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Page 1: Quality Assurance Handbook

Information for Internal Moderators and Primary Partnership Schools

Quality Assurance and Enhancement

Page 2: Quality Assurance Handbook

2

IntroductionLiverpool Hope University is strongly committed to partnership–led teacher education. The Partnership shares a vision and commitment built on values of mutual respect to support the development of high quality teachers. We recognise that the quality of our students gaining Qualified Teacher Status is dependent on the valuable work carried out in schools and ensuring a collaborative approach is maintained at every stage of the management and delivery process.

We are committed to a process of continuous monitoring and review. The continuing dialogue with our partners is a key driver for our improvement. We set ourselves the highest targets in the training of the next generation of teachers. We are committed to being fully transparent with our partnership colleagues and as part of that are ensuring that the moderation process captures the quality of the work being undertaken and is shared openly with schools. We undertake moderation to ensure all aspects of the partnership are developed to achieve the best outcomes for trainees and therefore for schools. LHU moderators are chosen for their skills and abilities in working with schools in a supportive way, while also acting as a critical friend. Our expectation of moderation is that it adds value to the partnership and is not an onerous burden on schools but a constructive dialogue.

Page 3: Quality Assurance Handbook

3

ContentsSection 1

Internal Moderation Overview ......................................................................................................................4

Roles and Responsibilities of Internal Moderators ....................................................................................... 4

Level 1 .......................................................................................................................................................... 4

Level 2 .......................................................................................................................................................... 4

Internal Moderation Team .............................................................................................................................4

Section 2

School Visits ................................................................................................................................................. 6

Partnership ................................................................................................................................................... 6

Trainee Moderation and Notice to Improve .................................................................................................. 6

Section 3

Selection of Schools ..................................................................................................................................... 7

Timescales .................................................................................................................................................... 7

The Internal Moderation Visit:

• Before the visit ........................................................................................................................................ 7

• During the visit ....................................................................................................................................... 7

• Following the visit ................................................................................................................................... 7

Quality Assurance of Internal Moderation .................................................................................................... 7

Section 4

Appendices .................................................................................................................................................... 9

Partnership Pledge ....................................................................................................................................... 10

Quality of Professional Learning Self Evaluation ............................................................................................... 12

Notice of Internal Moderation Visit – Exemplar Letter to Headteacher .............................................................. 17

Exemplar Agenda for Visit .............................................................................................................................. 18

Primary Partnership and Placement Moderation Form ....................................................................................... 19

Primary Trainee: Notice to Improve Moderation Form ........................................................................................ 23

Lead Internal Moderator Report ....................................................................................................................... 25

Summary of Internal Moderation Visits ............................................................................................................. 28

Moodle Information ...................................................................................................................................... 30

Page 4: Quality Assurance Handbook

4

Section 1 Internal Moderation overviewModeration visits take place during the school year, generally when trainees are placed in schools and cover aspects such as the quality of our partnership with schools as well as monitoring the progress of trainees giving cause for concern. The approach that is taken during the visit is to discuss the Quality of Professional Learning Self Evaluation (see Appendix 2). All schools will be visited over the next five years and we aim to visit a sample of up to 30 schools per year.

Role and responsibilities of Internal Moderators

The panel of Internal Moderators are appointed by the Liverpool Hope Partnership and employed by Liverpool Hope University to act as a critical friend in the quality assurance of partnership work and the judgements of trainees against the Teachers’ Standards. There are two levels of moderator

Level 1 which consists of a small team of Primary Internal Moderators appointed (from across the partnership + wider) to undertake moderation of a designated sample of schools and trainees (circa 10%) to ensure and assure that assessments are appropriate and that the principles of the LHU partnership pledge are upheld.

Internal Moderators may also be called in to monitor the progress of trainees giving cause for concern and to make recommendations to the Professional Learning Exam Panel and Course Examination Board should such a student be deemed to be failing to make progress against the Professional Teachers’ Standards.

