University of Roehampton. Quality Assurance of School Partnership Training & Delivery
|
|
- Isabella Lynch
- 7 years ago
- Views:
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
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 informationProgramme 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 informationJob 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 informationSecondary 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 informationExternal 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 informationhttp://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 informationPostgraduate 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 informationQualifications 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 informationFlexible 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 informationLONDON 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 informationSalary 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 informationHead 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 informationWalthamstow 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 informationPerformance 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 informationBest 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 informationProgramme 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 informationJOB 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 informationHartlepool 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 informationThe 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 information2. 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 informationJOB 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 informationArrangements 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 informationMA 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 informationLecturer 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 informationDenton 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 informationBA (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 informationUniversity 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 informationHARRIS 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 informationLooked 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 informationGreat 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 informationNottingham 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 informationKing 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 informationST 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 informationEggbuckland 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 informationSO1 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 informationPROGRAMME SPECIFICATION Definitive Document
PROGRAMME SPECIFICATION Definitive Document Section 1: BASIC INFORMATION 1.1 Awarding Institution: University of St Mark & St John 1.2 Teaching Institution: University of St Mark & St John 1.3 Locus of
More informationMANAGING PERFORMANCE MANAGEMENT ADVICE TO NUT SCHOOL REPRESENTATIVES
MANAGING PERFORMANCE MANAGEMENT ADVICE TO NUT SCHOOL REPRESENTATIVES All schools need a written and agreed performance management policy so that everyone in the school community understands how performance
More informationProgramme 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 informationJob 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 informationFoundation 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 informationHow To Improve Your School'S Performance
Teach First Initial Teacher Education inspection report Provider address Teach First 4 More London Riverside London SE1 2AU Unique reference number Inspection number Inspection dates Lead inspector 70270
More informationPrimrose 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 informationJOB 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 informationJOB 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 informationAdditional 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 informationPhoenix 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 informationASSISTANT 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 informationHow To Manage School Performance
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 informationAbout the Partnership The Concorde Partnership is based on shared 14-19 education between 5 local institutions with a common vision and approach:
Concorde Partnership PGCE School Direct training to teach 2TZ3 Computer Science 2016-17 Training Provider Information About the Partnership The Concorde Partnership is based on shared 14-19 education between
More informationProfessional Graduate Certificate in Education (Post-compulsory Education)
PROGRAMME SPECIFICATION Professional Graduate Certificate in Education (Post-compulsory Education) Postgraduate Certificate in Education (Post-compulsory Education) Incorporating Lifelong Learning UK (LLUK)
More informationMendip Edge Federation
Mendip Edge Federation Fairlands Middle School POLICY FOR APPRAISING TEACHER PERFORMANCE Contents PURPOSE... 2 APPLICATION OF THE APPRAISAL POLICY... 2 THE APPRAISAL PERIOD... 2 SETTING OBJECTIVES... 3
More informationSenior 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 informationBarnet 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 informationAssessment, Recording and Reporting Policy. Committee Responsible: Curriculum & Standards
The process of assessing, recording and reporting is required to: Inform students, parents and teachers of attainment and progress being made by students in all areas of the curriculum. Allow realistic
More informationSkegness 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 informationContinuous 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 informationAssessment, Recording and Reporting Policy
St Peter s CE (VA) Infants School Assessment, Recording and Reporting Policy Philosophy Assessment is essential for the promotion of effective learning and teaching. It enables the teacher to deliver an
More informationThe 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 informationPROGRAMME SPECIFICATION MSc Speech, Language and Communication Needs in Schools: Advanced Practice
PROGRAMME SPECIFICATION MSc Speech, Language and Communication Needs in Schools: Advanced Practice Awarding body: Institute of Education, University of London / City University London Teaching Institutions:
More informationDirector 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 informationSchool Standards and Interventions Services and Charges to Schools, Academies and Settings
Services and Charges to Schools, Academies and Settings Children s Services, Schools and Families Contents Contents Pg Message from Head of School Standards and Interventions 3 At a Glance 4 Support and
More informationTo ensure that all pupils with specific learning difficulties are identified and supported in school.
