- About us
- About colleges
-
Corporate services
- Corporate services
- Mental health and wellbeing
- Data Protection/GDPR
-
Employment Services - college workforce
- Employment Services - college workforce
- Employment: How we support members
- Introduction & Employment Helpline
- Absence & Sickness Management
- Contracts and T&Cs
- Disciplinary, Capability & Grievance
- Employment Briefings Library
- Equality, Diversity & Inclusion
- General Employee Relations & HR Issues
- Holiday/annual leave related
- Industrial Relations
- ONS reclassification related guidance
- Pay & Pensions
- Recruitment
- Redundancy, Restructuring & TUPE
- Safeguarding/Prevent
- Workforce Benchmarking, Surveys & Research
- Governance
-
Projects
- Projects
- Get Involved!
- Projects: How we support members
- Resources
- The 5Rs Approach to GCSE Maths Resits
- Apprenticeship Workforce Development (AWD) Programme
- Creating a Greener London – Sustainable Construction Skills
- Erasmus+ EXPECT Project
- Digital Roles Across Non-digital Industries
- T Level and T Level Foundation Year Provider Support Programme
- The Valuing Enrichment Project
- Higher and Extended Project Qualifications
- OfS - Higher Education Social Prescribing Project
- Pears Foundation Youth Social Action Programme: Phase 2
- T Level Professional Development (TLPD) Offer
- T Level Curriculum Macro-Sequencing
- Contact the Projects Team
- DfE Multiply Capability Support Programme
- Creative Arts in FE 2024 – developing student voice through creativity
- Resources/Guidance
- Sustainability & Climate Action Hub
- Partnerships
- Honours Nomination
- Brexit
- Recruitment and consultancy
-
Events and training
- Events and training
- Events
- T Level & T Level Foundation Year Events
- Events and training: How we support members
- Network Meetings
- Annual Conference & Exhibition 2023 Resources
- Previous Events & Webinars
- In-House Training
- Senior Leadership Development Programme
- Introducing AoC's Early Career and Experienced Middle Managers Programme
- Sponsorship & Exhibition Opportunities
- Funding and finance
-
Policy
- Policy
- Meet the Policy Team
- Policy: How we support members
- Policy Areas
- Policy Briefings
- Submissions
- Policy Papers & Reports
- AoC Strategy Groups
-
AoC Reference Groups
- AoC Reference Groups
- Adults (inc. ESOL) Reference Group
- Apprenticeship Reference Group
- Technology Reference Group
- HE Reference Group
- 14-16 Reference Group
- Mental Health Reference Group
- 16-18 Reference Group
- SEND Reference Group
- WorldSkills Reference Group
- HR Reference Group
- Sustainability & Climate Change Reference Group
- EDI Reference Group
- Opportunity England
- Research unit
-
News, campaigns and parliament
- News, campaigns and parliament
- General and mayoral election resources
- Comms advice and resources for colleges
- AoC Newsroom
- AoC Blogs
- Work in Parliament
- AoC Campaigns
- Briefings
- Contact the Communications, Media, Marketing and Research Team
- Communications, media, marketing and research: How we support members
-
Equality, diversity and inclusion
- Equality, diversity and inclusion
- Equality, diversity and inclusion blogs
- AoC’s Equity, Diversity and Inclusion Charter
- Diversity in Leadership
- Black FE Leadership Group and AoC partnership agreement
- AoC's Equity Exchange
- Equality, diversity and inclusion: How we support members
- Equality, diversity and inclusion case studies
- Home
- News, campaigns and parliament
- AoC Blogs
- Finding time to focus on what matters most
Finding time to focus on what matters most
Mergers, devolution of the adult education budget, Ofsted inspections, Post-16 Skills Plan and T Levels, apprenticeship reforms, GCSE reforms, English and maths condition of funding, Prevent agenda… Does the list sound familiar? These are just some of the topics that I regularly discuss with member colleges in London. Keeping up with all these changes commands our attention – and rightly so if we want to influence the direction that the sector is taking – but comes with a risk of losing focus on supporting and enhancing what matters the most: the teaching, learning and assessment of college students.
This is why we are continuing to lead a Professional Exchange in London this academic year, commissioned and funded by the Education and Training Foundation. The aim of the Professional Exchange is to provide the space and time for teaching staff in further education to come together to reflect on their professional practice, share ideas and develop new approaches with a view to enhancing the teaching, learning and assessment of their students.
Last year, 40 teaching staff members from colleges and other providers across the Capital worked together in peer groups on topics of mutual interest. These included exploring approaches to stretch and challenge, testing whether the development of a growth mindset with GCSE English students can help improve motivation for learning; experimenting with e-learning technologies and supporting staff development through the use of lesson study.
Participants last year said that the best part of the Exchange was having the space and time to work constructively with peers. Peer-to-peer learning was seen as more valuable than traditional models of continuing professional development. Building on the success of last year’s Exchange, we decided to offer the opportunity for double the number of staff to join the Professional Exchange this year. The invitation was met with over 100 applications from teachers and tutors, demonstrating the demand for opportunities to come together to discuss teaching, learning and assessment. As we start the new term it’s probably important to remind ourselves of the value of finding time to improve professional practice.
Mary Vine-Morris is the Area Director for London and National Lead for Employment, Engagement and Support at the Association of Colleges