Areas of good practice and innovation in partnership working, especially mentoring are highlighted and subsequently shared across the wider partnership and to external audiences. This is highlighted through discussion of aspects of the QA of Professional Learning Self Evaluation.

Level 2 which consists of an Internal Moderation Panel, who have oversight of the systems and processes for IM, and who also review the outputs and outcomes from IM activities. This provides assurance on the reliability, accuracy and consistency of assessments of trainee teachers across all programmes. Recommendations from school and internal moderators to make to enhance the trainee learning experience are also discussed.

The Internal Moderation Panel is made up of the Lead Moderator, Heads of Programmes, and representation from the Partnership Team and the Senior Partnership Advisor. Minutes from the Internal Moderation Panel will feed into the Primary Steering Committee.

Page 5: Quality Assurance Handbook

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The Internal Moderation Team

Andrew Redman – Lead ModeratorAndrew Redman has been the head teacher at Burtonwood Community Primary School in Warrington for the last seven years. He has extensive experience in developing teachers at all stages of their career through performance management, lesson observations and professional development. He has also been seconded to work at another primary school in Warrington to ensure their continued development. He has worked as an external moderator for Hope University for the last two years and is actively involved in the mentoring of students at Burtonwood.

Eileen RobbEileen Robb is a retired Headteacher. She worked at Christ the King Catholic Primary School as Headteacher for 17 years. She has worked for Hope University as an External Moderator since taking up her Headship at Christ the King. After retiring Eileen worked for Wirral and Cheshire Authorities as Caretaker Headteacher in 3 schools whilst the position of Headteacher was advertised.

She is also a coach/mentor for newly appointed Headteachers, a Section 48 Inspector for the Diocese of Shrewsbury and a Foundation Governor for 2 Wirral schools.

Eileen McBirnie Eileen McBirnie is a retired Headteacher with 34 years of experience in education, 21 years of which, in Senior Management roles. She has a total of 14 years of experience as a Primary School Headteacher and has been a Moderator for Liverpool Hope University since 1998.

Ruth Town Ruth Town is a serving Headteacher at St Michael in the Hamlet Primary School and has been in this role since 2008. She has a total of 11 years of experience as a Headteacher. Ruth was also the Chair at the Liverpool Primary Headteacher Association between 2012 and 2014; and the Vice-Chair at the Liverpool Learning Partnership and will become Chair from September 2015.

Diane Shaw Diane Shaw was Headteacher at Childwall C of E Primary School for 15 years before retiring in July 2015. She has served on the University Council and is currently Chair of the Primary Steering Committee, within the School of Teacher Education at Liverpool Hope University.

Page 6: Quality Assurance Handbook

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Section 2 School visits

Partnership

School visits undertaken by moderators to sample the quality of partnership working and extent of the schools commitment to the LHU pledge (See Appendix 1) take place throughout the year. Schools are reviewed at the end of the academic year and this information is used to determine which schools are visited. More information on school reviews can be found in the ‘Selection of Schools’ section of this document. All schools however will be visited over time through a rolling programme of sampling visits. The focus of the visit will be to test out and discuss aspects of the QA of Professional Learning Self Evaluation.

Trainee Moderation and Notice to Improve

Notice to improve visits and trainee sampling visits may take place in conjunction with, instead of, or in addition to a partnership visit.

Both trainee moderation and notice to improve visits follow the format laid down by LHU policies and procedures and use the Primary Trainee: Placement Moderation Form and/or Primary Trainee: Notice to Improve Moderation Form (see Appendices 3 & 4).

The roles and responsibilities for Internal Moderators may include:

• detailed scrutiny of a sample of trainees, including judgements by an assessor of those on the pass/fail borderline, or likely to fail

• joint observations of trainees’ teaching

• discussions by relevant staff of all the evidence available, including that derived from trainees’ previous experience and achievement

• arrangements for feeding back information to the partnership about the accuracy and consistency of assessment arrangements and about elements of good practice to support improvements

• work scrutiny

• review of primary school trainee induction documents

• feedback on progress of NQTs and areas for support

Page 7: Quality Assurance Handbook

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Section 3Selection of SchoolsLHU will aim to visit 30 schools each year for approximately half a day. An annual review of schools will take place to decide the schools to be visited based on

• concerns about the partnership which schools have identified using the QA of Professional Learning Self Evaluation

• concerns about trainees placed in the school

• length of the partnership with the school e.g. a new school, change of mentor, Headteacher.

