University of Roehampton. Quality Assurance of School Partnership Training & Delivery

Size: px
Start display at page:

Download "University of Roehampton. Quality Assurance of School Partnership Training & Delivery"

Transcription

1 University of Roehampton Quality Assurance of School Partnership Training & Delivery Policy adopted 26 th February 2015 Review date 26 th February 2016 Aim: The University of Roehampton will be relentless in its pursuit of excellence to create relevant, research informed; fast paced school based training leading to outstanding outcomes for all its trainees. Rationale and purpose of this policy National policy has promoted an increasing diversity of school provision as well as routes into teaching. Training placements are at a premium and the University is increasingly working in new settings with different types of providers as established relationships change. The purpose of this policy is: to ensure that there are sufficiently rigorous systems in place to ensure that every trainee teacher on a Primary programme leading to QTS (Qualified Teacher Status) at The University of Roehampton has equality of access to outstanding role models, mentoring and support throughout their training in partnership schools. to ensure that sufficient high quality evidence is gathered to demonstrate the quality of the provision and to promote rapid and decisive intervention to maintain the standards to which we aspire. Overview of QA process The University of Roehampton has processes to Quality Assure: 1. the quality of school placements 2. the consistency of practice by School Based Mentors (SBMs), Class Teachers, Link Tutors and School Experience Tutors (SETs) 3. the consistently excellent use of feedback to trainees; accuracy of judgements; and high quality target-setting, recording and monitoring 4. the consistent and accurate use of documentation, recording formats and regularity of mentor support activity (e.g. number of observations of trainees teaching, recording of meetings with mentors, engagement with the school context etc.) Partners are involved at every stage in planning and developing the school based aspects of the University of Roehampton ITT programme. Advice is actively and formally sought via the strategic management board, membership of which is promoted at every level of communication. Reliable data is rigorously gathered and triangulated from Schools, The University, and the Trainee. Where standards fall below our expectations, intervention is timely and decisive to reset the trajectory of the trainees experience and outcomes. There will be a termly report prepared by the Head of Partnerships which will feed into the School of Education s (SoE) self-evaluation process Subject Area Review, Programme Annual Review And Self Evaluation Document. 1

2 School Placements (addresses process 1) The university works hard in securing high quality placements, particularly at a time when quality placements within both the London area and nationally are difficult to secure. Quality assurance will focus on: sharing of expectations and standards through training and documentation, an analysis of school, trainee and university staff surveys following school placement, trainees timely notification of placements, and their match to suitable settings including the need for contrasting and challenging placements, an analysis of the quality of schools used; their strengths; their involvement in partnership training, the quality of trainee outcomes. The Training and Placements Co-ordinator (Primary) monitors existing partners through personal contact, monitoring OFSTED outcomes and collating information from SETs, Link Tutors and trainees. Schools new to the Roehampton Partnership are visited by the Head of School Placements before trainees are assigned to the school. All partnership schools inspection status are recorded on the Education Placements and Partnership Office database. This is constantly updated as contact is made annually. No trainee is placed in a school in Special Measures. Schools with an Ofsted grade of Requires Improvement are used if the trainee is placed with a Good or Outstanding class teacher and HMI have cleared the school to take trainees. The University recognises the importance of timely notification of placements. Placement acquisition strategy is a carefully planned process involving partner schools, leaders of all programmes and is reported to the ITT Management Board. The rate of placement acquisition is monitored weekly by the Head of School Placements and reported to the Head of Partnership who can initiate a strategic review of the process. On the rare occasions that trainees receive a late assignment of a school placement there will be a full report of the situation to the ITT Management Board. Processes will be amended if it is considered that improvements are required and this will feed into the termly strategic review. End of placement evaluation surveys submitted by the school, trainee and university staff are analysed by Programme Convenors and Assistant Programme Convenors in consultation with the Head of School Partnerships, analysed and where necessary action taken. All analysis and consequent actions are led and reported on by the Head of Partnerships to the ITT Management Board. Consistency of Practice Staff Training to support School Experience (Addresses processes 2,3,4) Partnership mentor training consists of a 2-day event followed by briefing meetings and updates. For consistency of practice and trainee experience, all staff are required to attend specific year-group meetings in preparation for school practice where they are updated on the requirements and procedures specific to that cohort of trainees (Appendix 3). As part of this training and supporting documentation school colleagues know the key roles in all aspects of the placement process (Appendix 2). Agreed Procedures Meetings are held at the start of the placement period. This is a meeting where all aspects of the placement experience are discussed and provision agreed by the school partner, trainee and those responsible for assessment SET/SBM and the class teacher. The signing of the Partnership Agreement is an essential component of the Agreed Procedures Meeting (APM), 2

3 ensuring equity in the quality of practice. The APM occurs at the start of school practice as this constitutes an agreement against which evaluations will be made. AT this meeting all parties (the trainee, school and university) will have the opportunity to comment and explore how each other s responsibilities will be delivered. The three part agreement is Appendix 1. Our aim is to train school staff to enable them to support trainees to make rapid progress from the start of their placements. Rigorous self-evaluation led by the Head of School Partnerships together with External Examiners will quality assure the training provided, focussing on the impact it has on the desire to deliver outstanding outcomes for trainees. For the purpose of quality assurance, the following will be monitored by the Head of Partnership and reported to the Strategic Leadership Team each term: attendance at training and the suitability of staff to undertake the role (i.e. their experience and expertise) feedback from participants and formal evaluation; opportunities provided for bespoke training responding to individual or group needs (e.g. phonics, target setting, the Standards) an analysis of relevant training materials and resources in light of partnership feedback and national changes to ITE provision use of the School Partnership website; Partnership Priorities; current documentation easily accessed from the site. The current syllabus for the two day training course can be found as Appendix 3. Quality Assurance Processes A 360 o evaluation is carried out at the end of the placement.(appendix 7). Satisfaction is measured against the undertakings included in the Partnership Agreement (Appendix 1). An analysis of these evaluations takes place according to the indicative timeline (below). This analysis uses a Likert Scale to assess each party s perception of delivery on the terms of the three part agreement. Results are analysed and reported to the IT Management Board. The IT Management Board sets thresholds for action which are managed by the Head of School Placements. Additionally there is a free response section to the evaluation. Responses are scrutinised by the Programme Convenors and where necessary actions are planned, implemented, and monitored for measurable impact and improvement of the whole placement process. The Role of the Quality Assurance Team The purpose of the Quality Assurance Team is to sample the experience of trainees and test it against the agreed standards. Action by the QA Team is initiated by the Head of School Placements. The Quality Assurance (QA) Team consists of the, Assistant Director of ITT, Head of Primary ITT, Head of Partnerships, Programme Convenor(s) and Assistant Programme Convenor(s) and the Training and Placements Co-ordinator. They will visit a minimum of 5% of each cohort for each placement to quality assure and moderate final judgements. The criteria for choosing visits are as follows: All new to Roehampton schools All schools where a concern has been expressed following their previous hosting of trainees A random selection of all other schools representative of location of where trainees are placed A random selection of trainees representative of a range of attainment against the Teacher Standards In schools the QA team will: Undertake a joint observation with the School Experience Tutor (SET) Link Tutor (LT) or School Based Mentor (SBM); 3

