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3. Coaching for equality, diversity and the personalisation of learning

Equality and diversity — the facts and the link to personalisation

Providers face increasingly diverse groups of learners and at the same time much new legislation, for example, on age discrimination and gender equality. There is an obligation to promote equality and diversity positively, as well as avoiding discrimination and falling foul of the law. The move to single equality schemes will bring together diverse initiatives and require providers to give equal weight to all aspects of equality and diversity.

The promotion of equality and the recognition of diversity are developed in the National Teaching and Learning Change Programme and embedded in the Professional Training Programme for Subject Learning Coaches. The personalisation of learning is recognised as a key factor in meeting the diverse needs of learners. For example, recent case studies on good practice in offender learning have highlighted personalisation as a critical factor in enhancing learner motivation.

Becta (the British Educational Communications and Technology Agency), in its response to the FE White Paper considers personalisation as closely aligned to its e-strategy for the sector.

Becta affirms that the personalisation of learning ‘is to encourage engagement, progression and retention in learning throughout life’. A number of success stories illustrate how Subject Learning Coaches have helped teachers and trainers to personalise learning.

The spotlight will also be on equality and diversity as equality and diversity impact measures (EDIMs) get a new impetus. Never off the agenda, EDIMs will now be even more important to providers in their discussions with LSCs.

Trainers have got to grips with differentiation, and are adapting activities to meet individual needs. This is a key priority for us.

Peter Clarke, Subject Learning Coach in the North West for the national training organisation Rathbone

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Making the most of your investment — how Subject Learning Coaches can support equality and diversity

The professional training develops Subject Learning Coaches to work with the different learning preferences of learners and staff. Both the programme and the subject coaching networks give Subject Learning Coaches and their colleagues access to resources which have been quality assured for their promotion of equality and diversity. You can be sure that these resources represent best practice and present positive images to your staff and learners. They will encourage and motivate all learners and indicate that you recognise their unique and personal needs and contribution.

Subject Learning Coaches can work alongside their colleagues to promote equality, recognise diversity and enhance the personalisation of learning.

Coaches can, for instance:

  • help colleagues to access and use high quality materials which promote diversity and personalised learning — resources in Business, Adult Learning and other areas focus on differentiation and extension activities — meeting varied needs and challenging learners with higher level skills
  • help colleagues to develop and use e-learning and blended learning
  • help colleagues to identify learning styles and use them in designing and facilitating varied and active learning for diverse groups of learners as well as for individuals
  • help colleagues to apply coaching principles and practice when they support individual learners
  • through the coaching networks, access best practice in equality, diversity and personalisation from other providers.

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Subject Learning Coaches — working with managers

Consider your responses to these questions and discuss them with colleagues.

  • How can your Subject Learning Coaches work with managers to find ways to attract, recruit and retain other Subject Learning Coaches from under-represented groups? Remember that your Subject Learning Coaches can support these new Subject Learning Coaches through an internal coaches’ network.
  • How can your Subject Learning Coaches disseminate ideas and best practice about equality, diversity and personalisation from other providers that participate in the coaching networks?
  • How can your Subject Learning Coaches work with managers to design systems and processes which encourage the personalisation of learning?
  • How can your Subject Learning Coaches demonstrate to teachers and trainers resources from NTLCP that show them how to differentiate learning and challenge learners with higher level skills?

Three tips for getting the most out of your investment in coaching

  1. Set up an internal coaching network where Subject Learning Coaches can support one another and share the diverse skills they bring to coaching
  2. Ask your Subject Learning Coaches to demonstrate the resources from NTLCP which particularly emphasise differentiation and personalisation
  3. Ensure you have representation from your Subject Learning Coaches on equality and diversity strategy groups and working parties — they can bring new dimensions and resources to support them

The professional training for Subject Learning Coaches has enhanced our existing model of coaching for grade 3 observation staff. Staff see it as a means of improving their teaching.

Chris Sherwin, The Vice-Principal, Learning and Achievement, at Cambridge Regional College

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Success stories

  • At City College Manchester, the job description for Subject Learning Coaches states clearly that a key responsibility is to ensure that equality and diversity are central to teaching and training and also to learning and curriculum management.
  • At Tameside College, Subject Learning Coaches have run master classes for teachers on e-learning, as well as on Skills for Life and group work with learners.
  • Gabrielle Lagan, Assistant Principal, Tameside College, reports positively on the impact of the Subject Learning Coaches and their master classes for staff:

One member of staff said: “I can now use the knowledge and skills gained from the master class to promote differentiation within the classroom and to accommodate students’ different learning styles and abilities.”

Gabrielle Lagan, Assistant Principal,
Tameside College

  • Staff at HMP Moorland are pleased that the use of the Mathematics resources and activities in an offender learning context has engaged learners, and enhanced their confidence and ability to use mathematical language.
  • At Wakefield College, staff are more aware of different learning preferences, and take account of them when planning learning. Business Studies Coaches report that the coaching programme has ‘increased their own tolerance towards others…’
  • Steve Hunnisett, Assistant Principal, Quality, Prior Pursglove College, Guisborough, supports this view:

The teaching and learning resources have raised the game in Business Studies. The approaches draw the students into the learning.

Steve Hunnisett, Assistant Principal, Quality, at Prior Pursglove College, Guisborough

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