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Implementing a New Approach to Inspect Initial Teacher Education: Strategies and Outcomes

This presentation by Christine Brown at the UCET Conference 2007 discusses the need for a novel approach to inspecting initial teacher education. The new strategy aims to drive improvement, ensure quality, and reduce inspection burdens while focusing on 21st-century workforce requirements. Key features include a focus on outcomes, maximizing provider self-evaluation, and developing tailored, risk-based inspection methods. Key questions revolve around the quality of trainee outcomes, effectiveness of contributing factors, and provider capacity for further improvement.

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Implementing a New Approach to Inspect Initial Teacher Education: Strategies and Outcomes

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  1. UCET Conference 2007 [add speaker’s name] [add date]

  2. UCET Conference 2007 The development and implementation of a new approach to the inspection of initial teacher education Christine Brown ADM 9 November 2007

  3. The need for a new approach and key drivers • Inspection arrangements focused on driving improvement • Recognise provision of the highest quality • Reduce the burden of inspection • Inspections focused on promoting the qualities that the workforce will require in the 21st Century • Focus on outcomes and the views of ‘end-users’

  4. The proposals • Focus on outcomes • Maximise use of provider self-evaluation • Develop a ‘tailored and risk-based approach’ drawing on wide range of data and information • Explore the possibility of a single inspection event

  5. The key questions • What is the quality of outcomes for trainees? • How effective are the factors that contribute to the outcomes? • Does the provider have the capacity to improve further or to sustain high quality outcomes?

  6. RISK ASSESSMENT TAILORED INSPECTIONS HIGH Based on risk assessment, with due regard to: • provider’s self-evaluation • previous inspection outcomes/ available data • the size and complexity of the provision • the number and nature of identified ‘inspection trails’. MEDIUM Tailored through: • the number of ‘inspection trails’ to be followed up on the inspection • the timing of the inspection – the stage of the course • the size and nature of the core inspection team • the number and nature of ‘case studies’ needed – the number of ‘team inspectors’. LOW A risk assessment process

  7. DATA PROFILE SENT TO PROVIDER OTHER EVIDENCE INFORMS SELF-EVALUATION INSPECTION PLANNING THE NATURE OF THE INSPECTION PRE-INSPECTION HYPOTHESES AND LINES OF ENQUIRY Tailoring inspections • Identify those aspects of the provision that need to be inspected, including the focus for field work, to judge each of the key inspection questions • Determine the initial ‘inspection trails’ – the key lines of enquiry • Determine the size and nature of the core inspection team and any additional resources, such as specialist inspectors (phase, subject etc.)

  8. Christine Brown Christine.brown@ofsted.gov.uk

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