4 Observe oral feedback given to the trainee; Talk to the trainee about their experiences, progress and their support; Review teaching files and the evidence of practice therein. (Appendix 4) The QA member feeds back to the SET/LT/SBM using the attached proforma (Appendix 4) regarding the quality of oral and written feedback, the appropriateness of the target setting and the support provided to the trainee(s). It is important that judgments and the evidence base is clear and evaluative rather than descriptive, and clearly indicates the quality of the support given to trainees and possible training support offered to the SET/LT/SBM. The QA member will also talk to the school training coordinator or Headteacher regarding the quality of support provided by university staff. Information and judgements gathered are passed back to the Head of Partnerships who will monitor and co-ordinate all follow up actions. A QA visit is aimed at ensuring that the partnership is always strong and developing with mutual confidence. The QA team can make recommendations to improve practice or the trainee s experience. Likely recommendations are listed as part of Appendix 5. Should it not be possible resolve issues affecting the trainee experience and learning the university will consider discontinuing the relationship with the school. Indicative timeline For the purposes of this policy this is a list of activities and the approximate time it will be carried out. The precise dates will be established and publicised in August and added as Appendix 7 1. BA Primary Y2: BSE2 placement arrangement and variety (November) 2. PGCE Primary: BSE1 placement arrangement and variety (November) 3. BA Primary Y2: Mid-point BSE2 placement evaluation (December) 4. PGCE Primary: Post BSE1 placement evaluation (January) 5. BA Primary Y3: BSE3 placement arrangement and variety (January) 6. BA Primary Y1: BSE1 placement arrangement and variety (January) 7. BA Primary Y3: Mid-point BSE3 placement evaluation (February) 8. BA Primary Y1: Post BSE1 placement evaluation (February) 9. PGCE Primary: BSE2 placement arrangement and variety (March) 10. BA Primary Y3: Post BSE3 placement evaluation (April) 11. PGCE Primary: Mid-point BSE2 placement evaluation (May) 12. BA Primary Y2: Post BSE2 placement evaluation (June) 13. PGCE Primary: Post BSE2 placement evaluation (July) Each of these activities will result in a written report which feeds into the Partnership Improvement Plan and from there the SoE Ofsted self-evaluation document (SED). Action following QA processes The Head of Partnerships will be the accountable person for ensuring the collation and analysis of data. Where there are particular issues of concern the Head of Partnerships will work with University staff to ensure a swift resolution for all concerned. Where it is not possible to resolve an issue it may result in the school being deselected. Communication This policy will be communicated to all colleagues both within ITT and within our partner schools. It will be placed on the web site and be a focus for training. 4

5 A summary of this policy forms part of the Placements Pack. Outcomes of this policy When this policy is fully implemented we can expect to have clear evidence for the success of University of Roehampton trainees whilst on placement. All partners to the 3 way agreement - school, trainee and university - will have a clear understanding of the policy and will work to the highest standards of teacher education. 5

6 Appendices Appendix 1 Appendix 2 Appendix 3 Appendix 4 Appendix 5 Appendix 6 Appendix 7 Three part Agreement between University, trainee and school (draft) Role and responsibilities Syllabus for two day Mentor training course. Protocol for QA Team Action QA Team feedback form Selection of School and Staff Evaluative questions for the end of placement 6

7 Appendix 1Three part Agreement between University, trainee and school Partner The University of Roehampton The University of Roehampton is committed to providing the best possible Initial teacher Training. To support our partners and their work with our trainees, the University will: Preparation Rigorously select trainee teachers with good academic achievement and personal qualities well suited to teaching, Ensure all trainees have an enhanced DBS certificate, Provide schools with timely information concerning the requirements of the school experience, Provide trainees with both a verbal and written briefing as to how to conduct themselves in the professional environment, Provide all trainees with written tasks including the extant teacher standards and information as to how they are to be assessed, Offer schools free Mentor Training enabling colleagues to support trainees, make appropriate judgements, and enabling trainees to develop their skills During the placement Ensure that a University School Experience Tutor (SET) or a School Based Mentor (SBM) or Link Tutor is in place from the start of the placement, Check that school staff and the trainee understand all the requirements as set out in the handbook for partnership and the trainee s handbooks, Ensure that the SET or SBM will undertake the appropriate number of formal observations, make judgements against the agreed standards, and provide written developmental feedback to the trainee, Ensure that all matters arising as targets for development or through the starting profile can be addressed, Facilitate a mid-block review. At the end of the Placement Ensure that the SET or SBM will discuss the summative assessment of the trainee, drawing on evidence from all aparties involved in supporting them, Ensure completion of the online placement review form by the trainee, the SBM and the SET, Encourage all parties complete the relevant documentation and return them to the University / complete the online forms in a timely fashion. 7

8 Partner School The school is investing in the future of children s education by providing high quality training placements for trainee teachers based at the University of Roehampton. As partners with the University the school will: Roles (These roles can be shared or centred in one person depending on the capacity of the school.) Identify a member of staff to be Training Co-Ordinator Identify and place trainees with class teachers who will be good or outstanding professional role models for trainees, Identify members of staff to train as a School Based Mentor (SBM). Where a SBM is in place, to undertake formal observations and the reporting of progress. Preparation Ensure that there is an appropriate welcome and induction into the school Ensure that the trainee has received the school policies for safeguarding and child protection, health, fire procedures, use of social media, and any others deemed relevant, Brief the trainee on the learning, social and behavioural needs of the children in their class, Agree non-contact time in line with the Handbook for Partnership, Make sure that the class teacher has information about the trainee s targets and opportunities to teach phonics and mathematics in line with current requirements, Allow Wifi to the SET if necessary to complete their electronic reporting During the Placement Link trainees to a class teacher who will model best practice in the classroom, planning and assessment, Enable the trainee to experience the full life of the school especially: duties, staff meetings*, planning sessions and INSET, Give trainees opportunities to see other teachers and practitioners in action to share outstanding practice, Schedule weekly discussions, in addition to informal advice, which reflect on progress against the teacher standards and areas for development, Enable a mid-block review to which the class teacher, mentor and co-ordinator will contribute Alert the university and the trainee immediately should any concerns arise over performance, relationships or conduct. *Subject to reasonable confidentiality At the end of the Placement Enable an end of placement discussion to which the class teacher, mentor ((or SET) and coordinator will contribute (as appropriate), Ensure that the class teacher provides a separate report on the trainee s progress, 8

9 Trainee teacher Trainees have enrolled on a programme leading to a recognised professional qualification. Trainees are expected to embody the highest professional standards, reflect on, and lead their own learning throughout their training. The trainee will: Preparation Have prepared a folder set up according to guidance given, including targets from previous placements or their starting Profile, Have raised any issues likely to impact on their time in school e.g. medical appointments, interviews, Have raised any special provision that might be needed e.g. health related issues, dyslexia, Know the contents of the relevant documentation for the stage of training, Have seen copies of, and be willing to be bound by, the school policies for safeguarding and child protection, health, fire procedures, use of social media, etc. During the placement in line with the expectations for their stage of training: Work with the class teacher to build up an understanding of planning, assessment, behaviour management and best classroom practice, Carefully plan learning for the assigned groups, deliver lessons and assess as agreed with the class teacher, Attend feedback sessions and formal weekly meetings, taking careful note of developmental points, Keep careful records of progress against the teacher standards, Actively follow all the school policies and practices, Raise any concerns in a timely fashion with either the school staff or the SET, Should OFSTED inspect the school during the placement, freely and willingly give time, supporting the school as directed by the Head teacher. At the end of the placement Participate in writing the final overview, Engage in the evaluation process. Having reviewed this agreement the university staff, school staff and the trainee understand, accept and will keep to the terms of this agreement. Signed Signed Signed Trainee For School For University Date Date Date 9