• a rolling programme of visits to ensure every school is visited over time (4/5 years)

Timescales

Moderation visits will be carried out across the school year during periods when trainees are on placement with a sample of schools being visited in the autumn, spring and summer terms.

Schools will be informed of visits in advance via letter and email to the Headteacher. LHU will aim to inform schools at least two weeks in advance of a moderation visit.

The Internal Moderation Visit

Before the visit Moderators need to be familiar with:

• Internal Moderation Framework

• QA of Professional Learning Self Evaluation

• Programme Handbook

• Standards for the Award of QTS

• Relevant school information (available in the documentation pack provided to Moderators before the visit)

During the Internal Moderation Visit

Our visits are very important in ensuring quality assurance and checking that the school provision meets the partnership requirements and LHU pledge. The aim of the visit is to help schools get better at what they do and celebrate partnership working rather than to criticise existing provision. This will ensure the very best experience for our schools and trainees. Depending on the nature of the visit Internal Moderators will consider the quality of partnership working through discussion of the QA of Professional Learning Self Evaluation and/or trainee performance and notice to improve. An exemplar agenda for the visit will be provided in the documentation pack (See Appendix 3).

Following the visit

Internal moderation provides a system of checks and balances within the LHU Partnership to ensure that trainees in different settings are assessed accurately and reliably. LHU is repsonsible for ensuring that arrangements for internal moderation are in place and that they work effectively.

Page 8: Quality Assurance Handbook

8

Schools and trainees will receive written feedback within four weeks of the date of the moderation visit.

Quality Assurance of Internal Moderation

All work undertaken during the year in the Liverpool Hope ITE Partnership is subject to scrutiny by evaluation systems, internal moderation and examination. All of this reports to Programme Steering Committees and Faculty Board. These systems and activities ensure that trainees in different settings are assessed accurately and reliably. Information from Internal Moderation feeds into professional learning moderation meetings and Exam Panels and Boards where final judgments are made about students having met the Professional Teachers’ Standards and the grade they have achieved.

Written work, including The Hope Teacher Profile or e-profile, is internally moderated during the year and some sampling of teaching will also be undertaken by Internal Moderators. The Partnership Advisers will act as critical observers of partnership procedures and quality assurance of Level 1 internal moderation will be undertaken as deemed necessary by members of the Level 2 moderation panel. All judgements made about any aspect of trainees’ work are provisional and may be altered at the time of the final examination by the Examination Board

Page 9: Quality Assurance Handbook

Section 4Appendices

• Partnership Pledge

• Quality of Professional Learning Self Evaluation

• Notice of Internal Moderation Visit – Exemplar Letter to Headteacher

• Exemplar Agenda for Visit

• Primary Partnership and Placement Moderation Form

• Primary Trainee: Notice to Improve Moderation Form

• Lead Internal Moderator Report

• Summary of Internal Moderation Visits

• Moodle Information

9

Page 10: Quality Assurance Handbook

10

Appendix 1Liverpool Hope University Partnership Pledge

Our pledge to the Liverpool Hope Partnership:

• Commitment to the development of the Hope Teacher and the vision of the Hope Partnership

• Opportunities to work with a range of high quality Hope Teacher Trainees

• Access to high quality Professional support and curriculum expertise

• Access to relevant university based teaching sessions

• Opportunities for research and collaborative projects to inform evidence based practice.

