It appears that observational-experience can never be assumed, and it is highly probable that colleagues may never have been given the time to observe anyone else; including outside of their department and school. Teachers are very busy and the default role and responsibility of their day-to-day job finds them with very little time to observe for professional development (not appraisal). As a classroom teacher, it was much less-so, but then again, teaching in the 90s as an newly qualified teacher is very different to what it is today. It does not represent a hierarchy in which compliance with some conditions is more important than compliance with others. If you want more about learning needs just drop me a request via twitter @aced and i’ll point you in the direction of a great deal of resources. We do not accept that students from underrepresented groups should be expected to accept lower quality and weaker outcomes than other students. We hoped to meet up at BETT 2016 but unfortunately missed the chance… Email me and perhaps we could support your strategy with a free trial of VEO. Exceptions to this rule were our consultations on the stability of the sector and student protection issues, bearing in mind the potential risk to students of the market exit of a provider. Nearly a fifth said their studies had been negatively affected by lack of access to a computer or tablet. Your email address will not be published. It will make recommendations for how universities can ensure that the lessons from delivering learning during this period are not lost. That is 30-40 opportunities for teachers to observe each other and have developmental conversations. This has led to rapid improvements in the quality of teaching … I will report back on this area. Empower students to be active learners. With respect to students, school facilities affect health, behavior, engagement, learning, and growth in achievement. This website uses cookies to improve your experience. If I think back to the period when I was a middle-leader, I was always observing colleagues within my department. At the same time, all universities and colleges were expected to continue to comply with consumer protection law and to uphold their contracts with students. In November, we launched a consultation that made preliminary policy proposals about the minimum baseline requirements we set for higher education providers, and our approach to ensuring these requirements are met.55 The proposals include: The consultation is taking place at an early stage of our policy development. Students have faced significant disruption. Or can they just pop in for 15 mins and then get on with something else? 54 UK Government, ‘Higher Education and Research Act 2017’, (https://www.legislation.gov.uk/ukpga/2017/29/section/23/enacted), section 23. Conclude our online teaching and learning review. This included teaching staff shifting to online lectures and seminars, librarians providing more materials online, and support staff moving to remote support. One of our roles is to ensure that qualifications hold their value over time. It always comes back to learning needs however. Over half of students said their learning was disrupted by slow or unreliable internet. Defining quality and standards more clearly for the purpose of setting minimum baseline requirements. The research seems to indicate that both schools have inadequate teaching-learning materials. Many responded to the initial period of lockdown with considerable ingenuity, running academic and social activities virtually and offering students tailored support to keep them on track. These cookies do not store any personal information. NSW Department of Education's information on curriculum taught in NSW schools, Aboriginal education and communities & personalised support. Given the global challenges that the teaching profession is facing, such as using standardized testing to gauge teaching standards, EI considers that teaching professionals and their organisations should lead the debate about what quality and excellence are in teaching. But it is the department which influences teaching and learning most (Aubrey-Hopkins and James, 2002); it is departments which … Some things can only be solved at a whole-school level, such as behaviour; others, like lesson planning, can perhaps best be addressed by individual teachers. The quality of school buildings can help or hinder learning and teaching, a new study claims. A conditions: Access and participation for students from all backgrounds. This is why, this coming academic year in the school in which I work, we are introducing coaching conversations for every teacher and providing staff with the protected time in their timetables to be able to do so. This website uses cookies to store information on your computer. That is why their engagement in the policy and planning process is critical. We have various mechanisms for ensuring this: baseline regulation through the B conditions, using the TEF to incentivise improvement above the baselines, and the information we publish to inform student choice. These cookies will be stored in your browser only with your consent. Local and national lockdowns may mean that providers in those areas may have to do all of their teaching remotely. If we are to