10 Appendix 2 Roles and responsibilities in the QA process Deputy Director - Partnerships Assistant Director ITT Head of Primary ITT Head of School Partnerships Departmental Business Manager Training and Placements Coordinator Programme Convenors and Assistant Programme Convenors. Leadership and Management of all aspects of the placement process. Ensure co-ordination of all lines of accountability within the placement process Over site of ITT Primary Placements and the consistency of delivery. Manage processes concerning QA of Placements Collate and share placement QA data Follow up concerns, Lead the QA team. Build relationships with new partner schools Support trainees where necessary Manage the administrative team who work on placement administration Manage the academic aspects of acquiring placements, ensuring trainees are placed and training the staff who support and have access them. To maintain day to day liaison with the Business Manager Support individual trainee where necessary Participate in QA processes, liaise with the Head of Placements, To be the first call for trainees experiencing difficulties Support individual trainees where necessary School Based Mentors School Experience Tutors Class teachers Link Tutor These four roles are the front line of training and have a primary responsibility to support trainees as they seek to meet the teacher standards. There is also an expectation that any concerns will be raised in a timely and supportive way with all parties. 10

11 Appendix 3 Mentor training syllabus Training is Managed by the Head of School Placements Key documentation Teacher Standards Subject knowledge Phonics observation Maths observation Identifying the teacher standards Trainees file Reviews and Overview Cause for Concern and managing the process Managing difficult situations 11

12 Appendix 4 Protocol for QA Team Action Evidence for Quality Assurance Judgements made by QA Team on School Visits Using the attached format, the QA Team will look at the following during their planned visit to schools: Quality and range of placements judging the quality of the placement (including Ofsted grade); compliance; strengths known by the university and used within training, interviewing, module planning etc; placements matched to trainee needs; criteria and process for selection and de-selection Joint observations - with SETS, SBM and LT Analysis of trainees teaching files and records of evidence, including the feedback they receive and the developmental targets they are set in relation to the Standards (organised files in line with recommended formats; PPDs up to date; files including lessons plans, schemes of work and teaching resources; trainees self-evaluations and/or reflective journals; information about pupils /learners progress; profiles/portfolios of evidence; subject knowledge audits and records; records of feedback meetings with mentors and tutors, and reviews of targets; assignments, directed tasks and feedback sheets) Standards Evidence observing recorded examples, clearly signposted Trainee Subject Knowledge - identification of trainees relevant subject and curriculum knowledge and understanding, and response to trainees specific training needs School Opportunities - opportunities for trainees to gain practical experience of working successfully in the school or setting; for those working in challenging socio-economic circumstances and those schools judged as requires improvement Accuracy of Judgements clear understanding of grades and language used (orally and in written form) is matched SET/SBM/Link Tutor Written Feedback clearly written and unambiguous; care that vocabulary used matches the grade given; written as an evaluation of a lesson (making judgements) rather than recounting the lesson as a diary extract; providing targets matched to the relevant Standard Oral Feedback observing the quality of oral feedback and the involvement of the trainee; feedback which is focused on learning; making reference to the Standards; enabling the trainee to analyse and reflect on practice; using open-ended probing questions to encourage the trainee to explain in more depth their reasons for using a particular strategy; checking subject knowledge; explain in more depth their reasons for using a particular strategy; checking subject knowledge Target Setting targets that are focused on strengthening teaching than on completing tasks; using subject-specific targets; targets which are precise and identify the small steps they need to improve and link to any gaps in subject knowledge; trainers providing high quality written feedback The School and Trainee Experience through feedback, finding out how supportive the SET/SBM/Link Tutor was; knowledgeable, challenging and professional; punctual and providing good quality documentation to the trainee and university as required Possible action following QA team visit: Informal advice, Written advice, Recommendation to have further training, 12

13 Appendix 5 QA Team feedback to school form School Supervision model Name of contact Type of placement Date of placement Names of trainees SET / SBM Primary / Secondary BA 1/2/3 PGCE 1/2 SD Position Outcome Date of QA Visit OFSTED grade UoR/ITT engagement Extent of partnership work e.g. lecturing/ SMB etc Comment on: (QA should include joint observation) Analysis of trainees teaching files and records of evidence, School Opportunities Accuracy of Judgements SET/SBM/Link Tutor Written Feedback Oral Feedback Target Setting The School and Trainee Experience Areas to be addressed Over all comment QA form completed by 13

14 Appendix 6 Selection of School Based Mentors, Link Tutors and School Experience Tutors All University of Roehampton ITT staff are trained to be Link and School Experience Tutors. The university makes use of some Visiting School Supervisors to support the work of the IT staff. Visiting School Supervisors are often known to the University before being contracted to undertake school experience supervision. There is a selection process which requires a cv and an interview with the Head of School Placements. Candidates have to have a track record as successful practitioners. Most are recently retired head/deputy teachers or those who are currently teaching or working in educational consultancy. Following interview and training, new staff will be inducted, supervised and mentored by experienced colleagues. For quality assurance, the Head of School Placements will monitor the effectiveness of new staff and support their ongoing training needs. The QA team will look at the effectiveness of all colleagues working with trainees in schools. De-selection of School Based Mentors, Link Tutors and School Experience Tutors The highest professional standards are required from everyone working to support trainees in schools. All schools have named contacts to whom they can refer if they are concerned about any aspect of performance or conduct of SBMs/LTs/SETS. A complaint from a trainee or school about a member of the University team will trigger a need for the Assistant Director of ITT to work with either the Head of Partnerships, The Head of Placements, or the Programme Convenor to investigate the complaint and compile a report The Assistant Director of ITT will receive the report and decide on the appropriate course of action. The possible outcomes could be: additional training, informal warning, written warning or de-selection from the role. Selection of Schools as training placements. Around 700 schools are canvassed annually to ascertain if they wish to participate in training. In practice the University works with around 500. All training partnership schools OFSTED status are recorded on the School Placements Office (SPO) database. This is constantly updated up-dated as contact is made annually. No trainee is placed in a school in Special Measures. Schools with an Ofsted grade of Requires Improvement are used if the trainee is placed with a Good or Outstanding class teacher and HMI have cleared the school to take trainees. Attending a mentor training is actively encouraged, however it is recognised that not every school is able to commit to this training. De-selection of Schools as training placements A school moving into Special Measures would be sufficient to suspend its use as a training placement. If this happens during the placement period the University will immediately review the trainee s position and may remove the trainee from the school. If a trainee has been assigned to the school but the placement has not started the trainee will be reassigned and the school will not be used. 14

15 Schools coming out of special measures and having been cleared by HMI to take trainees will be used even if they remain as RI. Where a school is unable to provide a satisfactory range of training experience they will not be used. Where a school cannot provide sufficient time to manage the expectations of them as part of the training agreement they will not be used. Following a complaint from a trainee about any aspect of the treatment or experience they receive whilst in school, the Assistant Director of ITT will appoint the Head of Partnerships, The Head of Placements, or the Programme Convenor to investigate the case and compile a report. The Head of ITT will receive the report and decide on the appropriate course of action. Possible outcomes could be: an offer of additional training, the university taking over roles or as a last resort, de-selection as a training placement 15