• Support and preparation for Ofsted inspections and schools at risk or in challenging circumstances

• A Core Support and Development package of 4 days across each year:

- Mentor Level 1 Development Day

- Partnership Learning Day ( covering key government priority areas e.g. Assessment)

- Partnership Conference Day and celebration Dinner

- NQT Induction Tutor Development Day

• Free twilight CPDL events including Subject Knowledge Focus Week

• Subsidised Masters modules based around evidence and enquiry based research, relevant to classroom practice and innovation.

Your pledge to the Liverpool Hope Partnership:

• Commitment to the development of the Hope Teacher and the vision of the Hope Partnership

• Provision of high quality professional placement experiences

• Opportunities for an expansive range of flexible trainee learning experiences within placements

• Engagement in provision of additional non assessed learning opportunities where possible

• Opportunities to observe and learn outstanding practitioners

• Value the importance of excellent mentoring and commit to attendance and dissemination of annual development events

• Commitment to provide a thorough induction into the school

• Openness to share expertise and innovative practice across the partnership

Page 11: Quality Assurance Handbook

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Liverpool Hope UniversityITE Partnership Pledge

We, at ..................................................................................................... School,

pledge our commitment to working in partnership with

Liverpool Hope University, investing in the future of the teaching

profession and in accordance with the criteria set out in the

Liverpool Hope ITE Partnership Agreement*

Headteacher Signature: ................................................................................................................................................

Chair of Governors Signature: .....................................................................................................................................

Date: ................................................................................................................................................................................

We, at Liverpool Hope University, pledge our commitment to working in partnership with you

Dr Jane MooreHead of School

Dr Jane MooreHead of School

*The Partnership Agreement can be found on the ITE Partnership Moodle

Page 12: Quality Assurance Handbook

12

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Page 13: Quality Assurance Handbook

13

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LH

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tinue

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erle

af

Page 14: Quality Assurance Handbook

14

Men

tor

Kno

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and

Trai

ning

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rofe

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earn

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Coo

rdin

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l Cla

ss M

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te a

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now

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e of

th

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s in

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nees

to

beco

me

good

or

outs

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ing

trai

nees

The

PLC

and

C

Ms

mak

e ef

fect

ive

use

of o

ppor

tuni

ties

to

upda

te t

heir

men

torin

g kn

owle

dge

and

skill

s.

• T

he P

rofe

ssio

nal L

earn

ing

Coo

rdin

ator

and

Cla

ss M

ento

rs

have

bee

n tr

aine

d an

d de

mon

stra

te

a se

cure

kno

wle

dge

of t

heir

role

s in

dev

elop

ing

good

or

outs

tand

ing

trai

nees

.

• T

he P

LC a

nd C

Ms

som

etim

es m

ake

use

of o

ppor

tuni

ties

to u

pdat

e th

eir

men

torin

g kn

owle

dge

and

skill

s.

• T

he P

rofe

ssio

nal L

earn

ing

Coo

rdin

ator

and

som

e C

lass

M

ento

rs h

ave

been

tra

ined

and

are

aw

are

of t

heir

role

in r

elat

ion

to

supp

ortin

g tr

aine

es.

Exp

erti

se o

f th

e P

rofe

ssio

nal L

earn

ing

Coo

rdin

ator

in t

rain

ing,

ass

essm

ent

and

Qua

lity

Ass

uran

ce

• L

eads

a p

lann

ed p

rogr

amm

e of

Indu

ctio

n ac

tiviti

es fo

r al

l tra

inee

s, w

hich

is r

egul

arly

ev

alua

ted.

• L

eads

a r

egul

ar p

rogr

amm

e of

sch

ool-

led

sess

ions

tha

t m

ake

use

of s

peci

alis

t kn

owle

dge

from

with

in o

r be

yond

th

e sc

hool

’s w

orkf

orce

and

whi

ch is

sy

stem

atic

ally

eva

luat

ed a

nd r

evie

wed

to

prom

ote

high

qua

lity

outc

omes

.

• H

as r

obus

t Q

A p

roce

dure

s in

pla

ce w

hich

en

sure

hig

h qu

ality

men

torin

g ba

sed

on t

he

crite

ria s

et o

ut b

elow

.