realise continuous improvement in the quality of teaching and learning in our classrooms, schools and system we must build the capacity of our educators to meet these expectations. The review is examining what worked, and what did not. The transition has not been universally smooth and successful: students’ experiences of the quality of their courses during lockdown have varied significantly.49 The OfS is committed to ensuring that the English higher education system is providing high-quality teaching and learning. In this article we aim to narrow the discussion of what quality is down to the area of teaching and learning in higher education. More than two-thirds lacked access to a quiet study area. In response to the statement ‘The university's approach to assessment has been made clear’, 26 per cent of respondents strongly agreed, 35 per cent slightly agreed, 12 per cent neither agreed nor disagreed, 16 per cent slightly disagreed, 10 per cent strongly disagreed, and 1 per cent said it was not applicable. Consult on our future approach to the TEF. The results of this research will be used to improve the quality of teaching and learning at the schools under review and provide policy makers with evidence based information to guide the development of policy in special education. One of the best ways to improve the quality of teaching in a classroom is for the teacher is to guide students to be active learners rather than simply be spectators. A large proportion of students reported their learning was mildly, moderately or severely impacted by technological disruption and lack of study space. 51 The responses collected have been weighted to correct for the under- and overrepresentation of some student groups. Required fields are marked *. This question can be approached in many ways, but it is likely that most of the approaches would, in some way or another, include teachers. When you work out how much time this is, it works out to be the equivalent of 30-40 periods in a single week (over 38 weeks of the academic year). However, other providers are not yet meeting this challenge and, while they may provide opportunities for such students to access higher education, too often we see low continuation rates and disappointing levels of progression to professional employment or further study. How long do your teachers observe for? Establishing an appropriate balance between the regulatory burden that intervention places on providers and our ability to regulate effectively in the interests of students. 60 This is set out in further detail in Annex D of our consultation on regulating quality and standards in higher education. We expect to consult again on more detailed proposals early in 2021. The overview includes the whole school community. Thus, we should pay closer attention to all professionals that integrate the school organizations and act to potentialize the learning process of students as it is the case of operational assistants. We want to ensure that this new version works in the best interests of students without unduly burdening providers. This represents only a slight increase from 2017-18 when 28.9 per cent of students received a first, and a substantial slowing-down of the previous year-on-year increase.63. The challenges of this form of learning depend to a certain extent on the course of the pandemic. Gulshan is an education consultant with experience of inspecting schools. Can pupils talk about what they are learning, as opposed to simply describing what they are doing? Any cookies that may not be particularly necessary for the website to function and is used specifically to collect user personal data via analytics, ads, other embedded contents are termed as non-necessary cookies. 49 The OfS is committed to ensuring that the English higher education system is providing high-quality teaching and learning. 52 The responses collected have been weighted to correct for the under- and overrepresentation of some student groups. This is a cool idea of learning from your colleagues. We also use third-party cookies that help us analyze and understand how you use this website. Ensuring high-quality teaching and learning, Coronavirus (COVID-19) - guidance for providers and students, Learning online in the coronavirus pandemic, Protecting students if universities close, Study artificial intelligence and data science as a postgraduate, Student and consumer protection during coronavirus, Guidance for students affected by industrial action, Harassment and sexual misconduct - guide for students, Degree apprenticeships - guide for apprentices, What universities and colleges should do for students, Graduate skills and prospects in the pandemic, OfS regulatory work on teaching and learning, Teaching Excellence and Student Outcomes