developed in the 1950’s by American psychologists Joseph Luft and Harry Ingham, while researching group dynamics.

LA: Local authority
Learning cycle: The learning process in which the experience of trying something new is followed by reflection and evaluation on what was effective

Reflection is supported by reference to existing theory and then followed by a plan of new action, taking into account what has already been learned. The learning process is cyclic and can go on indefinitely.
Learning outcomes: Statements indicating what a learner should have acquired at the end of a given period.
Learning preferences: A preferred way of learning — for example learning through visual, auditory, practical or kinaesthetic activities or learning through computer technology
Learning styles inventory: A diagnostic instrument used to assess learners’ preferred learning styles
LLUK: Lifelong Learning UK

The Sector Skills Council responsible for the professional development of all those working in community learning and development; further education; higher education; libraries, archives and information services; and work-based learning
LSC: Learning and Skills Council

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Mentoring: Mentoring is a structured, sustained process for supporting others through learning. Mentoring can be used for induction at a new organisation or for support to enable others to address issues that may inhibit progress. Mentoring is normally more directive than coaching, with the mentor coming from a position of experience, authority or knowledge.
Milestone: A point of measure used in project planning

It is likely to refer to a target or set of targets to be achieved by a given date.
Motivational dialogue: Motivational dialogue is a learner-centred approach to influencing a young person’s motivation to change behaviours that stand in the way of their progress. It was designed as a non-confrontational way of trying to help individuals recognise and do something about their present or potential problems.

NIACE: National Institute for Adult and Continuing Education
NQF: National Qualification Framework

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Objectives: Precise and measurable statements describing what you intend learners to learn within a specified period of time
OFSTED: Office for Standards in Education

Ofsted is the inspectorate for education for children and learners in England.
Online learning: A method of learning whereby some of the learning takes place via the internet or other electronic means (such as an intranet or Moodle)

Peer Coaching

A process through which two or more professional colleagues work together to reflect upon current practices; expand, refine and build new skills; share ideas; conduct action research; teach one another and problem-solve within the workplace (Robbins 1995)

Peer observation

Colleagues observe each others’ practice as a means of sharing ideas and best practice. Peer observation can be used as a means of support for members of staff facing new challenges or as a means of obtaining critical feedback from a trusted colleague.

Phase three subjects

Adult Learning
Engineering
Modern Foreign Languages

Portfolio

A collection of evidence designed to show achievement and competency against a set of criteria

PTP

Professional Training Programme for Subject Learning Coaches — one of the three key elements of the Teaching and Learning Programme.

QCA: Qualifications and Curriculum Authority
QIA: Quality Improvement Agency
QTLS: Qualified Teacher Learning and Skills

A qualification all new entrants to teaching in the further education system must obtain from September 2007 and one that all existing practitioners within the sector must obtain by 2010

Reflection: The process whereby a learner takes time to consider an experience they have been involved in or any new learning experience and reflect on how it has been done

It may also refer to teachers’, trainers’ and tutors’ consideration of their own work.
Reflective practice: The development of professional knowledge and competence by means of systematic reflection on practice
Roundtable: A collaborative and democratic approach to joint working designed to aid strategic implementation of new initiatives

SAR: Self-assessment review — part of the inspection process whereby providers are required to assess their own performance against the CIF (see also CIF) criteria
SCN: Subject coaching network — one of the three key elements of the Teaching and Learning Programme. By attending the Subject Coaching Networks, Subject Learning Coaches will become familiar with the teaching and learning resources for their subject area. Supported by subject experts, they will be guided to use and adapt relevant activities and to exchange ideas and approaches with others. They will also have the opportunity to practise and develop their coaching skills.
Self-assessment: The type of assessment undertaken by an individual, group or organisation in order to evaluate their own performance, strengths and weaknesses
Self-confidence: Subject Learning Coaches must believe in their capability to fulfil this role and must display a genuine openness when working with others, inviting colleagues to contribute ideas and approaches
Single equality scheme: The concept of integrating equality schemes that may previously have been developed as separate schemes (for example schemes relating to race, gender or religion) into one cohesive and all-encompassing scheme
Skill: National Bureau for Students with Disabilities
Skills for Life: Skills for Life is the national strategy for improving adult literacy and numeracy skills. Many millions of adults in England need help to improve their literacy, language and numeracy
SLC: Subject Learning Coach
SMART: Objectives that are specific, measurable, achievable, realistic and time-related.
SSC: Sector Skills Council
SSDA: Sector Skills Development Agency
STAR Awards: National awards scheme run by QIA to recognise provider excellence.
Standards Unit: Formerly part of the DfES charged with responsibility for raising standards in teaching, training and learning through the Teaching and Learning Programme

QIA now funds TLP.

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The three enablers: The three key elements of TLP— the teaching and learning resources, the subject coaching networks and the Professional Training Programme for Subject Learning Coaches
Train to Gain: LSC initiative designed to help businesses get the help they need to succeed

VLE: Virtual learning environment — an electronic portal to facilitate learning

WBL: Work-based learning

Managers area

Acronyms and Glossary