TEACHING, LEARNING AND ASSESSMENT UPDATE 1 ST March 2013.

TEACHING, LEARNING AND ASSESSMENT UPDATE

1ST March 2013

The quality of teaching, learning & assessment is measured by:• Drop ins

• Developmental observations

• Graded observations

• Fitness Reviews

• Temperature check

Drop-ins

In 2012/13, we have completed 1173 drop in observations. This is a significant improvement on 2011/12, where we completed 336. A-levels also carried out quality reviews in the 13 lowest achieving AS courses

W1 W2 W3 W4 W5 W6 W7 W8 W9 W10

Jan Total

134 134 138 105 103 137 159 49 60 83 71 1173

Drop ins collated each week (from October 2012)

Outcomes from Drop-Ins

• Curriculum Team Managers, Advanced Practitioners and Section Leaders felt they have a better insight into teaching and learning activities in their area

• Most teams do not feel threatened by the process and see it as a developmental opportunity

• Gives teachers a forum to ask for help• Themes and ideas for development days,

road- shows, and spotlights are identified

Developmental observations “Developmental observations have been received

positively in our area. Having the opportunity to receive feedback on a lesson, whilst ungraded, has given staff the opportunity to try new innovative ideas in class and assess their impact. Developmental observations, combined with Drop-ins have created a culture of transparency. This has led to teachers exploring and discussing openly, ways to improve our already outstanding provision. Sharing good practice in our area is at an all time high.”

Head of Learning

Graded observations

• Graded observations have started in all areas. Drop ins were prioritised in the winter term.

  No .of observations Av. grade2010/11 328 1.842011/12 345 1.862012/13 24 1.79

Temperature Checks

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10In January, the Student Exec began ‘temperature checks’ in curriculum areas. Each member of the student exec asks 10 random students to rate their teaching, learning that week

We are here

e.g.

Area

Cross College

The impact of Fitness Reviews...

Purpose:

• To give a clear indication on whether the curriculum area is ‘inspection ready’

• To raise standards in teaching, learning and assessment

• To support an increase in success rates• To gain further feedback from the

‘student voice’

Fitness Review Impact: Success

Fitness Review Impact: Attendance

Fitness Review Impact: End of Year Survey

Trends from Fitness Review

• Impressive levels of learners enjoyment/satisfaction in all areas

• Excellent learner involvement in college community activities in all areas

• Exceptional quality of staff – qualifications, experience, ability to meet learners needs in all areas

• Superb partnerships exist with schools, employers, community groups, support groups, parents etc in all areas

• Health, safety and welfare is promoted innovatively in all areas

Trends From Fitness Review

• Poor development of literacy and numeracy skills in some areas

• Employers views are not considered sufficiently in the planning of provision, in a few areas

• In some areas equality and diversity is not always promoted in teaching and learning

• Inconsistent added value/progress made relative to potential in some areas

• Varied targets setting and the extent to which learners meet and exceed these in some areas

Improving the quality of teaching, learning and assessment• Research reviews – Joyce and Showers 2002

Summary ‘Change in classroom practice requires

teachers to experiment with new methods, and to discuss resulting difficulties with colleagues, along with improvement issues. Otherwise most teachers try ideas suggested in training only once or twice, and then revert to usual practice.’

Teaching and Learning Roadshows• What are they?

• What is the feedback?

Innovation group

• What is it?

• What is the feedback?

Peer review

• The PODs have set up teacher partnerships mixing teachers from different curriculum areas encouraging peer review

• They work together on development days• They organise visits to each curriculum area and carry

out a teaching observation (e.g. teachers from ‘Health and Social Care’ are observing teachers from ‘Construction’ and vice versa)

• The feedback so far has been very positive. • “Looking from the perspective of the observee you can

see what your lesson looks like from the ‘outside’ and can often see things more clearly to help evaluate the lesson and it’s full effect”

Pods

Vision

• Embed coaching culture

• Non-graded observations

• Outstanding teaching, learning and assessment