Raising the standard of
Teaching and Learning
Teacher
Training,
Departmental
Mentoring
and
Lesson
Observations
Becoming a Qualified Teacher
2 main routes
Level 3 Award in Education and Training
Level 5 Professional Graduate /Certificate in Education (Post
compulsory Education)
Becoming a Qualified Teacher
- Level 3 Award in Education and Training
- This is the minimum requirement to allow a tutor to teach in the
classroom.
-
City and Guilds
17 weeks course – 3 hours per week
3 Units / 5 written assignments/micro teach
Roles and Responsibilities of a Tutor
Understanding Assessment in Education and Training
Understanding and using Inclusive Teaching and Learning
Becoming a Qualified Teacher
Level 5 - Professional Graduate/Certificate in Education (PCE)
All staff within their first year contract have to complete this course.
-
Taught in partnership with University of Wolverhampton
2 year course – 3 hours per week (in class)
3 modules in year 1
Professional Development (4 observations)
Introduction to teaching in the lifelong learning sector
Subject specific studies
3 modules in year 2
Professional development (4 observations)
Subject specific and e-learning
Curriculum, policies and practice
Cross College Observations
- Once qualified, a teacher joins the cross college observation
cycle
- See Observation flowchart
Notification
Pre-observation
Department
Mentoring
Observation
period
• October - notified of mentoring and observation schedule
• Monday prior to observation - notified of day and time (start or end of
lesson)
• Mentoring phase to last 2-3 weeks - departments to be informed of exact
dates. Time frame dependent upon size/needs of the department
• Mentoring team meet with departments and individuals to ascertain their
needs
• Previous QA reports and individuals' observation reports used to identify
the department/individual needs.
• Student consultations to take place - group sessions and discussions with
individuals
• Individual and/or Group mentoring sessions - work with individuals may
include informal observations to then discuss strengths and areas for
improvement in preparation for formal observation
• Observation conducted by observation team (minimum 30 mins)
• Ungraded Walkthroughs (PIP programme only)
• Staff to complete post-observation reflection within two working days
Post-observation
Feedback
Developmental
review
• Within a maximum of five working days
• Discussion on observation, post-observation reflection and previous lesson
observation action plan (if applicable)
• Professional standards met or 'shared development' process commences
•
•
•
•
If required. Staff notified of date and time.
Review of lesson observation developmental points outlined in action plan
No paperwork required
15-20 minutes
Dudley College Teaching Standards
- See handout – Dudley College Teaching Standards
- The Dudley College Teaching Standards are a combination of
The Education and Training Foundation (ETF) Professional
Standards for Teachers and Trainers, Ofsted guidelines and
Dudley College requirements.
- The standards were updated for 15-16 to reflect the changes
in the new CIF – most significantly to include British Values
Mentoring Phase
- 4 members of the OP team provide mentoring for a 2/3 week
period
- After mentoring there is a 2/3 week development phase
- After the development phase, 4 different members of the
OP team conduct ungraded lesson observations
Mentoring Phase
- The type of mentoring a department receives will be
dependent upon their needs
- We want tutors to be responsible for developing their own
teaching – research has shown that teachers improve more
when the teacher identifies and takes responsibility for their
own areas of development
Mentoring – The Teacher’s Needs
- We ask tutors to identify what THEIR needs are
- We look at their past strengths and areas for development – but
also advise that these may have changed since they were last
observed
- Initially all tutors are allocated an OP - we liaise with individuals
to help identify how we can meet their needs
Types of mentoring
- Invite us into their classes/we recommend we visit their class
and see them teaching
- Complete video mentoring
- Arrange a 1:1 discussion
- Collaborative (departments that work collaboratively are stronger)
- Group training
- Departmental training
- Revisiting OPT training sessions via BB
- Whatever THEY feel THEY need to raise THEIR standard of
teaching.
Student views
- The new Ofsted framework has a greater emphasis on the
learner journey.
- The mentoring team holds focus groups with the students to
find out their needs regarding teaching and learning
- The observation team also speaks to individual students
during lesson observations
Observations 2015/16
Ungraded – what are the differences?
-
Tutors know the exact date and time of their observation
Shorter ungraded observations (minimum 30minutes)
Functional skills lessons will also be observed
Walkthrough observations (PIP lessons only)
Assessor observations will be conducted at the same time as
their department
Outcomes of non-graded observation
- Teaching Standards Met
- Teaching Standards Met (Development Review Required)
- Teaching Standards Not Met – Re-observation needed
Feedback
- Tutor feeds back their Post Observation Reflection within
48hours
- Observer gives feedback within 5 working days
- Maximum of 3 strengths
- Maximum 3 areas of development
- Action plan
Walkthrough observations
-
Observer will stay 10-15 minutes
May arrive at any point of lesson
Will not ask to see lesson plan
Will complete evidence form
Evidence forms part of overall QA report
What next?
- Actions from individuals observations feed into their PMR
- All of the findings feed into the QA report
- Actions from the QA report will now be added to the QIP
Questions?