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||This one day course is aimed at middle and senior managers including deputy headteachers, assistant headteachers, subject and phase leaders, and anyone with leadership responsibility. The course materials are mainly from the primary phase but the skills taught are generic. The course helps leaders and managers understand the practical aspects of their role and acquire the basic skills used by inspectors to evaluate performance, make judgements, and identify priorities for improvement.
PBM Inspection Services Ltd's website
||Primary, Secondary, KS1, KS2, KS3, KS4, Management, Deputy Headteacher, Head of year / Pastoral leader, Head of Department / Faculty, CPD Leadership, Performance Management, Organisational Improvement, Assessment, Out of school, Gifted and Talented Coordinator
|Learning outcomes for participants/users and, where relevant, pupils or students
The course is designed to support middle managers and teachers with subject responsibilities in Primary and Secondary schools.
- Examine and raise awareness of the leadership roles and responsibilities explored through the inspection process.
- Become proficient at making and communicating judgements about pupil outcomes, provision, and leadership and management.
- Develop the basic data handling skills used to monitor and evaluate attainment, progress, and achievement.
- Acquire the necessary work sampling skills to quality assure teacher assessment and validate judgements about pupil progress.
- Introduce essential lesson observation skills used during focused observations.
- Establish the link between evaluation and school improvement planning and present a practical model to support the planning process.
|Evidence underpinning this approach
||The provider has not supplied this information
|How users/participants can evaluate success
How we evaluate the training:
- Participants evaluate the training based upon the relevance to professional needs, the quality of the tuition, the quality of the training material, and the organisation, management and accommodation.
- Delegates identify further training requirements
- Follow up questionnaires are sent to delegates asking for feedback over time.
- A track record is maintained for each course and for each tutor. Feedback and evaluation is shared with tutors in order to identify and inform development.
|Follow-up activities and support
Following attendance on a course, all delegates can contact the main office with any questions and queries relating to the training and its application within school.
For most courses tailored follow up consultancy services, coaching and mentoring are available but these are at a separate cost. For quotations delegates should contact the main office as discounts are available.
Method of Tuition: The course is a mix of direct tuition and practical, skill based learning. The practical activities are completed in groups of two or three participants so that experience can be shared.
Tutor: Bruce McAlpine has managed the Company for 18 years. He writes and develops training materials and tutors many of the courses. He was a full-time lead inspector for thirteen years. Before becoming an inspector, he taught in infant, primary and middle schools and was a headteacher for seventeen years. His specialist areas include English, mathematics, art, the Foundation Stage, educational management, special educational needs, and English as an additional language.
We reserve the right to replace the advertised tutor with another appropriately advertised tutor.
• Basic expectations
• Leadership or management
• Inspection criteria for leadership
• Good progress
• Supporting judgements using data
• Confidence intervals
• School improvement or school development
• The typical child
• The national ruler
• National expectations
• Assessment terminology
• A secure level
• Secure assessment
• Basic levelling skills
• The link with teaching and learning
Using grades and judgements
• Quality of teaching in the school
• Profiling teaching using inspection criteria
• The communication genre
Basic data skills
• Profiling progress
• Progression mapping
• Links to teaching and learning
• Profiling progress across the school
• Using SWOT analysis
• Attainment, progress and achievement: the inspection criteria
• Harmonising the data
• Relevant records
• Progress mapping in the Foundation Stage
• Using benchmarks
• Mapping progress using ELGs and DM
• Mapping annual progress at Key Stages 1 and 2
• Calculating annual value added
Quality assuring data
• Work sampling methodology
• How good is teaching and learning
• Next steps analysis
• Looking for patterns, creating hypotheses
• The context
• Forming the hypothesis
• The purpose of the lesson
• Checking accuracy through work sampling
School improvement planning
• Integrating school self-evaluation with school improvement planning