16 Appendix 7 End of placement evaluation form The purpose of this policy is to ensure that the aspirations we have for every placement as expressed in the placement agreement are being delivery to and by each party to the agreement. Evaluation of this policy will be against the partnership agreement. Evaluative questions drawn from the Three Part Agreement are assessed by each party using a Likert Scale. This data is collected electronically via Abyasa and analysed by the Head of Partnerships, who will co-ordinate follow up action. The exact wording and format is being designed as part of the current revision of the Abyasa system. 16

Secondary Initial Teacher Training Partnership based on. Liverpool John Moores University. I.M Marsh Campus Barkhill Road Aigburth Liverpool L17 6BD

Secondary Initial Teacher Training Partnership based on. Liverpool John Moores University. I.M Marsh Campus Barkhill Road Aigburth Liverpool L17 6BD Secondary Initial Teacher Training Partnership based on Liverpool John Moores University I.M Marsh Campus Barkhill Road Aigburth Liverpool L17 6BD A short inspection report 2005/06 Managing Inspector:

More information

London Metropolitan University

London Metropolitan University London Metropolitan University Initial Teacher Education inspection report Provider address 166-220 Holloway Road London N7 8DB Unique reference number Inspection number Inspection dates Lead inspector

More information

Weston Turville CE School MISSION STATEMENT: TO PURSUE WISDOM WITHIN A CHRISTIAN ETHOS. Monitoring & Evaluation Policy. Adopted by staff: Autumn 2014

Weston Turville CE School MISSION STATEMENT: TO PURSUE WISDOM WITHIN A CHRISTIAN ETHOS. Monitoring & Evaluation Policy. Adopted by staff: Autumn 2014 Weston Turville CE School MISSION STATEMENT: TO PURSUE WISDOM WITHIN A CHRISTIAN ETHOS Monitoring & Evaluation Policy Co-ordinator: Policy Produced by: Mrs K Brooks Mrs K Brooks Adopted by staff: Autumn

More information

External Examiner's Report Template Academic Year: 2012-13

External Examiner's Report Template Academic Year: 2012-13 External Examiner's Report Template Academic Year: 2012-13 Section A Name of External Examiner: Karen Teasdale Home Institution of External Examiner: Birmingham City University UW Award/Course being externally

More information

School improvement and support strategy. Towards best schools Promoting improvement, high standards and ensuring that no child is left behind

School improvement and support strategy. Towards best schools Promoting improvement, high standards and ensuring that no child is left behind School improvement and support strategy Towards best schools Promoting improvement, high standards and ensuring that no child is left behind 1 1. School improvement strategy Local authorities have a duty

More information

Programme Specification: Professional Graduate Certificate in Education Post-Compulsory Education and Training (Level 6) July 2011

Programme Specification: Professional Graduate Certificate in Education Post-Compulsory Education and Training (Level 6) July 2011 Programme Specification: Professional Graduate Certificate in Education Post-Compulsory Education and Training (Level 6) July 2011 NOTE: This specification provides a concise summary of the main features

More information

http://tinyurl.com/uogprimarypartnership @UoGPrimary

http://tinyurl.com/uogprimarypartnership @UoGPrimary http://tinyurl.com/uogprimarypartnership @UoGPrimary Contents Table of Contents Vision of Excellence... 3 Key Contacts... 4 Introduction:... 5 Using the Grade Descriptors:... 5 Why is it important to grade

More information

London South Bank University

London South Bank University London South Bank University Initial Teacher Education inspection report Inspection Dates 16 19 This inspection was carried out by Her Majesty s Inspectors, and additional inspectors in accordance with

More information

Job Description. 1. The postholder is responsible to their line manager for his/her duties, responsibilities and teaching tasks.

Job Description. 1. The postholder is responsible to their line manager for his/her duties, responsibilities and teaching tasks. Job Description Post Title: Grade: Class Teacher MPS Responsible to: Executive Head and SLT Main Activities and Responsibilities The post holder will take responsibility for a class of children determined

More information

Postgraduate Certificate in Education: Dance Teaching (with QTS) Programme Specification

Postgraduate Certificate in Education: Dance Teaching (with QTS) Programme Specification Postgraduate Certificate in Education: Dance Teaching (with QTS) 1. Awarding Body University of Bath (subject to final agreement) 2. Teaching Institution (if different) 3. Final Award Postgraduate Certificate

More information

Salary The postholder will be paid on the appropriate point of the pay scale with the addition of the TLR 2B.

Salary The postholder will be paid on the appropriate point of the pay scale with the addition of the TLR 2B. JOB DESCRIPTION ASSISTANT CURRICULUM LEADER FOR SCIENCE (TLR 2B) Salary The postholder will be paid on the appropriate point of the pay scale with the addition of the TLR 2B. Line of Responsibility The

More information

Kings College London

Kings College London Kings College London Department of Education and Professional Studies School of Social Science and Public Policy Franklin Wilkins Building Stamford Street London SE1 9NH A secondary initial teacher training

More information

Note: Additional visits may be required where a trainee is following an Intervention

Note: Additional visits may be required where a trainee is following an Intervention B3 (iv): Placement Overview: During the placement experience the University Liaison Tutor (LT) for your placement institution will make contact with the ITT Mentor and trainee. The typical pattern of visits

More information

PARTNERSHIP AGREEMENT

PARTNERSHIP AGREEMENT PARTNERSHIP AGREEMENT Department for Teacher Development The Partnership Agreement is a working document that can be used to guide and inform the contributions of each partner, and help to support coherent

More information

Qualifications for those on the Early Years and Childcare Registers

Qualifications for those on the Early Years and Childcare Registers Qualifications for those on the Early Years and Childcare Registers Guidance for inspectors on assessing the qualifications of those providing childcare on the Early Years and Childcare Registers. Published:

More information

LONDON BOROUGH OF TOWER HAMLETS St Paul s Way Trust School JOB DESCRIPTION. Inner London Pay Spine Range: L18-L22

LONDON BOROUGH OF TOWER HAMLETS St Paul s Way Trust School JOB DESCRIPTION. Inner London Pay Spine Range: L18-L22 LONDON BOROUGH OF TOWER HAMLETS St Paul s Way Trust School JOB DESCRIPTION Post Title: Director of the Teaching School and School of Education (SoE Director) Grade: Inner London Pay Spine Range: L18-L22

More information

Flexible Post Graduate Professional Graduate Certificate in Education (Secondary)

Flexible Post Graduate Professional Graduate Certificate in Education (Secondary) Flexible Post Graduate Professional Graduate Certificate in Education (Secondary) Professional Practice Handbook 1(a) 2015-2016 Information updated and correct at September 2015 1 Disability Support Services

More information

Small Scale Development Project at North Devon College CETT Objective 1 Broadening Support in the Workplace October 2007 March 2008

Small Scale Development Project at North Devon College CETT Objective 1 Broadening Support in the Workplace October 2007 March 2008 Debra Johnson, djohnson@ndevon.ac.uk, Lecturer and tutor, teacher education 27 March 2008 Small Scale Development Project at North Devon College CETT Objective 1 Broadening Support in the Workplace October

