The Inspection Line

1. The Inspection Line Nigel Ecclesfield Strategic Analyst – Learning and Teaching Systems

2. Cycle 2 - Changes • Fewer Key Questions (5 questions) • Reduced lesson observation grades (5 point scale) • Effectiveness question • Capacity to improve question • Lighter touch inspections for successful colleges • Smaller inspection teams

3. Implications of the changes • Greater focus on the organisation as a whole • Observation grade profiles will not be published in reports as the number of observations in areas of learning may not be statistically significant • Detailed scrutiny of self-assessment processes and outcomes • Shorter reports • Importance of organisational effectiveness and capacity to improve judgements

4. What does this mean for teaching and learning observations • They will be tested on a sampling basis in order to determine the validity of the system and the judgements made • The internal moderation systems for the observations will be subject to increased scrutiny • Attention to policy initiatives relevant in particular contexts will be reviewed e.g. E-Strategy, Every Child Matters, Care Matters – as well as Health and Safety

5. What might inspectors look for? • Planning • Delivery • Learning • Assessment • Sensitivity to learner needs • Use of technology • Use of learning materials • Use of data for learning Fit for context?

6. Planning • Use of data from previous learning • Profile of learning group needs • Review/evaluation of preceding sessions • Aims – Objectives – Outcomes • Provision of learning materials • Provision of technology • Differentiation • Contingencies?? • Range and scope of activities • Learning plans/portfolios Fit for context?

7. Delivery • Pace • Timing of interventions • Engagement with learners • Subject knowledge • Range of methods used • Use of resources – adaptation • Variety of activity • Impact on learners Fit for context?

8. Learning and Assessment • How is learning recognised/assessed? • Recording progress • Recording achievement • Learner views – self-assessment • Criteria for recognising learning • Learner records/teacher records • Use of data for learning in the lesson • Review of progress achievement Fit for context?

9. Inspection observation record – what does it look like? A4

11. ILT/ICT in observations • Source – Ofsted – “Handbook for Inspecting Colleges” May 2006 – paragraphs 193 & 194 p62 • Definition of E-Learning • E-learning is learning facilitated and supported through the use of ICT. It may involve the use of computers, interactive whiteboards, digital cameras, the internet, the college intranet, virtual learning environments and electronic communication tools such as email, discussion boards, chat facilities and video conferencing. E-learning should form part of the overall teaching and learning strategy for courses. p62

12. Where should inspectors expect to see references to e-learning • There should be appropriate references to e-learning in schemes of work, lesson plans, assignments, course reviews and staff development plans. • An overall strategy for e-learning should be supported by senior managers.

13. What should e-learning be doing in the lesson? • Effective e-learning should: • improve learners’ understanding of topics or activities that are part of their academic or vocational programme • improve their skills and their knowledge of the technology being used • help to maintain their interest in their programme.

14. What should inspectors be looking for? • In particular, inspectors will evaluate whether: • staff and learners have the relevant IT skills to make good use of e-learning facilities • there are adequate resources for e-learning • the quality and effectiveness of e-learning is well monitored • there are appropriate opportunities for learners to use e-learning facilities outside scheduled lessons.

15. There are appropriate opportunities for learners to use e-learning facilities outside scheduled lessons. • Open-learning/drop-in facilities • Home access to college network • Wireless facilities for learners with their own equipment • Web-access to search and ordering facilities • Acceptance and growing use of electronic documents to review and submit work for assessment • Use of inclusive technology to support the range of learner needs

16. Staff and learners have the relevant IT skills to make good use of e-learning facilities • Ability to use readily available office software to produce documents, store and find files, produce presentations, etc. • Search the Internet, Intranet and learning platform for appropriate resources • Access and use specialist software to meet the demands of courses • Communicate effectively using a range of means e.g. e-mail, discussion forums, etc. • Access own work and college facilities outside the scheduled classroom sessions – ideally 24/7

17. There are adequate resources for e-learning • Access to computers and other necessary hardware e.g. cameras, sound recorders • Access to the appropriate technology for individual needs • Access to generally available software to create and manage a wide range of files • Learners have e-mail accounts and access to resources • Databases of paper-based and 3D resources • Databases of electronic resources • Access to a learning platform • Staff resources are stored and available via electronic means

18. The quality and effectiveness of e-learning is well monitored • Use made by learners of digital/electronic resources • Location and storage of learner work • Improvement in results? • Improved communication between staff and learners? • Increased range of learners following different modes of learning • Teaching observation • Self-assessment activities

19. Tools of the Trade

20. Schemes of Work/Lesson Plans • College-wide formats and templates with easy access for all staff • Sharing of schemes and plans using college Intranet or Learning Platform • Better book lists – Amazon, Google Books • On-line resources – Learning Resource Staff!!!!, Learning and Skills Network, FERL, Becta Content Search Service, Teacher Net, Syllabus Finder

21. Assignments • Assignments with guidance and effective resource links • Awarding body and QCA requirements • Electronic production and submission arrangements Stephenson College • Work-based assignments – North Devon College

22. Course Reviews • On-line tools – Survey Builder, Web Scrapbook • Tutorial tools – Bradford VTS • Course review examples - Becta Content Search Service – “Course Evaluation” • Wikis – Peanut Butter Wiki • Survey Monkey

23. Staff development planning • Staff development and E-Strategy – Broxtowe College • Guidance on staff development and E-Learning Becta Content Search Service, JISC Regional Support Centre, Tech-Dis

24. Other Tools • “Demonstrating Transformation” • Delicious – organising software, web-site • CMap – mind-mapping and collaboration tool • Linked-In – Networking and contact manager • Skype – Internet telephone service • Post-16 Educational Wiki - collaboration

25. Fit for context? • Learner needs • Location • Technology • Community • Timing • Sequences • Access • Collaboration

26. Thank you nigel.ecclesfield@becta.org.uk