Framework, www.officeforstudents.org.uk/news-blog-and-events/press-and-media/digital-poverty-risks-leaving-students-behind/, www.officeforstudents.org.uk/news-blog-and-events/press-and-media/new-research-shines-spotlight-on-student-perceptions-of-value-for-money/, https://www.legislation.gov.uk/ukpga/2017/29/section/23/enacted, www.officeforstudents.org.uk/publications/consultation-on-regulating-quality-and-standards-in-higher-education/, www.officeforstudents.org.uk/advice-and-guidance/student-information-and-data/national-student-survey-nss/get-the-nss-data/, www.officeforstudents.org.uk/publications/nss-2020-analysis-of-impact-of-coronavirus/, https://www.gov.uk/government/groups/teaching-excellence-framework-independent-review, www.officeforstudents.org.uk/advice-and-guidance/teaching/future-of-the-tef/subject-level-pilots/, https://www.officeforstudents.org.uk/publications/guidance-for-providers-about-student-and-consumer-protection-during-the-pandemic/, www.officeforstudents.org.uk/advice-and-guidance/coronavirus/provider-guide-to-coronavirus/student-and-consumer-protection/, www.officeforstudents.org.uk/about/measures-of-our-success/outcomes-performance-measures/students-achieving-1sts/. This is included within normal timetable load. Logistics of organising feedback within timetable must be very challenging…. 57 OfS, ‘National Student Survey – NSS’, October 2020 (www.officeforstudents.org.uk/advice-and-guidance/student-information-and-data/national-student-survey-nss/get-the-nss-data/). The first stage of the review is exploring the unintended and unanticipated consequences of the NSS on providers’ behaviour, including whether it drives the lowering of academic standards and grade inflation, and how this could be prevented. My answer “By understanding and managing learning needs”. In my experience approaching teachers in the manner of asking (in a non confrontational way of course) “Is what you are doing supporting or enhancing teaching and learning and how do you think it could be improved?” promotes a collegiate and often very insightful conversation. Since April 2018, we have made assessments of providers seeking registration in relation to the initial B conditions as part of the registration process. The outcome of this activity is explicitly stated as being ‘Improved learning and teaching throughout the school and nursery’, giving a clear focus on impact. Subsequently, we have reviewed the action plans produced by these providers and, for some of them, considered the outcomes of reviews by the designated quality body. 63 OfS, ‘Official statistic: Key performance measure 18’, November 2020 (www.officeforstudents.org.uk/about/measures-of-our-success/outcomes-performance-measures/students-achieving-1sts/). Figure 2 is a flow diagram showing the OfS's regulatory objectives and the conditions that underlie them. You also have the option to opt-out of these cookies. In June 2020, the Secretary of State for Education requested that the chair of the OfS, Sir Michael Barber, conduct a review of digital teaching and learning in the higher education sector in the context of the rapid shift to scaling up online delivery during the pandemic. It’s the lesson by lesson cost calculated from a teacher’s salary. Effective learning and teaching is informed through reflective practice and providers enable staff to engage in relevant, timely and appropriate professional development that supports students’ learning and high-quality teaching. This month, we are completing the final series of formal observations before we banish them under our current self-evaluation framework. The Srinagar district administration has decided on an ambitious project of turning 180 government-run schools into smart schools by equipping them with modern technology and learning tools. Many universities and colleges deliver on this challenge. During the early stages of the pandemic, universities and colleges suspended face-to-face teaching and moved to online teaching to limit the spread of the virus. Necessary cookies are absolutely essential for the website to function properly. QFT has existed in one form or another since 2010. Following a consultation, we made a decision to amend the regulatory framework so that providers would be required to comply with ‘student protection directions’ issued by the OfS as a result of a new general ongoing condition of registration. The uncertainty relating to the delivery of teaching during this academic year means that our work as a regulator is more important than ever. In response to the statement ‘I have been satisfied with the quality of teaching on my course’, 15 per cent of respondents strongly agreed, 36 per cent slightly agreed, 12 per cent neither agreed nor disagreed, 22 per cent slightly disagreed, 12 per cent strongly disagreed, and 3 per cent said it was not applicable. acknowledge that the learning process in a school does not simply occur in conventional teaching spaces such as the classroom but also outside of it. Are pupils consolidating previous skills/knowledge or learning something new? There is a clear, shared responsibility to improve the quality of learning and teaching. We expect to have completed the review by the end of 2021. There are seven principles linked to quality assurance that will guide continuous improvement in a school, these are:-. To examine the quality of teaching during the pandemic, the OfS’s chair recently launched a review of digital teaching and learning. How can schools improve the quality of teaching and learning? Can all pupils make the links between previous/new learning? With respect to teachers, school facilities affect teacher recruitment, retention, commitment, and effort. The school is also a member of the CSC High-performing schools’ network for implementation of the LNF and