More information

Arrangements for ITT accreditation submissions

Arrangements for ITT accreditation submissions Arrangements for ITT accreditation submissions November 2014 1 Table of Contents Introduction 3 Accreditation proposal submission process 3 Business case criteria 4 Full bid criteria 5 1. Recruitment and

More information

University of Oxford. Initial Teacher Education inspection report. Department of Education 15 Northam Gardens Oxford OX2 6PY

University of Oxford. Initial Teacher Education inspection report. Department of Education 15 Northam Gardens Oxford OX2 6PY University of Oxford Initial Teacher Education inspection report Provider address University of Oxford Department of Education 5 Northam Gardens Oxford OX2 6PY Unique reference number Inspection number

More information

The Quality Initiative in Scottish Schools

The Quality Initiative in Scottish Schools The Quality Initiative in Scottish Schools Working together to achieve excellence For dissemination and use by teaching and education authority staff The Quality Initiative in Scottish Schools Working

More information

Principal Lecturer & Course Leader PGCE Primary Programme

Principal Lecturer & Course Leader PGCE Primary Programme JOB DESCRIPTION Job Title: Salary Grade: Faculty: Base Location: Job Family: Special Conditions: Principal Lecturer & Course Leader PGCE Primary Programme Grade 9 + London Weighting Education, Humanities

More information

JOB DESCRIPTION. Head of Learning and Standards. Salary grade: Management Scale 2 + 1

JOB DESCRIPTION. Head of Learning and Standards. Salary grade: Management Scale 2 + 1 JOB DESCRIPTION Job Title: Responsible to: Head of Learning and Standards Director of Faculty Salary grade: Management Scale 2 + 1 Hours per week: 21.6 hours per week Main Purpose of the Role 1. To manage

More information

2. To support the Management Team through the assessment of learners work and assist in moderation where required.

2. To support the Management Team through the assessment of learners work and assist in moderation where required. Job Description Job Title: Lecturer Location: Sutton College Group: People s Directorate / Sutton College Post Number: S314655 Grade: Lect Mgt Spine 7 15 Department: Curriculum Responsible To: Assistant

More information

Head of Business & Social Sciences Job Description. Leadership Spine L1 8

Head of Business & Social Sciences Job Description. Leadership Spine L1 8 Head of Business & Social Sciences Job Description Leadership Spine L1 8 This job description forms part of the contract of employment of the successful applicant. The appointment is subject to the conditions

More information

Performance Appraisal Policy For Teachers

Performance Appraisal Policy For Teachers Performance Appraisal Policy For Teachers Department: Schools HR Advisory Team Author: Ruth Alinek Original date of Issue: April 2012 Latest Review: May 2013 Version: 3 Hertfordshire County Council 2012.

More information

WANDSWORTH COUNCIL LIFELONG LEARNING

WANDSWORTH COUNCIL LIFELONG LEARNING WANDSWORTH COUNCIL LIFELONG LEARNING THE OBSERVATION OF TEACHING, LEARNING & ASSESSMENT GUIDELINES Observation guidelines March 2014 1 GUIDELINES Introduction The purpose of the procedures for the observation

More information

University of Cambridge: Programme Specifications POSTGRADUATE DIPLOMA IN EDUCATIONAL STUDIES

University of Cambridge: Programme Specifications POSTGRADUATE DIPLOMA IN EDUCATIONAL STUDIES University of Cambridge: Programme Specifications Every effort has been made to ensure the accuracy of the information in this programme specification. Programme specifications are produced and then reviewed

More information

King s College London

King s College London King s College London Initial Teacher Education inspection report Provider address Professional School of Social Science and Public Policy Department of Educational and Professional Studies Franklin Wilkins

More information

Best Practice Network. Graduate Leaders in Early Years Programme Audit Monitoring Report by the Quality Assurance Agency for Higher Education

Best Practice Network. Graduate Leaders in Early Years Programme Audit Monitoring Report by the Quality Assurance Agency for Higher Education Best Practice Network Graduate Leaders in Early Years Programme Audit Monitoring Report by the Quality Assurance Agency for Higher Education February 2014 Contents Report of monitoring visit... 1 Section

More information

Lecturer Job Description - Maths Graduate

Lecturer Job Description - Maths Graduate Lecturer Job Description - Maths Graduate Date : May 2014 Reports to : Section Leader, Skills for Life Introduction Bicton College s Values are embodied in the following statements: We are student focussed

More information

Nottingham Trent University Programme Specification

Nottingham Trent University Programme Specification Nottingham Trent University Programme Specification Basic Programme Information 1 Awarding Institution: Nottingham Trent University 2 School/Campus: School of Education/ Clifton campus/ Offsite 3 Final

More information

Walthamstow Hall PERFORMANCE MANAGEMENT POLICY INCLUDING INITIAL TEACHER TRAINING (ITT) AND NQT INDUCTION

Walthamstow Hall PERFORMANCE MANAGEMENT POLICY INCLUDING INITIAL TEACHER TRAINING (ITT) AND NQT INDUCTION Walthamstow Hall PERFORMANCE MANAGEMENT POLICY INCLUDING INITIAL TEACHER TRAINING (ITT) AND NQT INDUCTION This policy has been drawn up with reference to the Education Regulations (School Teacher Performance

More information

Denton Community College Job Title: Technology Teacher Resistant Materials / Product Design - QTS

Denton Community College Job Title: Technology Teacher Resistant Materials / Product Design - QTS Job Title: Technology Teacher Resistant Materials / Product Design - QTS PERMANENT Closing Date for Application: Friday 12th June 2015 at 12 noon Thank you for expressing an interest in our vacancy. Please

More information

Hartlepool Sixth Form College Follow up re-inspection monitoring visit report

Hartlepool Sixth Form College Follow up re-inspection monitoring visit report Hartlepool Sixth Form College Follow up re-inspection monitoring visit report Unique reference number: 130568 Name of lead inspector: Ruth James HMI Last day of inspection: 1 July 2015 Type of provider:

More information

Programme Type: Certificate in Education, Post Compulsory Education and Training. (Cert. Ed - PCET) Programme Specification

Programme Type: Certificate in Education, Post Compulsory Education and Training. (Cert. Ed - PCET) Programme Specification Programme Title: Certificate in Education, Post Compulsory Education and Training (Cert. Ed - PCET) Programme Specification This document provides a summary of the features and facts relating to the above

More information

ATTAINMENT IMPROVEMENT BOARD

ATTAINMENT IMPROVEMENT BOARD ITEM NO: 7 Report to: EDUCATION ATTAINMENT IMPROVEMENT BOARD Date: 1 July 2014 Reporting Officer: Subject: Report Summary: Recommendations: Links to Sustainable Community Strategy: Policy Implications:

More information

Assessment Pack HABC Level 4 Certificate in Education and Training (QCF)

Assessment Pack HABC Level 4 Certificate in Education and Training (QCF) www.highfieldabc.com Assessment Pack HABC Level 4 Certificate in Education and Training (QCF) Version 1: December 2013 Contents Introduction 3 Learner Details 5 Centre Details 5 Achievement Summary Sheet

More information

Eggbuckland Community College Special Educational Needs Policy

Eggbuckland Community College Special Educational Needs Policy Eggbuckland Community College Special Educational Needs Policy Rationale The aims and values of the College are (and have been since 1993): Learning Caring Achieving All of the College s activities continue

