quality assurance for curriculum leaders handbook vfinal (nov)

8/14/2019 Quality Assurance for Curriculum Leaders Handbook VFinal (NOV)

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CURRICULUM LEADERQA /SEF H ANDBOOK AND PORTFOLIO OF

EVIDENCE


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Introduction to the QA/SEF Portfolio

According to the OFSTED Inspection Framework:

The quality of Leadership and Management is very closely linked to the schoolscapacity to improve

It must surely follow that the quality of leadership and management at departmentallevel is very closely linked to the departments capacity to improve. It is importantthat our Curriculum Leaders (HOF/HOD and Subject Leaders) use the capacity withintheir teams to bring about positive, meaningful and sustainable departmentalprogress. The HOF/HOD must therefore work closely with his/her team/s to ensurethat all colleagues are clear about:

What constitutes a good lesson

How to scrutinise students work

How to lead on student voice activities

How to interpret data and respond to implications

Curriculum teams ought to be driving these four key activities forward collectively,

thus contributing to departmental development and progression. As confidence andexpertise develop in monitoring and reflecting upon practice, teams will inevitablygrow professionally. What is imperative, however, is that the HOF/HOD remains inoverall control of the whole process and uses time in faculty meetings to:

disseminate QA findingsto encourage team reflection and action as a result of QA processesto coordinate the sharing of best practice from QA processes byencouraging colleagues to share their skills, knowledge, ideas andresources through CPD time that is factored into every meetingagenda.

The framework that follows consists of a series of pro-formas for Curriculum Leaders touse each half-term to ensure that QA/SEF processes are fully and routinely embeddedin each department. There is an expectation that each half-term Curriculum Leadersroutinely undertake the following:

Lesson Observations and/or Learning WalkthroughScrutiny of students work Student voice activitiesData interpretation

These will provide an agenda for discussion in half-termly meetings with your SLT linemanager to enable informed discussion and strategic curriculum planning. Thisportfolio should be given to your line manager prior to the scheduled progress meeting


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and should show half-termly recordings of all QA evidence.

Key Activity One: Lesson Observation and Faculty Learning Walkthroughs

The HOF or HOD is responsible for ensuring that all colleagues within the departmentare observed.

In terms of number of lesson observations, all colleagues should be observed aminimum of twice over the academic year. One lesson observation will be used withinthe framework of Performance Management and must be completed prior to theFebruary PMR Review Meeting. The Curriculum Leader should ensure that he/sheobserves everyone in the department at least once in the year.

The Welling School lesson observation pro-forma will be used for all observations.

Lesson observations should be for at least 15 minutes.

Teaching promotes good quality learning, addressing the full range of ourlearners needs and meeting the requirements of the National Curriculum.

Thorough and accurate diagnostic marking assessment shows learners how toimprove and make meaningful progression

Additional learning needs are met & additional learning/behaviour support iswell managed and matched to need

Good attitudes to work are consistently reinforced and behaviour whichundermines the learning of others is addressed swiftly

Lessons reflect our whole school commitment to student centred learning

Learning Walkthroughs

Routine Learning Walkthroughs should also take place within your faculty/departmentand can be negotiated with your team and SLT Line Manager to focus on a specificaspect of Learning and Teaching (a key stage, G & T, SEAN, Differentiation, Startersand Plenaries, Literacy etc.) It is good practice to do Learning walkthroughs with thedept/faculty line manager, or with colleagues within the dept/faculty to aidprofessional learning, dialogue and to support CPD. Learning walkthroughs should give a Snapshot of learning in the faculty/department and should be

positive and supportive in nature.