is a designated Secondary Numeracy Specialist Centre. The cost is equivalent to a period in a teacher’s timetable. Clarifying the way in which our regulation of quality and standards applies to partnership arrangements and transnational education. This means that the highest-quality providers, those that deliver successful outcomes for students regardless of their backgrounds, should experience minimal regulatory burden arising from our quality and standards requirements. In response to the statement ‘I have been able to access the resources I need to work independently’, 27 per cent of respondents strongly agreed, 40 per cent slightly agreed, 10 per cent neither agreed nor disagreed, 13 per cent slightly disagreed, 9 per cent strongly disagreed, and 1 per cent said it was not applicable. To date, we have refused registration to a number of providers because of concerns about quality. This category only includes cookies that ensures basic functionalities and security features of the website. “What do you mean, you want to look elsewhere! In our quest to understand what makes higher education specific among other Setting increased, more challenging, numerical baselines for student outcomes that apply to each indicator and all providers. The NSS provides insights at a sector level through course-, subject- and provider-level results, including through TEF metrics. Defining assessment and continuous improvement strategies. Do they consistently produce work of a good standard? We recognise that this presents a challenge for higher education providers: if they are to recruit students from underrepresented groups, they have to commit to supporting these students to succeed. In terms of offering teachers with a useful set of questions to ask themselves in observations and work sampling, here are some excellent suggestions by Mary Myatt. How can schools improve the quality of teaching and learning? jon.haines@ncl.ac.uk Best wishes, Jon. But opting out of some of these cookies may affect your browsing experience. But how often did I have the chance to observe colleagues outside of my department? Our proposals for this future consultation will likely be informed by these publications, and by findings from the OfS’s subject-level TEF pilots.59, We want to build on progress made through the TEF to date and develop a new version of the exercise that will further incentivise teaching excellence among universities and colleges. Every body is given the time. Many disabled students have welcomed the more widespread use of technologies they have been advocating for some time. This is to ensure that all students, from all backgrounds, with the ability and desire to undertake higher education, receive a high-quality academic experience. Identifying the processes involved in achieving successful learning outcomes. This survey suggests that a significant number of students had their access to remote education disrupted.52. The nature of design technology departments require teachers to frequently share rooms and/or borrow resources. Publish the findings of our consultation on quality. lqfoxvlyhghvljqzkhuhyhusrvvleohdqge\phdqvriuhdvrqdeohlqglylgxdodgmxvwphqwvzkhuhyhu qhfhvvdu\ 2iihulqjdqhtxdorssruwxqlw\wrohduqlvglvwlqjxlvkhgiurphyhu\vwxghqwkdylqjdqhtxdo 15 mins observing; 30 minutes feedback. We expect to consult on our future approach to the TEF after the government has published Dame Shirley Pearce’s independent review of the TEF,58 and its response. Make the links between previous/new learning responsibility for their own learning how you use this website for students. And all providers are required to comply with all applicable conditions of registration as set out in detail. //Www.Gov.Uk/Government/Groups/Teaching-Excellence-Framework-Independent-Review ) setting lower minimum requirements for quality learning begins with teachers teachers are at the frontlines of the.... If not don ’ t do it and if not don ’ do... Only includes cookies that help us analyze and understand how you use this.. 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Of inspecting schools settings in Barbados severely impacted by technological disruption and lack of study space a. They consistently produce work of a good standard an appropriate balance between regulatory... 51 the responses collected have been weighted to correct for the best experience please use a JavaScript browser! The period when I was a middle-leader, I was a middle-leader, I always! A Global learning Lead Practitioner March 2018 ( available at www.officeforstudents.org.uk/publications/consultation-on-regulating-quality-and-standards-in-higher-education/ ), pp54-55 over... Disadvantage into the regulatory framework be heard learning outcomes speak with colleagues who say they have observed! Also considered cases where our analysis suggests that there is evidence of unexplained grade inflation in the of. New version works in the interests of students were awarded a First experience please use JavaScript... 60 this is a cool idea of learning from your colleagues what they are learning research seems to indicate both. Supporting staff and asking colleagues to observe each other and have developmental conversations practice over time value time...
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