• U

nder

take

s co

llabo

rativ

e ac

tiviti

es w

ith C

Ms

and

is t

hus

fully

aw

are

of a

ll C

M s

tren

gths

an

d ar

eas

for

deve

lopm

ent.

See

ks w

ays

of a

ddre

ssin

g th

ese

thro

ugh

a ra

nge

of

stra

tegi

es/s

uppo

rt.

• M

eets

with

tra

inee

s an

d C

Ms,

nor

mal

ly a

t re

view

poi

nts,

to

colla

bora

tivel

y re

view

and

se

t ta

rget

s, b

ased

on

a fu

ll un

ders

tand

ing

of

trai

nees

’ nee

ds.

• Is

fully

aw

are

of t

he im

port

ance

of e

arly

id

entifi

catio

n of

issu

es a

nd a

ctio

n fo

r tr

aine

es. R

aise

s N

otic

e to

Impr

ove

inde

pend

ently

and

is c

onfid

ent

in fo

llow

ing

the

LHU

impl

emen

tatio

n pr

oced

ures

.

• L

eads

a p

lann

ed p

rogr

amm

e of

In

duct

ion

for

all t

rain

ees.

• L

eads

a r

egul

ar p

rogr

amm

e of

S

choo

l led

ses

sion

s, w

hich

mak

e us

e of

spe

cial

ist

know

ledg

e fr

om

amon

gst

the

scho

ol’s

wor

kfor

ce

and

is r

espo

nsiv

e to

tra

inee

nee

ds.

• H

as Q

A p

roce

dure

s in

pla

ce w

hich

en

sure

hig

h qu

ality

men

torin

g ba

sed

on t

he c

riter

ia s

et o

ut b

elow

.

• H

as s

ecur

e kn

owle

dge

of t

rain

ees’

pr

ogre

ss a

nd s

uppo

rts

CM

s in

pe

rson

alis

ing

prov

isio

n to

mee

t th

eir

need

s.

• Is

aw

are

of C

M s

tren

gths

and

ar

eas

for

deve

lopm

ent

for

qual

ity

assu

ranc

e pu

rpos

es a

nd s

hare

s be

st p

ract

ice.

• Is

fully

aw

are

of t

he im

port

ance

of

early

iden

tifica

tion

of is

sues

and

ac

tion

for

trai

nees

. Rai

ses

Not

ice

to Im

prov

e in

depe

nden

tly a

nd is

co

nfide

nt in

follo

win

g th

e LH

U

impl

emen

tatio

n pr

oced

ures

.

• L

eads

a p

rogr

amm

e of

Indu

ctio

n ac

tiviti

es fo

r al

l tra

inee

s.

• L

eads

a p

rogr

amm

e of

Sch

ool l

ed

sess

ions

for

all t

rain

ees.

• M

onito

rs t

he p

rogr

ess

of t

rain

ees.

• M

onito

rs t

he w

ork

of C

Ms

base

d on

the

crit

eria

bel

ow.

• Is

fully

aw

are

of t

he im

port

ance

of

early

iden

tifica

tion

of is

sues

and

ac

tion

for

trai

nees

. Rai

ses

Not

ice

to Im

prov

e an

d fo

llow

s th

e LH

U

impl

emen

tatio

n pr

oced

ures

.

Page 15: Quality Assurance Handbook

15

Pro

fess

iona

l Tut

or C

omm

ents

(if

req

uire

d)In

tern

al M

oder

ator

Prin

t N

ame:

...…

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

Sig

n N

ame:

...…

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

Ove

rall,

I ag

ree/

disa

gree

tha

t th

e sc

hool

’s s

elf-

eval

uatio

n is

rob

ust

and

that

the

ir D

escr

iptio

n of

par

tner

ship

is a

ccur

ate.