More information

JOB PROFILE. Deputy Finance Manager

JOB PROFILE. Deputy Finance Manager JOB PROFILE Deputy Finance Manager POSITION TITLE: Deputy Finance Manager DIRECTORATE:CSF DIVISION:EDUCATION PAY LEVEL: SECTION:SWISS COTTAGE SCHOOL REPORTS TO: Finance Manager JOB PURPOSE The postholder

More information

MA EDUCATION MA Education: Childhood and Youth Studies MA Education: Higher Education MA Education: Leadership and Management MA Education: TESOL

MA EDUCATION MA Education: Childhood and Youth Studies MA Education: Higher Education MA Education: Leadership and Management MA Education: TESOL Programme Specification MA EDUCATION MA Education: Childhood and Youth Studies MA Education: Higher Education MA Education: Leadership and Management MA Education: TESOL PGCert Artist Teacher PGCert Challenging

More information

Aylesbury College Teaching, Learning and Assessment Strategy

Aylesbury College Teaching, Learning and Assessment Strategy Aylesbury College Teaching, Learning and Assessment Strategy 2013-14 Responsible Officer: Vice Principal Learning and Quality Date Reviewed: August 2013 Next Review date: August 2014 Procedure available:

More information

HARRIS FEDERATION MANAGERS GUIDE TO PERFORMANCE APPRAISAL: HOW IT ALL WORKS IN PRACTICE

HARRIS FEDERATION MANAGERS GUIDE TO PERFORMANCE APPRAISAL: HOW IT ALL WORKS IN PRACTICE HARRIS FEDERATION MANAGERS GUIDE TO PERFORMANCE APPRAISAL: HOW IT ALL WORKS IN PRACTICE 1. All Teaching Staff will be sent a letter from the Principal (see Appendix 3) with a copy of the Performance Appraisal

More information

Great Hockham Primary School

Great Hockham Primary School School report Great Hockham Primary School Watton Road, Great Hockham, Thetford, IP24 1PB Inspection dates 13 14 November 2013 Overall effectiveness Previous inspection: Satisfactory 3 This inspection:

More information

School Sports Apprenticeship Scheme

School Sports Apprenticeship Scheme School Sports Apprenticeship Scheme This document outlines the information for schools necessary to understand before taking on a School Sport Apprentice. It informs schools on what the apprenticeship

More information

SO1 P29-31 Term time only 37 hours per week Actual salary 21,107 to 22,504

SO1 P29-31 Term time only 37 hours per week Actual salary 21,107 to 22,504 JOB DESCRIPTION Job Title: School: Pay Range: Responsible to: Responsible for: Behaviour Support Manager Woodlands Primary SO1 P29-31 Term time only 37 hours per week Actual salary 21,107 to 22,504 Inclusion

More information

GLF Schools - Job Description

GLF Schools - Job Description GLF Schools - Job Description Job Title KS3 Coordinator History Job Reference GS-KS3H-0510 Location Glyn School Travel required No Core purpose Responsible for supporting and leading the attainment, progress

More information

Job Title: Lead Practitioner Science KS4. Position Overview

Job Title: Lead Practitioner Science KS4. Position Overview Job Title: Lead Practitioner Science KS4 Salary: L3 L7 Position Overview Responsible to: Director of Science. Teacher of Science Key purposes: a) To carry out the professional duties of a teacher as described

More information

JOB DESCRIPTION. 4. DEPARTMENT: Faculty of Education and Children s Services - Department of Initial Teacher Education (ITE)

JOB DESCRIPTION. 4. DEPARTMENT: Faculty of Education and Children s Services - Department of Initial Teacher Education (ITE) JOB DESCRIPTION 1. JOB TITLE: Senior Lecturer in Art Education 2. HRMS REFERENCE NUMBER: HR14486 3. ROLE CODE: FINSLTSR5 4. DEPARTMENT: Faculty of Education and Children s Services - Department of Initial

More information

Job Description - Early Years Foundation Stage Leader

Job Description - Early Years Foundation Stage Leader Job Description - Early Years Foundation Stage Leader To provide leadership in the development and management of the teaching and learning of our EYFS. To teach pupils within the school and carry out such

More information

JOB DESCRIPTION. Job Title: Lecturer in Film Production & Cinematography (Ref: J274)

JOB DESCRIPTION. Job Title: Lecturer in Film Production & Cinematography (Ref: J274) JOB DESCRIPTION Job Title: Lecturer in Film Production & Cinematography (Ref: J274) Grade: Lecturer: Unqualified 20,200 to 23,230 pa Qualified 24,240 to 32,320 pa Responsible to: Curriculum Manager Location:

More information

BA (Hons) in Education

BA (Hons) in Education BA (Hons) in Education at Ashton Sixth Form College Approved by Staffordshire University Guidance & Information Ashton Sixth Form College Higher Education Contents What will the course cover?... 3 What

More information

Level 2 and 3 Qualifications in Supporting Teaching and Learning in Schools (5329) Qualification handbook for centres

Level 2 and 3 Qualifications in Supporting Teaching and Learning in Schools (5329) Qualification handbook for centres Level 2 and 3 Qualifications in Supporting Teaching and Learning in Schools (5329) Qualification handbook for centres www.cityandguilds.com September 2010 Version 1.4 (October 2015) About City & Guilds

More information

Director of the Humber Teaching School. Application Pack

Director of the Humber Teaching School. Application Pack Director of the Humber Teaching School Application Pack 1 Contents Welcome Letter... 3 The Humber Teaching School Ethos and Vision... 5 National Key Performance Indicators for teaching schools... 7 Job

More information

JOB DESCRIPTION. Graduate Trainee Teacher and Personal Tutor. Sixth Form College s Unqualified Teachers Pay Scale

JOB DESCRIPTION. Graduate Trainee Teacher and Personal Tutor. Sixth Form College s Unqualified Teachers Pay Scale JOB DESCRIPTION POST TITLE: SALARY/GRADE: RESPONSIBLE TO: MAIN PURPOSE OF THE POST: Graduate Trainee Teacher and Personal Tutor Sixth Form College s Unqualified Teachers Pay Scale Head of Section To ensure

More information

Barnet Local Authority - Monitoring, Challenge and Support - 2015/16

Barnet Local Authority - Monitoring, Challenge and Support - 2015/16 Barnet Local Authority - Monitoring, Challenge and Support - 2015/16 A Introduction 1 This documents sets out how the local authority will fulfil its statutory duties in relation to local authority maintained

More information

Phoenix College. 40 Christchurch Road, Reading, RG2 7AY. Inspection dates 15 16 October 2014

Phoenix College. 40 Christchurch Road, Reading, RG2 7AY. Inspection dates 15 16 October 2014 Phoenix College 40 Christchurch Road, Reading, RG2 7AY Inspection dates 15 16 October 2014 Overall effectiveness Previous inspection: Good 2 This inspection: Good 2 Leadership and management Good 2 Behaviour

More information

Job Description. 5. To ensure recruitment, retention and achievement of learners are fully supported and facilitated.

