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Bea Noble-Rogers 0fsted: lessons learned APTE 2013

Bea Noble-Rogers 0fsted: lessons learned APTE 2013. Teacher Education Solutions. Ofsted: Lessons learned . Lesson 1 New game, new rules, new criteria an inspection of your partnership as a training organisation

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Bea Noble-Rogers 0fsted: lessons learned APTE 2013

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  1. Bea Noble-Rogers0fsted: lessons learnedAPTE 2013 Teacher Education Solutions

  2. Ofsted: Lessons learned • Lesson 1 New game, new rules, new criteria • an inspection of your partnershipas a training organisation • an inspection where success will be driven by robust data of impact and outcomes • an inspection where only good and outstanding count • an inspection where satisfactory is replaced by requires improvement and that is not satisfactory • We now know that G1 /outstanding is doable

  3. Lesson 2 The Partnership • The strength of the partnership as a training organisation is a critical determiner of the outcomes of the inspection; a tight collective vision for, and understanding of , expectations: • for the teachers the partnership will lead to • for the impact they will have on pupils and school improvement • of what constitutes outstanding and what constitutes RI • of roles in, and the intended impact of, training in school and in the centre . • ‘The relationship with schools has to be the highest priority’ • Outstanding ITT provider 2013

  4. Lesson 2 questions • What are the vision, and the underpinning principles of the partnership as a training organisation, for the kind of teacher the training will lead to? • Is there a collective understanding across the partnership in relation to both the final outcome and of the expectations for trainees at each stage? – a position statement • How sure are you that the planned training, and related documentation, in SD partnerships is aligned to the OfSTED criteria and to what you are doing in the centre and across the rest of the partnership?

  5. Lesson 3 impact and outcomes • Focus of the inspections is firmly on evidence of • trainees’ competence and confidence as teachers • the impact of training on trainees’ teaching • the quality of outcomes for trainees, how good a teacher they are • the impact of trainees’ teaching on pupils’ learning. • the competence and confidence of this year’s completers and last year’s NQTs • the consistency of this across all groups • recruitment, retention, employment…. This is not the time to hide your light under a bushel you need to make your evidence shout for you

  6. Lesson 3 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? • How is this used to further improve trainee outcomes? • Are all self-evaluation and improvement plans driven by improving outcomes for trainees?

  7. Lesson 4 assessment and Grading • Consistency in assessment guidance and in grading across the partnership, including SD partnerships is critical. • Assessment guidance and templates need to support judgements against G1 criteria with the new emphasis on • trainees’ competence and confidence • trainees’ impact on pupils’ learning and on school improvement.

  8. Lesson 4 questions • Do grading criteria need to be revised to reflect the OfSTED criteria? • 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? Trainees’ teaching requires improvement as it is not yet good (p31 Framework). • 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)

  9. Lesson 5 individual Trainee progress • There is a sharp focus on • tracking, monitoring and providing targeted support for individual trainee progress • having evidence which demonstrates how the training has impacted on and improved their teaching ‘from their starting points’ • Question: What 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?

  10. Lesson 6 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 • 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 ‘

  11. Lesson 6 Questions • Have you identified any negative indicators, below sector NQT outcomes, inconsistent outcomes across groups of trainees? • Have you demonstrated how the strengths and recommendations from the last inspection been considered and are now evidenced in the light of the new framework?

  12. Contact Details • Bea Noble-Rogers • Telephone :07776177588 • Email :bea@teacher-education.co.uk

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