ofsted readiness: rules of engagement 2014 bea noble-rogers teacher education solutions
TRANSCRIPT
OFSTE
D READIN
ESS:
RULES O
F ENGAGEMENT
2014
BE
A N
OB
LE
- RO
GE
RS
TE
AC
HE
R E
DU
CA
TI O
N S
OL U
TI O
NS
OFSTED READINESS: PURPOSE OF THE SESSION
Provide an opportunity for colleagues to consider the insights, emphasise and lessons learned ITE
OfSTED 2012 2013 the implications for the partnership and your
involvement key actions
Based on: work with providers, the Handbook, reports from 2012/2013, 20th Sept letter and revisions to guidance
THE MMU ITE PARTNERSHIP
• Greatest advantage of involvement in ITE?
• Even better if?
• What do you need to know about the Ofsted ITE inspection framework?
NEW GAME, NEW RULES, NEW SUCCESS CRITERIA, NEW LANGUAGE
An inspection of the quality of the ITE partnership Time, preparation and shared understanding are
of the essence An expectation of good and outstanding
outcomes for all new teachers, where impact on pupil learning central
An inspection where anything less than good requires improvement
An inspection where the quality and strategic presentation of robust evidence is critical
Write your own report G1 / outstanding is doable
PRESSING QUESTIONS: JOT YOUR THOUGHTS
What do you need to know more about?
What are the key areas for improvement to ensure the partnership continues to success?
What barriers could stand in the way of this and what could be done about them?
What are the key strengths of the partnership that you can build on?
G1 PARTNERSHIPS
Are outstanding at preparing new teachers and they present the evidence to prove it
Understand the Ofsted ITE ‘game’ and are strategic in ensuring everything they present works to shape Ofsted judgements of G1
What does this say about the partnership?
What could this say about the partnership? Essentially write their own report
KEY THEMES FROM G1 OFSTED REPORTS Shared vision and expectations across the partnership
Strategic, visible use of data to support improvement
Rigorous self evaluation and IP
Involvement of schools in all aspects of leadership, management , development and delivery of programmes
Good and outstanding attainment
High completion and employment rates mirrored by effective recruitment and selection with partnership involvement
Structured coherence of training
KEY THEMES FROM G1 OFSTED REPORTS Rigorous and accurate assessment and monitoring
Close tracking of trainee progress to secure effective interventions
High quality training placements
High quality mentoring and training for mentors
Secondary – support for literacy and mathematics across all subjects and support for ‘whole school issues’ which synchronises university-based training with school placements
High quality training in national priorities
WHAT ARE THEY LOOKING FOR?
1. Partnership
2. Impact and outcomes
3. Assessment and grading
4. Individual trainee progress
5. Self Evaluation and improvement planning
Be prepared!!
1 THE PARTNERSHIP
A genuine, collaborative partnership where schools play a key part in all aspects of provision; with a collective vision and shared expectations for all:
of the partnership’s strategic directionfor the kinds of teachers the partnership will
produce for the impact they will have on pupils’ attainment
and school improvement of roles in planning for and delivering training .
‘The relationship with schools has to be the highest priority’ Outstanding ITT partnership 2013
PARTNERSHIP QUESTIONS
What systems are in place to ensure highly effective communication across the partnership -including 360 evaluation, involvement in partnership development, understanding of benefits of greater engagement?
How are schools involved in leading aspects of partnership development? (Eg focus groups for PE )
Is all planned training, and related documentation, in the partnership is aligned to the TS / requirements and to the OfSTED criteria and to centre based provision?
2 IMPACT AND OUTCOMES
Very high expectations of, and attention to, all outcomestrainees’ competence and confidence as teachersthe impact of training on trainees’ teaching the quality of trainees’ teachingfinal attainmentthe impact of trainees’ teaching on pupils’ learning – over sequences
of lessonsrecruitment, completion, retention, employment…. the competence and confidence of NQTs, their retention and career
trajectoriesThe consistency of this across all groups
This is not the time to hide your light under a bushel you need to make your evidence shout for you
2 IMPACT AND OUTCOMES QUESTIONS How effective is the collection and analysis of
evidence of the impact of training on trainees’ outcomes as teachers?trainees’ teaching on pupils’ learning – over sequenses of lessons?