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Learning Walk Through Form 2009/10

Faculty/Department:Learning Walk Date:Learning Walk time/period:Learning Walk Focus:Walkthrough Team:

Summary of classes visited Teacher Class Walk-through Notes

Overall StandardsArea of focus Overall Standard Observed (Please Circle the

appropriate grade)Student engagement 1 2 3 4Clarity of learning

objectives

1 2 3 4

Learning environment 1 2 3 4Assessment for Learning 1 2 3 4Classroom Management 1 2 3 4Student Enjoyment 1 2 3 4Student Progress 1 2 3 4Good Practice Observed:

Areas for Improvement:


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Planning for Lesson ObservationsThe purpose of lesson observation is threefold:

1 to identify good practice and areas for developmentto identify good practice across the department/facultyto help the school plan its Continuing Professional Development (CPD)

effectively

Before the lesson observation : Reinforce the above pointsAgree a clear focus for the observation (starters/plenaries/behaviour management/Gifted and

Talented/Differentiation etc.)Ask the teacher being observed to furnish you with a Lesson PlanLook at e-portal to QA Lesson Attendance; evidence of use of rewards andsanctions; setting of

homework

During the observation

Check the Teacher Planner /other planning aids (blogs, sketchbooks etc.) Is it beingused effectively?

Use the Welling School Lesson Observation pro-forma Talk with students to check out understanding of levels they are working at and areas

for improvementLook at pupil work and select a sample of books to look at. Use the Book Look pro

forma to support thisprocess.

Look at the classroom environment Displays, Noticeboards etc. Do they enrich,inform, motivate, engage?

Do pupils enjoy their learning experiences in the lesson? Do ALL students makesignificant progress?

After the observation

Ask for the colleagues view of the lessonSeek clarity on any QA issues by asking probing questionsBe clear and accurate in the evaluation. Use specific examples of strengths and areas

for development andensure that there is a good balance between both

Make sure that any difficult messages are understood but communicated sensitively.Discuss ways

forward, strategies, targets and arrange follow up observation where necessaryGive written feedbackShare any CPD issues with your SLT line manager to forward to Nina Moore (DHT

CPD/QA) and arrange toshare best practice with the department at Faculty Meetings (minute all CPD activities

in departmentalminutes) and on the blog: http://wellingpost it blogspot com All Professional Learning
http://wellingpost-it.blogspot.com/http://wellingpost-it.blogspot.com/


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blogcontributions can be e-mailed to Nina Moore at [email protected]

COPIES OF ALL LESSON OBSERVATIONS WITH OFSTED GRADES MUST BEFORWARDED TO NINA MOORE FOR THE WHOLE SCHOOL LEARNING ANDTEACHING PROFILE 2009/2010 ON COMPLETION.

If you are concerned about a colleague who has been given a Grade 4 Inadequate on one or moreoccasions, or you feel that they may benefit from programme of structured support, then you must inform

your SLT LineManager immediately and consult Nina Moore (DHT QA/CPD/Strategy) to discuss appropriate strategies for

support. The nature and level of support available is dependent on individual need. Welling School has 3 ASTswho can work closely with individuals through a personalised programme of support. Alternatively, Nina
mailto:[email protected]:[email protected]


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WELLING SCHOOL LESSON OBSERVATION FORM

Teacher Observer Date

Year group(s) GroupingMixedA HighA

LowA OBOYS GIRLS

MIXNumberpresent:

Number onregister:

Subject Support teachers /assistants SEAN TA Length of

timeFocus: (E.g. AfL, AtL, Starters, Plenaries, QA) Topic/ Objectives

EvaluationFocus on impact of teaching on student outcomes particularly looking at:

Progress of learners Assessment for Learning Subject knowledge Teaching meeting students needs

Summary comment with strengths and areas for developmentThis lesson is graded

Strengths Areas of development (no more than three)

Overall quality of the lesson 1 = Outstanding, 4 =Inadequate

CPD recommendations with date of follow up action

Signed: Observer Signed: Teacher


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Possible questions to ask a range of students during a lesson whichcan provide evidence to make a judgement

Ask at least two questions to a student and adapt questions to lesson.Ask to see book whilst talking with student.