JUNIOR SCHOOL LEARNING SUPPORT POLICY Summary Statement At Dulwich College pupils follow a rigorous academic curriculum and it is therefore essential that the Learning Support Policy provides for appropriate
More informationHAYDON BRIDGE HIGH SCHOOL ASSESSMENT, RECORDING & REPORTING POLICY
HAYDON BRIDGE HIGH SCHOOL ASSESSMENT, RECORDING & REPORTING POLICY Haydon Bridge High School is committed to being a fully accessible and inclusive organisation, welcoming and respecting the diversity
More informationINDEPENDENT TUTORIAL COLLEGE
INDEPENDENT TUTORIAL COLLEGE SCHEME DOCUMENT BRITISH ACCREDITATION COUNCIL FOR INDEPENDENT FURTHER AND HIGHER EDUCATION COLLEGE ACCREDITATION SCHEME CONTENTS 1. INTRODUCTION...1 2. ELIGIBILITY FOR ACCREDITATION...2
More informationInspection 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 informationPOSTGRADUATE 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 informationBA (Hons) in Early Childhood Studies
BA (Hons) in Early Childhood Studies at Ashton Sixth Form College Validated by Staffordshire University Guidance & Information Ashton Sixth Form College Higher Education Contents Contents... 1 When are
More informationEvery 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 informationPost Graduate Certificate in Education (PCET) Certificate in Education (PCET)
Post Graduate Certificate in Education (PCET) Certificate in Education (PCET) at Ashton Sixth Form College Subject to approval by Staffordshire University Guidance & Information Ashton Sixth Form College
More informationThe Open University Foundation Degree in Primary Teaching and Learning and Diploma of Higher Education in Primary Teaching and Learning
The Open University Foundation Degree in Primary Teaching and Learning and Diploma of Higher Education in Primary Teaching and Learning Frequently Asked Questions February 2013 This information is correct
More informationStatutory guidance for appropriate bodies, local authorities, head teachers, school staff and governing bodies
Statutory guidance for appropriate bodies, local authorities, head teachers, school staff and governing bodies Contents GUIDANCE FOR APPROPRIATE BODIES, LOCAL AUTHORITIES, HEAD TEACHERS, SCHOOL STAFF AND
More informationInspection 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 informationHonours Degree (top-up) Business Abbreviated Programme Specification Containing Both Core + Supplementary Information
Honours Degree (top-up) Business Abbreviated Programme Specification Containing Both Core + Supplementary Information 1 Awarding Institution / body: Lancaster University 2a Teaching institution: University
More informationHeadteacher Performance Review: Practical guidance and activities for governors and headteachers
Headteacher Performance Review: Practical guidance and activities for governors and headteachers 4. Reviewing the head's performance against last year's objectives The pre-review meetings with the external
More informationEffective 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 informationUNIVERSITY 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 informationAwarding Institution: Institute of Education, University of London. Teaching Institutions: Institute of Education, University of London
PROGRAMME SPECIFICATION MA Primary Education (Policy and Practice) Awarding Institution: Institute of Education, University of London Teaching Institutions: Institute of Education, University of London
More informationBrooklands Primary School School Development Plan
Brooklands Primary School School Development Plan April 2015 July 2016 (Summer Term 2015 completed, 2015-16 actions to be completed after completion of new headteacher s first term) 1 Contents School Mission
More informationQuality 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 informationEO1: 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 informationJOB 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 informationINDEPENDENT HIGHER EDUCATION INSTITUTION
INDEPENDENT HIGHER EDUCATION INSTITUTION SCHEME DOCUMENT BRITISH ACCREDITATION COUNCIL FOR INDEPENDENT FURTHER AND HIGHER EDUCATION COLLEGE ACCREDITATION SCHEME CONTENTS 1. INTRODUCTION...1 2. ELIGIBILITY
More informationSchool of Education. Inspiring learners, enriching communities. Student Handbook BA Hons Primary Education Year 3 of 3 2015/16