Job Description. 5. To ensure recruitment, retention and achievement of learners are fully supported and facilitated. Job Description Post Number: Job Title: Responsible to: Responsible for: TBC Curriculum Leader Principal Performance and management of a team of tutors/lecturers within the curriculum area in agreement

More information

CLAYTON VILLAGE PRIMARY SCHOOL. Job Description for a Class Teacher (Full Time/Fixed Term Contract) Area of Responsibility: To be agreed

CLAYTON VILLAGE PRIMARY SCHOOL. Job Description for a Class Teacher (Full Time/Fixed Term Contract) Area of Responsibility: To be agreed CLAYTON VILLAGE PRIMARY SCHOOL Job Description for a Class Teacher (Full Time/Fixed Term Contract) Area of Responsibility: To be agreed Purpose of the job: To teach pupils in the Primary Age range To support

More information

Job Description Deputy Head Teacher The Deputy Head Teacher is responsible to the Head Teacher in all aspects of school life and will be the first

Job Description Deputy Head Teacher The Deputy Head Teacher is responsible to the Head Teacher in all aspects of school life and will be the first Job Description Deputy Head Teacher The Deputy Head Teacher is responsible to the Head Teacher in all aspects of school life and will be the first point of contact in the Head Teacher s absence. You are

More information

Senior Staff, Teachers, Pastoral Team, HLTLAs

Senior Staff, Teachers, Pastoral Team, HLTLAs WITHERSLACK GROUP Teaching and Learning Assistant Level 3 Job Description POST TITLE: Teaching and Learning Assistant Level 3 RESPONSIBLE TO: LIAISON WITH: Deputy Head Teacher Senior Staff, Teachers, Pastoral

More information

School Development Lead - Secondary. Mathematics Mastery Candidate Information Brief

School Development Lead - Secondary. Mathematics Mastery Candidate Information Brief School Development Lead - Secondary Mathematics Mastery Candidate Information Brief January 2014 Dear candidate, We are delighted you are interested in learning more about the role of School Development

More information

EO1: A Good School For All

EO1: A Good School For All Education Division Strategy EO1: A Good School For All Tina Page Principal Officer School Improvement September 2014 March 2016 Last updated: October 2014 Underpinning principles: EDUCATION AIMS making

More information

ST BARTHOLOMEW S SCHOOL. PERFORMANCE MANAGEMENT POLICY (Teachers and the Headteacher)

ST BARTHOLOMEW S SCHOOL. PERFORMANCE MANAGEMENT POLICY (Teachers and the Headteacher) ST BARTHOLOMEW S SCHOOL PERFORMANCE MANAGEMENT POLICY (Teachers and the Headteacher) Reviewed by Learning Resources Committee, Spring 2011 Approved by Full Governing Body, Spring 2011 To be reviewed Spring

More information

Qualification and Assessment Specification

Qualification and Assessment Specification Qualification and Assessment Specification NOCN Level 3 Award in Education and Training (QCF) Qualification No: 601/0619/0 Operational Start Date: 1 st September 2013 Version Number: 1.1 Date of Issue:

More information

Programme Specification Foundation Degree (Arts) Business and Enterprise

Programme Specification Foundation Degree (Arts) Business and Enterprise P Programme Specification Foundation Degree (Arts) and Enterprise Valid from: September 2015 Oxford Brookes University Faculty of / (Activate Learning) Reading College 1 SECTION 1: GENERAL INFORMATION

More information

The Role of the Science Subject Leader. The role of the subject leader is crucial if schools are to raise standards and

The Role of the Science Subject Leader. The role of the subject leader is crucial if schools are to raise standards and The Role of the Science Subject Leader The role of the subject leader is crucial if schools are to raise standards and support teachers and children. The pack contains details and information to help subject

More information

Looked after children good practice in schools

Looked after children good practice in schools Looked after children good practice in schools This is a short report based on a small-scale survey of good practice in schools in relation to looked after children. It does not cover all aspects of looked

More information

Skegness Grammar School

Skegness Grammar School School report Skegness Grammar School Vernon Road, Skegness, PE25 2QS Inspection dates 13 14 May 2014 Overall effectiveness Previous inspection: Not previously inspected This inspection: Good 2 Achievement

More information

Oakwood Court College

Oakwood Court College Learning and Skills inspection report Date published: 19 December 2012 Inspection Number: 399012 URN: 131947 Oakwood Court College Independent specialist college Inspection dates 14-16 November 2012 Overall

More information

UNIVERSITY OF LINCOLN JOB DESCRIPTION. JOB NUMBER CSS016 GRADE 8 DATE May 2015 CONTEXT

UNIVERSITY OF LINCOLN JOB DESCRIPTION. JOB NUMBER CSS016 GRADE 8 DATE May 2015 CONTEXT UNIVERSITY OF LINCOLN JOB DESCRIPTION JOB TITLE DEPARTMENT LOCATION Senior Lecturer in Accountancy Lincoln Business School Brayford JOB NUMBER CSS016 GRADE 8 DATE May 2015 REPORTS TO Deputy Head of School

More information

IQ Level 4 Certificate in Education and Training (QCF) Specification

IQ Level 4 Certificate in Education and Training (QCF) Specification Quality Management System 601/1733/3 Specification IQ Level 4 Certificate in Education and Training (QCF) Specification Regulation No: 601/1733/3 Page 1 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author

More information

Inspection judgements Key to judgements: Grade 1 is outstanding; grade 2 is good; grade 3 is requires improvement; grade 4 is inadequate

Inspection judgements Key to judgements: Grade 1 is outstanding; grade 2 is good; grade 3 is requires improvement; grade 4 is inadequate Teesside University Initial Teacher Education (ITE) inspection report 28-31 January 2013 This inspection was carried out by three of Her Majesty s Inspectors and one additional inspector in accordance

More information

ASSISTANT PSYCHOLOGIST JOB DESCRIPTION & PERSON SPECIFICATION

ASSISTANT PSYCHOLOGIST JOB DESCRIPTION & PERSON SPECIFICATION JOB DESCRIPTION ASSISTANT PSYCHOLOGIST Salary Grade: Scale S02 points 32-34 Accountable to: Head of Integrated Working Responsible for: 3 members of the Behaviour Support Team 1. JOB SUMMARY The post holder

More information

Performance management for teachers

Performance management for teachers Performance management for teachers Revised performance management arrangements 2012 Guidance Guidance document no: 073/2012 Date of issue: May 2012 Performance management for teachers Audience Local authorities,

More information

Additional Educational Needs and Inclusion Policy and Procedures

Additional Educational Needs and Inclusion Policy and Procedures Additional Educational Needs and Inclusion Policy and Procedures Date of issue: February 2013 Review date: February 2014 This policy was discussed, agreed and formally accepted on 5 February 2013 by the

More information

Partnership Training Agreement for Initial Teacher Education between. And. London Metropolitan University 2014/2015

Partnership Training Agreement for Initial Teacher Education between. And. London Metropolitan University 2014/2015 Partnership Training Agreement for Initial Teacher Education between And London Metropolitan University 2014/2015 1 The partnership. London Metropolitan University and its partnership and lead schools

More information

HEAD OF PE/HEADTEACHER. To work collaboratively within the department to raise attainment in PE across Key Stage 3 and 4, by:-

HEAD OF PE/HEADTEACHER. To work collaboratively within the department to raise attainment in PE across Key Stage 3 and 4, by:- CROFTON ACADEMY JOB DESCRIPTION Job Title: SECOND IN PE (with responsibility for Boys PE) Grade: MAIN PAY SCALE WITH TLR Reporting to: HEAD OF PE/HEADTEACHER Location: CROFTON ACADEMY Key Outcomes/Activities:

More information

This is an exciting opportunity for an ICT/Computing/Business Teacher to join a brand new Christian all-through free school in Birmingham.