Do you understand what you are doing and why? Are you capable of doing more? Have youlearned about this before?Is teaching always like this in this lesson, does it vary?Do you know how well you are doing? How do you know?Do you know which level you are on? Do you know how to improve?Is homework set regularly? May I look at your planner? What happens if homework not done?

Guidance on where to pitch judgements about the overall quality of alesson

The overall judgement will be a best fit of the grade descriptions in the box, except in the case of an

inadequate lesson where particular conditions mean that the lessons cannot be satisfactory.Description Characteristics of the lesson

Outstanding(1)

The lessons is at least good in all major respects and is exemplary in significantelements, as shown by the significant progress made by all of the learners.

Good(2)

Most learners make good progress because of the good teaching they receive.Behaviour overall is good and learners are well motivated. They work in a safe,secure and friendly environment. Teaching is based on secure knowledge with a wellstructured range of stimulating tasks that engage the learners. The work is wellmatched to the full range of learners needs, so that most are suitably challenged.

Teaching methods are effectively related to the lesson objectives and the needs of the learners. Teaching assistants and resources are well deployed and good use is

made of time. Assessment of learners work is regular, consistent and promotesprogress.

Satisfactory(3)

The lesson is inadequate in no major respect, and may be good in some respects, asshown by the satisfactory enjoyments and progress of the learners.

N.B. Evidence of differentiation is essential to be graded satisfactory orabove. If this is not evident a significant minority wil l have made less thansatisfactory progress and therefore the quality of the lesson is regarded asinadequate.

Inadequate(4)

A lesson can not be adequate if:most learners, or a significant minority of learners, make less thansatisfactory progress

learners overall behaviour or attitudes are unsatisfactory, SMSCdevelopment are neglected and learners overall personal development ispoorthe health and safety of the learners is endangeredthe teaching is unsatisfactory. Unsatisfactory teaching is likely to have one ormore of the following:

weak knowledge of the curriculum leading to inaccurate teaching andlow demands on pupilswork badly matched to the pupils starting pointsineffective classroom management of behaviourmethods which are poorly geared to the learning objectives or whichfail to gain the interest and commitment of the learnersinadequate use of resources, including assistants and the timeavailablepoor assessment.


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Prior to feedback reflection time is essential for the teacher and observer. Feedback should be given within 24hours of the lesson. Please forward a copy of all lessonobservations to Nina Moore for the central Teaching and Learning Profile.

Key Activity 2: Scrutiny of Students Work

At Welling School the purpose of scrutinising students work is to:

Identify Student progression i.e.

- how far our students have progressed- the ways our students are making progress

Identify effective teaching and learning i.e.

- whether our students are engaged in focused and sufficientlychallenging activities

- whether students work reflects a variety of learning opportunities

Identify Assessment for Learning i.e.

- whether our students are involved in the Assessment for Learningprocess through self review, peer review, and are helping to raisestandards

- whether there is evidence of diagnostic marking/target settingusing the work scrutiny pro-forma

Identify Summative Assessment i.e.

- whether our students marks/levels are in line with the appropriateassessment criteria

- to what extent the particular T & L strategies are impacting uponstudent progress

Please note that scrutiny over the academic year should cover all year groups catered for within your faculty/department. The attached formcan be used to record work scrutiny but please feel free to continue touse any forms you currently use to evidence scrutiny of student work.


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Faculty Quality Assurance Framework Student Work Scrutiny

Department SubjectDateObserver/s

Teacher Class /YearWork ScrutinyGrading(allocate a 1-4grade to eachaspect of thebook look inthe boxesbelow)

Outstanding1

Good2

Satisfactory3

Significant Roomfor Improvement

4

Student Names

P r e s e n t a

t i o n

Q u a n

t i t y o f W

o r k

Q u a l

i t y o f w o r k

A p p r o p r i a t e

l e v e l o f

c h a l

l e n g e

V a r

i e t y o f t a s

k s

M a r

k i n g p o l

i c y

i n p r a c t

i c e

S M A R T t a r g e t s e

t t i n g w

i t h

s t e p s

f o r

i m p r o v e m e n

t

E v i d e n c e o

f s e

l f a s s e s s m

e n t

o r p e e r a s s e s s m e n t

E v i d e n c e o f

l e v e

l s ,

g r a d e s

a n d t a r g e t s

R e g u

l a r

h o m e w o r k

1.