School of Education Inspiring learners, enriching communities Student Handbook BA Hons Primary Education Year 3 of 3 2015/16 Contents Page SECTION 1 1. Introduction... 1 2. Key people... 2 3. Communication,
More informationCONTENTS 1. INTRODUCTION 1 2. THE EVIDENCE BASE FOR INSPECTION 1 3. BACKGROUND TO THE COURSE 1 4. THE QUALITY OF PASTORAL CARE 2
CONTENTS Section Page 1. INTRODUCTION 1 2. THE EVIDENCE BASE FOR INSPECTION 1 3. BACKGROUND TO THE COURSE 1 4. THE QUALITY OF PASTORAL CARE 2 5. THE QUALITY OF LEADERSHIP AND MANAGEMENT 2 6. THE QUALITY
More informationAppraisal 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 informationSchool Improvement Strategy 2015-2017
School Improvement Strategy 2015-2017 We unite across Suffolk to enable every child to be the best they can be Foreword Ensuring all children receive the best possible education is a commitment that we
More informationInclude Oxfordshire. Summary of key findings. P r o t e c t I n s p e c t i o n School report. Inspection dates 20 21 February 2013
P r o t e c t I n s p e c t i o n School report Include Oxfordshire East Oxford Community Centre, Princess Road, Oxford, OX4 1DD Inspection dates 20 21 February 2013 Overall effectiveness 2 Pupils achievement
More informationLondon Strengthening Communities Support Officer
London Strengthening Communities Support Officer Job Pack Sova is committed to safeguarding and promoting the welfare of children, young people and vulnerable adults, and expects all staff and volunteers
More informationJob Description Course Team Leader: Media & Game Design
UXBRIDGE COLLEGE Job Description Course Team Leader: Media & Game Design Job Title: Course Team Leader: Media & Game Design Grade: Academic Pay Scale pt. 31-37 Section: Reporting to: Base: School of Creative
More informationFriars Primary Foundation School
Friars Primary Foundation School Webber Street, London, SE1 0RF Inspection dates 13 14 June 2013 Overall effectiveness Previous inspection: Outstanding 1 This inspection: Requires improvement 3 Achievement
More informationJob 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 informationDepartment of Education. My course has opened up new ways of thinking for me. it s what you think that matters. lifechanging
My course has opened up new ways of thinking for me it s what you think that matters lifechanging Department of Education The Department of Education within the Faculty of Education and Society is concerned
More informationONLINE, DISTANCE AND BLENDED LEARNING
ONLINE, DISTANCE AND BLENDED LEARNING SCHEME DOCUMENT BRITISH ACCREDITATION COUNCIL FOR INDEPENDENT FURTHER AND HIGHER EDUCATION CONTENTS 1. INTRODUCTION...1 2. ELIGIBILITY FOR ACCREDITATION...2 3. ACCREDITATION
More informationHumanities Teacher Job Description
Humanities Teacher Job Description This job description forms part of the contract of employment of the successful applicant. The appointment is subject to the conditions of employment of Teachers contained
More informationList of Contents. Introduction 1
I List of Contents Page Foreword III Introduction 1 A. General Principles 2 B. Institutional By-Laws and Regulations 2 C. Specific Guidance 3 Annexes II FOREWORD The purpose of this Code of Practice is
More informationAssistant 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 informationProgramme Specification
Programme Specification (please see the notes at the end of this document for a summary of uses of programme specifications) Fields marked with * must be completed for the initial submission for Stage
More informationROYAL HOLLOWAY University of London PROGRAMME SPECIFICATION
ROYAL HOLLOWAY University of London PROGRAMME SPECIFICATION This document describes the Doctorate in Clinical Psychology. This specification is valid for new entrants and current students from September
More informationLecturer Teaching and Research - Socio-Cultural Studies. Dean of School / Director of Learning and Teaching
JOB DESCRIPTION Job Title: Post No: Location: Lecturer Teaching and Research - Socio-Cultural Studies SP3130 Cardiff School of Sport Grade: 7 Salary: 35,469-39,920 Accountable to: Dean of School / Director
More informationHurworth School Assessment, Recording and Reporting Policy
Hurworth School Assessment, Recording and Reporting Policy Accepted by: Board of Directors May 2010 Leadership Team Lead Reviewer: Assistant Head Teacher (Raising Achievement) Review Cycle: 2 Years Last
More information