This is an exciting opportunity for an ICT/Computing/Business Teacher to join a brand new Christian all-through free school in Birmingham. Computing/ ICT/Business (Secondary School) Teacher Closing date: 20/04/2015 at 12pm Interview date: TBC School to open: September 2015 Salary: 22,023-32,187 (Grade dependent on experience) Location: Birmingham

More information

Quality Assurance of Medical Appraisers

Quality Assurance of Medical Appraisers Quality Assurance of Medical Appraisers Recruitment, training, support and review of medical appraisers in England www.revalidationsupport.nhs.uk Contents 1. Introduction 3 2. Purpose and overview 4 3.

More information

JOB DESCRIPTION. 1. JOB TITLE: Lecturer in Human Resource Management

JOB DESCRIPTION. 1. JOB TITLE: Lecturer in Human Resource Management JOB DESCRIPTION 1. JOB TITLE: Lecturer in Human Resource Management 2. REFERENCE NUMBER: HRMS/13161 3. ROLE CODE: FINLEC 4. DEPARTMENT: Marketing, Human Resource Management, Tourism and Events Management

More information

Appraisal Policy (Teachers)

Appraisal Policy (Teachers) Appraisal Policy (Teachers) Sponsorship & Review 1 Sponsor Headteacher 2 Reviewed September 2015 3 Revised September 2015 Charlton School Page 1 Teachers Appraisal Policy For the year 2015 2016 decisions

More information

Job Description. contribute to the development and successful implementation of ATM s plans.

Job Description. contribute to the development and successful implementation of ATM s plans. Job Description Position: Curriculum and Operations Manager Salary Range: 34,295 to 38599 Reporting to: Director of Operations and Performance Responsible for: Programme Leader, Advance Teaching Practitioner,

More information

9 CHILDREN AND YOUNG PEOPLE S OVERVIEW AND SCRUTINY COMMITTEE 12 th November 2008

9 CHILDREN AND YOUNG PEOPLE S OVERVIEW AND SCRUTINY COMMITTEE 12 th November 2008 9 CHILDREN AND YOUNG PEOPLE S OVERVIEW AND SCRUTINY COMMITTEE 12 th November 2008 SCHOOL IMPROVEMENT: Priority Schools Report Author: Bill Lyttle 020 8496 5632 Bill.Lyttle@vtplc.com Chief Adviser VT E&S

More information

Effective Performance Management Driving College Improvement

Effective Performance Management Driving College Improvement Effective Performance Management Driving College Improvement Guidance for Colleges: May 2014 Contents 1. Introduction... 3 2. Ofsted Common Inspection Framework... 5 2.1 Ofsted annual report 2012/13...

More information

Foundation Degree in Supporting Childrens Development and Learning-Newbury College X313 For students entering Part 1 in 2009/0

Foundation Degree in Supporting Childrens Development and Learning-Newbury College X313 For students entering Part 1 in 2009/0 Foundation Degree in Supporting Childrens Development and Learning-Newbury College X313 For students entering Part 1 in 2009/0 UCAS code: Awarding Institution: Teaching Institution: Relevant QAA subject

More information

Job Description: Assistant Principal (AP) Pastoral and External Services

Job Description: Assistant Principal (AP) Pastoral and External Services Job Description: Assistant Principal (AP) Pastoral and External Services Introduction to the post This is an incredibly important role to the NSETC. We deeply believe that if students are going to be successful

More information

Exmouth Community College

Exmouth Community College Exmouth Community College ASSESSMENT WHOLE COLLEGE POLICY Policy Details Date Policy Written David Turner Policy ratified by Curriculum Committee Policy agreed by governors 10.05.16 Review Cycle 2 years

More information

Assistant Director - Engineering and Construction

Assistant Director - Engineering and Construction Assistant Director - Engineering and Construction Job Description Area : Faculty of Humanities, English and STEM Salary : M1 Hours of Work (Full-time/Part-time) : Full-time Line Manager : Director of Faculty

More information

Continuous Professional Development. For Education Professionals, Teachers and Support Staff

Continuous Professional Development. For Education Professionals, Teachers and Support Staff Continuous Professional Development For Education Professionals, Teachers and Support Staff Introduction The School of Education is passionate about leading change which transforms the lives of children

More information

Appraisal Policy for Learning Support Assistants

Appraisal Policy for Learning Support Assistants Appraisal Policy for Learning Support Assistants INTRODUCTION This policy is based on the Hertfordshire model policy May 2013. Performance management recognises and values strengths and supports colleagues

More information

POSTGRADUATE CERTIFICATE IN EDUCATION

POSTGRADUATE CERTIFICATE IN EDUCATION University of Cambridge: Programme Specifications Every effort has been made to ensure the accuracy of the information contained in this programme specification. At the time of publication, the programme

More information

Primrose Hill Primary School Teaching and Learning Policy: A baseline for outstanding practice

Primrose Hill Primary School Teaching and Learning Policy: A baseline for outstanding practice Primrose Hill Primary School Teaching and Learning Policy: A baseline for outstanding practice January 2012 Review date: January 2013 KEY PRINCIPLES Teaching at Primrose Hill is Learning Centred, meaning

More information

Assessment in the New National Curriculum

Assessment in the New National Curriculum Assessment in the New National Curriculum Introduction We believe that effective assessment provides information to improve teaching and learning. We give learners regular feedback on their learning so

More information

Every School a Good School

Every School a Good School Every School a Good School Surrey Local Authority School Improvement Strategy Summary Maria Dawes Head of School Effectiveness Every School a Good School: Surrey Local Authority School Improvement Strategy

More information

Inspection dates 19 21 March 2014. Effectiveness of leadership and management

Inspection dates 19 21 March 2014. Effectiveness of leadership and management Further Education and Skills inspection report Date published: 25 April 2014 Inspection Number: 429097 URN: 131959 Portland College Independent specialist college Inspection dates 19 21 March 2014 Overall

More information

Senior Leadership Team and Class Teacher Job Description & Person Specification

Senior Leadership Team and Class Teacher Job Description & Person Specification Senior Leadership Team and Class Teacher Job Description & Person Specification SCHOOL Queen Eleanor s C of E Junior School TITLE Senior Leadership Team & Class Teacher JOB PURPOSE As part of the Leadership

More information

Weald Rise Primary School. Assessment Policy

Weald Rise Primary School. Assessment Policy Rising to the challenge, striving for excellence Weald Rise Primary School Assessment Policy Approved by Governing Body on: November 2015 Signed by Chair of Governors: Review Date: September 2017 This

More information

Curriculum Manager Motor Vehicles Job Description

Curriculum Manager Motor Vehicles Job Description Curriculum Manager Motor Vehicles Job Description Responsible To: Responsible For: Campus: Head of Department Curriculum Staff Southgate Campus Context The curriculum at Barnet and Southgate College is

More information

Liverpool John Moores University

Liverpool John Moores University Liverpool John Moores University Initial Teacher Education inspection report Provider address Faculty of Education, Community and Leisure IM Marsh Campus Barkhill Road Aigburth Liverpool L17 6BD Unique

More information