2.

3.

4.

5.

6.

7.

8.


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Overall comment: (Pay attention to the extent to which the teacher sets high expectations,assesses work thoroughly and constructively uses assessment to inform teaching andLearning)

Action needed:

Signed by HOF/HOD:

Signed by Teacher:


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Key Activity 3: Listening to the Student Voice

The purpose of listening to the Student Voice at Welling School is to help Curriculum Leadersfind out a whole range of information about their subject, student experiences to inform futureplanning. The following are prompts to use with the students:

What they know and understand about the subject

Where they feel they make good progress and where they dont

Whether they feel that they are valued/listened to in the lessons

Whether they are encouraged to take risks The difficulties they have and what they are doing to address them

Whether or not they receive appropriate feedback

Whether or not they feel comfortable about asking for help

What helps them to learn better and why & what stops them fromlearning and why?

What are their targets and how can the department help them to dobetter?

What do the students need to do to move on?

Learning opportunities/activities they would like to try out in the future

Possible approaches Take sample groups from year group; key stage; range of abilities; averageattainers; perceived coasters; D/C Borderlines; G&T; SEAN; boys, girls;minority groups; intervention groups etc.

The attached forms :

1. Evaluation of Learning Questionnaire2. Evaluation of Learning Focus Group Document

...can be used to record evidence of listening to student voice within your subject discipline/s, but please feel free to continue to use any forms you already currently use to evidence this.


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Student Voice Evaluation of Learning

Subject:

Year Group:

The purpose of this form is for you to consider how effective your learning has been in thissubject today and to provide a snapshot of your experience. Please read the questionscarefully and tick the appropriate boxes to record your response. Your feedback isanonymous but your responses are valued and will help us to identify strengths and areasfor improvement in this subject. Thank you for your time.

Yes No Unsure1. Do you understand what you arelearning in todays lesson and whythis is important?2. Do you understand what youshould be able to do by the end of the lesson?3. How did you find the work today? Too Easy ( )

Too Hard ( )Challenging ( )Comfortable ( )

4. What type of learner are you? Visual Auditory Kinaesthetic5. What teaching strategies were

used in this lesson? Teacher talkWorking on your ownWorking in pairs orgroups/teamsModelling a taskUsing a writing frameActivities to help your readingskillsPractical/Creative

Work/MakingICT /Blogging / ProductionIndependent Learning/ResearchListening Skills

Yes No Unsure

Curriculum Leader Quality Assurance Handbook/Portfolio 2009/10Nina Moore DHT October 09


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PerformanceRole-play /Hot-SeatingCircle-timeUsing the InteractiveWhiteboard

Watching film/video/moving-imageOther:________________________

_ 6. Did you learn any newwords/vocabulary this lesson?

7. Did you assess or evaluate yourown work this lesson, or the work of another pupil?

8. Has your exercise book beenmarked recently?9. Does the marking in yourexercise book tell you how toimprove your work in the future?

10. Do you read and act upon thefeedback your teacher gives you?

Yes No Unsure

11. Did the lesson and the activities

that you have completed todayenable you to achieve the lessonobjectives?

11. Was this lesson enjoyable?

12. Do you feel you are makingprogress in this subject?13. Do you complete Homework forthis subject?

Yes(Always)

Yes(Sometimes)

No(Never)

14. Do you use e-portal to checkyour homework?

15. Do you know what grade/levelyou should be aspiring to in thissubject?

Yes No Unsure

16. What grade/level do you thinkyou deserve for this subject at theend of the year?17. What grade/level would you liketo achieve by the end of the year?Curriculum Leader Quality Assurance Handbook/Portfolio 2009/10Nina Moore DHT October 09


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18. Can you list three things thatyou enjoy about this lesson/subject?