How is this used to further improve trainee outcomes?
Are all self-evaluation and improvement plans driven by improving outcomes for trainees?
3 ASSESSMENT AND GRADING
Consistency and accuracy in assessment guidance, and in grading, across the partnership is critical – absolute clarity over grade boundaries!!!
Use of sharp grade descriptors overlain by subject/priority specific descriptors
Assessment guidance and templates need to support judgements against G1 criteria with the emphasis on evidence
Be clear if your judgements are against final expectations or for the stage of training
3 ASSESSMENT AND GRADING – DESCRIPTORS Are grading criteria revised to reflect the new
descriptors? How has the replacement of satisfactory with RI
been addressed? Are plans in place for monitored interventions for
any RI trainees and as necessary going into the NQT year?
Outstanding trainees? Consider their capacity to become an outstanding teacher. The judgements are relative to their stage in career (DfE 2012 Myths and Facts of the Teachers’ Standards)
FROM THE FRAMEWORK
Outstanding (1)
All primary and secondary trainees awarded QTS exceed the minimum level of practice expected of teachers as defined in the Teachers’ Standards by the end of their training. Trainees demonstrate excellent practice in some of the standards for teaching and their personal and professional conduct. Much of their teaching is outstanding and never less than consistently good.
Good (2)
All primary and secondary trainees awarded QTS exceed the minimum level of practice expected of teachers as defined in the Teachers’ Standards by the end of their training. Much of their teaching is predominantly good, with examples of outstanding teaching.
Requires Improvement (3)
All primary and secondary trainees awarded QTS meet the minimum level of practice expected of teachers as defined in the Teachers’ Standards by the end of their training. Trainees’ teaching requires improvement as it is not yet good.
4 INDIVIDUAL TRAINEE PROGRESS
There is a sharp focus on supporting the progress of individual trainees to ensure best possible outcomes
tracking, monitoring and providing timely targeted support for individual trainee progress and into NQT year as necessary
having evidence which demonstrates how the training has impacted on and improved their teaching ‘from their starting points’
Question: What consistent systems are in place for tracking, monitoring and supporting individual trainee progress from their starting points, how is the information used to inform trainee progress across school and centre based training?
5 SELF-EVALUATION AND IP CYCLE
3 of 9 LM criteria focus on self-evaluation and IP
Levels of self-evaluation and IP
All partners have a role
How is this possible?
Drafts Executive committee Focus groups Development visits School self-evaluation and IP
BE PREPARED
The inspection team will have ‘used a range of measures’ to inform their preliminary judgement of the partnership, eg
last Ofsted inspection report NQT survey outcomes bench marking data Ofsted online questionnaire survey your own website info – so think about that!!
On this evidence they will also identify lines of enquiry to pursue during the inspection.
‘..in marked contrast to x ‘
BE PREPARED QUESTIONS
What do you need to know more about? What aspects of the partnership would you like
to be involved in? What needs to be in place to make this
happens?
2013 2014 THEMATIC INSPECTION FOCI Preparing trainees to teach the National
Curriculum for 2014 Post 16 teaching in school The on-going foci as set out in the framework
will remain with the addition of Sport
LESSONS LEARNED: G3 PROVIDER
Not enough that: Trainees possess high levels of professionalism and are highly
reflective… The partnership uses its networks locally, nationally and
internationally to enrich the trainees’ experience
LESSONS LEARNED
It is about: ‘So what?’ and ‘how do you know?’ 360o moderation and evaluation Every stakeholder knowing, fulfilling and being able to state their
roles and responsibilities Flexibility in provision to respond to quality assurance processes Knowing what data OfSTED have access to and the methodology
associated with it Data, evidence and impact
