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Responding to Ofsted

Responding to Ofsted. Inspection January 2007. Strengths. The content and structure of the course The coherence between the different elements of the course Leadership and management in the university The strength of the partnership and the relationship with schools

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Responding to Ofsted

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  1. Responding to Ofsted Inspection January 2007

  2. Strengths • The content and structure of the course • The coherence between the different elements of the course • Leadership and management in the university • The strength of the partnership and the relationship with schools • The quality and clarity of documentation • The rigour of course review and improvement planning

  3. POINTS FOR CONSIDERATION - 1 • Improving the consistency of feedback and target setting given by some new mentors • Focus for mentor training sessions at UWE • Revisions to mentor session record form and classroom observation form • Examples of ‘good formative feedback’ • Examples of how targets can be ‘tracked’ • Development of a Good Mentoring Guide for 2007/8

  4. POINTS FOR CONSIDERATION - 2 • Clarifying the quality assurance procedures where both school-based senior professional tutors and some subject mentors are inexperienced. • Details flagged for Group and Link Tutor • Agenda item for first link visit • Programme leader scrutiny of action plan • Trainee and placement questionnaire results • January Link Meeting agenda

  5. Revisions to PGCE Secondary Programme Validation Event 5th June 2007

  6. Reasons for changes • QAA Framework for Higher Education (2001) • New Standards for QTS • Every Child Matters • 6 areas of Common Core of Skills and Knowledge for children’s workforce

  7. Structural Changes • From: 6 units (YP, CP, CM, AS, BT, BSE) 140 credits @ levels 2 and 3 • To: 3 units (EL, MCC, BT) 120 credits • 120 credits aligns with other PG awards • Postgraduate Certificate in Education = 2 units @ level 3 and 1 unit @ level M • Professional Graduate Certificate in Education = 3 units @ level 3.

  8. The Units • Enabling Learning (level 3) • Meeting Curriculum Challenges (levels 3&M) • Becoming a Teacher (level 3)

  9. Variety of assessment methods • Portfolios • Oral presentations • Annotated bibliographies • Creative/investigative • Learning logs/workbooks/notebooks • Reflective writing • Traditional ‘written assignments’.

  10. UWE Guidance on Assessment loads • 40 credit units (modules) = assignments of 6000 words – or equivalent. • Assessment can be divided into two components. • Components can be submitted at different points • Scope for using a variety of assessment methods including a presentation.

  11. Assessment of units: Enabling Learning Two components: • A (50%): A portfolio – based on an early teaching experience - including a reflective written commentary and associated evidence (equivalent to 3000 words) • B (50%): A ten minute presentation plus annotated bibliography (equivalent to 3000 words)

  12. Assessment of units: Meeting Curriculum Challenges • A structured portfolio – based on exploration of a selected curriculum area - including a reflective written commentary and associated evidence (equivalent to 6000 words). • Level 3 and Level M criteria as appropriate.

  13. Assessment of units: Becoming a Teacher Two components • A (50%): A written assignment based on their developing understanding of assessment practices (3000 words) • B (50%): Pass against all QTS Standards and completed Becoming a Teacher Portfolio (equivalent to 3000 words)

  14. What remains the same? • Course structure • UWE tutors • Roles and responsibilities • M and QA

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