1.

2.

3.

19. This lesson/subject could bebetter if.....

1.

2.

3.

Do you have any other commentsyou would like to make about thislesson/subject?

Welling School Student Voice Focus Group Activity

Date:

Department: Subject: Year/ Cohort: Focus:

Specific questions ResponsesStudent/Group 1

ResponsesStudent/Group 2

ReponsesStudent/Group 3

1

2

3

4



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5.

Action Required By When? By Who? Strategies:



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Key Activity 4: Interpreting PerformanceData

The purpose of using data at Welling School is to help Curriculum Leaders(HOF/HOD) to identify priorities and strategies to raise achievement.

The Key Questions for Curriculum Leaders are to do with whether:

Performance is better or worse than National Average/similarschools

Performance is consistent or inconsistent with previous years

Different groups of students are performing differently [e.g.gender, ethnicity, LAC, SEN, G&T]

There are marked changes over a certain period of time

Some teaching groups are performing significantly better orworse than others

Progress relates to prior attainment

There is clear evidence of value added

Schemes of work/tasks are sufficiently challenging to enablehigher attainment

Expectation is sufficiently high for all students

Common features contributing to departmentalsuccess/hindering departmental success

The attached form can be used to record brief points for discussion with your SLT Line Manager at your half-termly QA Meeting. Please bring any data analysis you think will be of use to the discussion.

NB This form does not replace the departmental SEF you complete inSeptember. It should be used o record ongoing issues arising from your data analysis throughout the year.



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Monitoring of Data InterpretationPlease use this pro-forma to record any issues and actions arising from data

interpretation.Date:Data Focus:

Year /Cohort Focus Actions/Strategies/By when/By Who? Yr7

Date:Data Focus:

Yr8

Date:Data Focus:

Yr9

Date:Data Focus:

Yr10

Date:Data Focus:

Yr11

Date:

Data Focus: Yr12

Date:Data Focus:

Yr 13



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Appendix 1: The Good Lesson

GuideCurriculum Leader Quality Assurance Handbook/Portfolio 2009/10Nina Moore DHT October 09To be reviewed July 2010

Keep up-to-date assessment information in your Teacher Planner and use it.

Use SEAN information to focus support for particular students and groups.Display learning outcomes and key words.

Use a seating plan, with boy girl seating in Key Stage 3.

Work in partnership with teaching assistants by discussing planning andassessment.

Plan for good behaviour.

Greet your class in the corridor and supervise a calm entry.

Ensure students are actively engaged in a task in the first 2 minutes (short,relevant, starter activities).

Mark the register and ensure all students are ready to learn, while they areworking.

Follow up any lateness without disrupting learning.

Tell students what you expect them to learn (learning outcomes) and explainhow this fits into the big picture.

Present new information in a memorable way, drawing on different learningstyles.

Teach key words, including spelling.

Engage students in active learning as soon as possible.

Use methods, strategies and resources which enable all learners to achieve.

Differentiate and scaffold learning.

Use plenaries to demonstrate and share learning.

Set and explain homework tasks.

Recognise and celebrate achievement throughout the lesson.

Use the Learning Charter to establish boundaries and consistent consequences

Check students understanding and look for evidence of progress.

Give feedback and tell students how to improve.

Allocate enough time to review learning.

Ensure the room is tidy.

Dismiss students in small groups, on the bell, in an orderly way.


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Appendix Item 2: Scheme of Work QA Scrutiny

Checklist Subject teams should continuously develop and update schemes of work in the light of self review. Acollaborative approach with all members of the team contributing to this process is seen as the most effectiveand efficient way forward. The following checklist of standards should be used to guide and record the review

Curriculum Leader Quality Assurance Handbook/Portfolio 2009/10Nina Moore DHT October 09To be reviewed July 2010

SOW ASPECT STANDARD YES NO

Progression The scheme of work facilitates progression within anoverall course/ programme of study, building on priorattainment and experience.

