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The ascent of the Eiger: the journey from ‘unsatisfactory’ to becoming a Grade A Provider of ITE

The ascent of the Eiger: the journey from ‘unsatisfactory’ to becoming a Grade A Provider of ITE. Andy Connell & Kevin Mattinson, Keele University. Aim of Discussion.

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The ascent of the Eiger: the journey from ‘unsatisfactory’ to becoming a Grade A Provider of ITE

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  1. The ascent of the Eiger: the journey from ‘unsatisfactory’ to becoming a Grade A Provider of ITE Andy Connell & Kevin Mattinson, Keele University

  2. Aim of Discussion To share good practice in developing ITE provision, through the case study of a University that moved from unsatisfactory/non-compliant in 2004 to a position of being awarded a Grade A in the Autumn of 2008 A. Connell & K Mattinson : Glyndwr University, 15 May 2009

  3. The trek to Base Camp • The Inheritance – 2003/04 OfSTED • The Challenges • Processes and procedures • Documentation • Culture and attitude A. Connell & K Mattinson : Glyndwr University, 15 May 2009

  4. University curriculum staff University EPS (GPS) Staff School-based colleagues Accountability Monitoring Quality Assurance Philosophy – Compliance/ Standards vs. perceptions The trek to Base Camp (2) A. Connell & K Mattinson : Glyndwr University, 15 May 2009

  5. Base Camp – the road to recovery • ACTIONS • Processes and procedures • Documentation • Culture and attitude A. Connell & K Mattinson : Glyndwr University, 15 May 2009

  6. ACTIONS – Processes and procedures • The importance of benchmarking and networking (e.g. Escalate) • Ensuring QA systems are ‘fit for purpose’ • Need to be clear about desired outcomes – internal (HEI) and external (OfSTED/TDA) requirements A. Connell & K Mattinson : Glyndwr University, 15 May 2009

  7. ACTIONS - Documentation • How to improve what already exists? E.G – ‘layering’ on top or fundamental review and rewrite? • Compliance? E.G. QTS Standards, Legislation • Monitoring of use – quality and quantity • How does the documentation support training, Quality Assurance cycle and the improvement agenda? A. Connell & K Mattinson : Glyndwr University, 15 May 2009

  8. ACTIONS – Culture and attitude • AIM: Shared ownership and understanding across all stakeholders • Recognition of existing culture (s) • Development and sharing of vision • Facilitating ‘ownership’ of vision • Ownership of accountability • The ‘management’ of ‘tears and tantrums’ A. Connell & K Mattinson : Glyndwr University, 15 May 2009

  9. Impact – 2004/5 Inspection • “..a management structure that is clear, well documented and well understood” • “New systems have been implemented for monitoring and supporting the work of curriculum tutors and teacher fellows to ensure high quality in all subjects” • “Course development is managed and monitored effectively…” • “The quality and impact of improvement planning are good” • “The partnership is establishing an ethos of continuous improvement in the management of the secondary provision across the partnership” OfSTED 2005 A. Connell & K Mattinson : Glyndwr University, 15 May 2009

  10. Onto the North Face – Moving forward with confidence • The move from ‘management’ to ‘leadership’ • Team development • The development of distinctive features and approaches • The development of structures that enable all partners to influence the direction of provision • Developing a self-confidence to ‘take risks’ A. Connell & K Mattinson : Glyndwr University, 15 May 2009

  11. Moving forward with confidence – A NEW VISION • QA Cycle – embedding and enhancement • Sharing of best practice – between subjects, between subjects and E(G)PS, between HEI and ‘partners’, between institutions and across national boundaries • Ensuring a consistency of message and expectation that impacts across all activities • Changing the vision - the place of the Standards in training and development, training beyond the standards • The need to ensure that continuous improvement is informed by appropriate data A. Connell & K Mattinson : Glyndwr University, 15 May 2009

  12. The Final Approach – Grade 1 in M & QA • SEF • Creativity “takes off” • Benchmarking • QA and consistency • EPS (GPS) reconfiguration A. Connell & K Mattinson : Glyndwr University, 15 May 2009

  13. The Final Approach – Grade 1 in M & QA • Capacity to respond during the Inspection – you can make a difference • Openness and dialogue with Inspection Team • The importance of the SEF (SED) - not being afraid to identify ‘areas for further development’ and having confidence to set out improvement strategies • Reactive and Proactive during Inspection • Illustrate how you will measure impact of changes – satisfying Inspection Team that there is the ‘capacity to improve’ A. Connell & K Mattinson : Glyndwr University, 15 May 2009

  14. Review of Grades – the issues • Time consuming • Data driven • Pick the right criteria (you do not need three Grade 1s!) • Ensuring appropriate support and critique/assessment structures are in place • The evidence base – “necessary sufficiency” - ??? • Confidence – “The sign of a Grade A provider is an institution that knows what it needs to do” - ??? • How to evidence ‘continuous improvement’? • Even where not seeking Grade 1 for Quality of Standards, important to evidence impact of Training

  15. Standing on the Summit – Review of Grades and getting Grade A • Internal QA • Personalisation • SK enhancement • External critical friends • SEN (TDA funded) • Training and development – the impact on the partnership • Data analysis over time

  16. Keele OfSTED, February and November 2008 (Selected Key Strengths) • the leadership of the partnership, which has been instrumental in bringing about significant improvement to the provision • the range of subject enhancement opportunities that ensure all trainees begin the course with appropriate levels of subject knowledge • the very innovative and creative training that engages and challenges trainees • the management structure, which ensures very good involvement of all stakeholders in the partnership’s decision-making process • the excellent relationships between university and school-based tutors and the resulting high quality support received by trainees • the experienced and highly qualified university tutors, who provide challenging and highly effective central training

  17. The next mountain? • Challenges ahead? • DISCUSS

  18. Andy Connell PGCE Director Keele University Chancellor’s Building Keele Staffordshire ST5 5BG Email: a.j.connell@ educ.keele.ac.uk Tel: 01782 733358 Kevin Mattinson Pro Vice-Chancellor and Head of Teacher Education Keele University Keele Staffordshire ST5 5BG Email: k.g.mattinson@vco.keele.ac.uk Tel: 01782 734354

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