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||This is a highly practical course and is aimed primarily at classroom teachers but is also appropriate for members of the leadership team. Delegates will leave with a very clear understanding of the expectations of the current inspection framework with regard to teaching and its impact on learning. They will look at strategies and approaches to bring about improvement in the quality of teaching.
PBM Inspection Services Ltd's website
||Primary, KS1, KS2, Assistant Headteacher, CPD Leader, Deputy Headteacher, Headteacher, Head of year / Pastoral leader, Special Educational Needs Coordinator, Advanced Skills Teacher, Excellent Teacher, Main-scale (core) teacher, Newly Qualified Teacher, Non-practising teacher, Post-threshold Teacher, Supply / Peripatetic teacher, Head of Department / Faculty, Change Management, Coaching and Mentoring, CPD Leadership, Performance Management, Business Management, Out of school, Gifted and Talented Coordinator
|Learning outcomes for participants/users and, where relevant, pupils or students
By the end of the day, delegates will:
- have a clear understanding of what the current inspection framework would expect as part of highly effective teaching.
- have a clear view as to any misconceptions they may have held regarding what constitutes the most effective teaching.
- be clear as to the importance of establishing a positive climate for learning in a classroom.
- understand more clearly the similarity in criteria between teaching that may be judged as good and that judged as outstanding.
- have a clear view as to the importance of monitoring the learning of all pupils/groups during a lesson and being confident in moving away from their planning, if needed.
- have reflected on the effectiveness of their current assessment and feedback practices in order to identify any possible gaps.
- Be confident to return to school and to discuss the key aspects of this course with colleagues in order to open up a debate on the way we approach teaching.
|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 are welcome to 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, delgates should contact the main office as discounts are available.
This is a highly practical course and is aimed primarily at classroom teachers but is also appropriate for members of the leadership team.
Delegates will leave with a very clear understanding of the expectations of the current inspection framework with regard to teaching and its impact on learning. They will look at strategies and approaches to bring about improvement in the quality of teaching.
The course will focus on:
- Ofsted expectations and our understanding of what this means for our own teaching
- The triangulation of different aspects of teaching
- Developing a positive climate for learning
- The seven key aspects of teaching
- Analysis of video clips of different teachers in action
The course will challenge any misconceptions regarding outstanding teaching, particularly with reference to inspection-style judgements
- A detailed analysis of what we feel are the key factors of the most effective teaching and how these compare with the Ofsted criteria.
- The importance of developing a positive climate for learning in a classroom and discussion of some of the main aspects of this.
- Identifying the seven key aspects of teaching and how they can be broken down into manageable strands so teachers can focus on key aspects of their work.
- The importance of assessment and feedback strategies as part of the whole teaching and learning process. Outlining of the ‘five principles of AfL’.
- Observation of video extract(s) of teaching in order to inform our understanding of more and less effective teaching.
- Discussion of these extracts and reflection time for delegates to consider the implication of what they have seen on their own teaching.
- A focus on the triangulation of the evidence from different aspects of teaching in order to help teachers reflect on their practice.
- A return to the current Ofsted criteria in order to gauge our improved and deeper understanding of the ways in which teaching can move from having a ‘good’ impact on pupils’ learning and outcomes to having an 'outstanding' impact.
Method of tuition
The day is structured to combine tutor-led sessions with individual and group work in order that participants have to think carefully about their own practice and which aspects have the greatest impact on pupils’ learning and progress.