The sequence of activities in the scheme of workpromotes progression in the development of knowledge,

skills and understanding, gradually buildingindependence.Learning ob jectives Learning objectives are clearly defined.

Key words and concepts Key words / subject specific vocabularly and key concepts areidentified.

Health and safety Health and safety issues and procedures are identified asappropriate.

Differentiation Expectations of different ability groups are made clear. Each scheme of work incorporates a range of methods

(DELPE/Must-Should-Could / Visual, Auditory,Kinaesthetic etc.), resources and learning styles,including e-learning, matched to both learningobjectives and student needs.

Literacy The range of resources used is accessible to students withdifferent literacy levels.

Personal development Opportunities to promote students personal development arehighlighted.

Learning skills Students literacy, numeracy and thinking skills aredeveloped.

Students are required to investigate, reflect, thinkanalytically and creatively, use their imaginations andexplore ideas.

Assessment Learning objectives are assessed through a variety of strategiesincluding self, peer assessment and DELPE . Graded

assessment tasks enable students to demonstrate knowledge,skills and understanding through different approaches whichtake account of different preferred learning styles.

Homework The homework programme supports the learning objectives,extends class learning, enriches learning and promotesindependence.

Citizenship Does the SOW embrace the Citizenship agenda and provideopportunities for meaningful exploration of Citizenship issues?(Leanne Whittaker can support HOF/HOD with integration of Citizenship into your curriculum area)

Visual Arts Specialism Does the SOW embrace Welling Schools Visual Arts specialism? There should be evidence of Visual Literacy within each SOWand Henry Ward (DHT/Director of Arts Specialism) can adviseand support faculties with ideas to embed Visual Literacy and

Arts education into your curriculum area.


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process.

Appendix 3Curriculum Leader QA Handbook/Portfolio EvaluationThis Handbook was compiled by Nina Moore (DHT QA/CPD) and will be reviewed in July 2010. Youropinions are really valued and I would be very grateful if you would please spend some timeevaluating this document and its usefulness in readiness for the next academic year. Pleasecomplete the form below and return to Nina Moore by July

Thank you

Name:

Faculty/Department:

What aspects of thishandbook/portfolio didyou find useful thisyear?

This document could beeven better if...



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Appendix Item 4

Sharing Best Practice in your Faculty and with other Curriculum Teams at Welling

Post-it - a dedicated online space for our school community to share and showcase best

practice; to disseminate research, resources, training materials and advice with colleagues,

and to open dialogue about Learning and Teaching and other matters at the heart of our

school community. Sustained school improvement is most likely when CPD

processes sit at the very heart of school life. In order for Welling School to move from

satisfactory to good and good to outstanding, we need to build capacity for improvement by

creating an ethos, culture and set of expectations within which people can flourish and be

empowered to drive change by contributing to the professional development of colleagues.

Post-it is therefore a platform to:

o Support ALL staff in realising their continuing professional development ambitions

through a culture

of sharing, modelling and professional learning.o Help raise standards at Welling School in order to move us from satisfactory to

good, and good to

OUTSTANDING!

How can Curriculum Leaders help? You know what practice goes on in your faculty/department and by whom? Whilst sharingexcellent practice amongst colleagues within the same subject discipline at DepartmentMeetings is fantastic, I would like to urge you to look beyond your faculty/department,and enrich our collective professional learning community by sharing the best of learningand teaching in your faculty/department with colleagues across Welling School. There aretwo current platforms to do this:Curriculum Leader Quality Assurance Handbook/Portfolio 2009/10Nina Moore DHT October 09To be reviewed July 2010


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o Adding posts to Post-it by e-mailing anything you want to share on the blog to:[email protected]

o Contributing to the CPD Learning Breakfasts CPD Sessions run by staff, forstaff.

Where you see good practice, please encourage your staff to share it! Thank you.


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