Prin

t N

ame:

...…

……

……

……

……

……

……

……

……

……

……

……

……

……

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Sig

n N

ame:

...…

……

……

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……

……

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……

Page 16: Quality Assurance Handbook

16

Act

ion

Pla

n f

or

Dev

elo

pm

en

t

Nam

e of

Sch

ool:

……

……

……

……

……

……

..……

… P

PT:

……

….…

……

……

……

……

……

……

... P

LC: …

……

…..…

……

……

……

……

.……

……

Inte

rnal

Mod

erat

or (

if ap

plic

able

): …

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

…...

......

......

……

……

……

.

Str

engt

hsC

omm

ents

Are

as f

or D

evel

opm

ent

Act

ion

Res

ourc

es/S

uppo

rt N

eeds

Dea

dlin

e/R

evie

w d

ate

Suc

cess

1. 2. 3. Add

itio

nal i

ssue

s ra

ised

by

Inte

rnal

Mod

erat

or

Page 17: Quality Assurance Handbook

17

<INSERT SCHOOL ADDRESS>

30th September 2015

Dear <INSERT NAME OF HEAD TEACHER>,

NOTICE OF INTERNAL MODERATION VISIT

The next Internal Moderation exercise at Liverpool Hope University will begin w/c Monday 27th April 2015.

Your school has been selected to take part in this round of moderation and will be visited on:<INSERT DATE AND TIME>

Your Internal Moderator will be:<INSERT NAME OF MODERATOR>

School visits, undertaken by moderators to sample the quality of this aspect of partnership working, take place throughout the academic year. Schools are reviewed at the end of each academic year and this information is used to determine which schools are visited. All schools however, will be visited over time through a rolling programme of sampling visits. The focus of the visit will be to test out and discuss aspects of the QA of Professional Learning Self Evaluation and to give schools an opportunity to give us feedback.

School will be paid a contribution to supply cover at the rate of £70 for a single morning or afternoon session or £140 for a full day. This payment will support the release of the Professional Learning Coordinator/Student Mentor to meet with the Internal Moderator.

Please find enclosed the Internal Moderation Framework and a copy of the QA of Professional Learning Self Evaluation so that you can prepare for the visit.

Best wishes,

Louise Daley MA; BA (Hons) Partnership Administration and Support Manager

School of Teacher EducationFaculty of Education, EDEN Building, Liverpool Hope University, Hope Park, Liverpool, L16 9JD

T: 0151 291 2044/3062 E: [email protected]

Appendix 3Notice of Internal Moderation Visit

Page 18: Quality Assurance Handbook

18

This agenda is for illustration purposes; the format is flexible and can be adjusted to suit the type of visit.

<INSERT NAME OF HEAD TEACHER>,<INSERT SCHOOL ADDRESS>

<INSERT DATE AND TIME OF VISIT><INSERT NAME OF MODERATOR><INSERT TYPE OF VISIT (Notice to Improve; Trainee Sampling; Partnership Visit)

INTERNAL MODERATION VISIT – EXEMPLAR AGENDA

1. Meeting with Head Teacher/Professional Learning Coordinator

2. Discussion around QA of Professional Learning Self Evaluation; Trainee Induction; School Evaluations

3. Meet with trainees placed at school and scrutinise a sample of Hope Teacher Profiles

4. Conduct a trainee observation in conjunction with the PLC/Class Mentor

5. Meet NQTs and discuss progress, targets and areas for support

6. Complete the QA of Professional Learning Self Evaluation with the Head Teacher/PLC

School of Teacher EducationFaculty of Education, EDEN Building, Liverpool Hope University, Hope Park, Liverpool, L16 9JD

T: 0151 291 2044/3062 E: [email protected]

Appendix 4Internal moderation visit – exemplar agenda

Page 19: Quality Assurance Handbook

19

Appendix 5Primary Partnership and Trainee Placement Moderation Form

Part A: Partnership Moderation (linked to Self Evaluation [Yellow Form])

Name of Internal Moderator:

Name of School:

Is the school deemed to be in challenging circumstances (Pupil Premium is at least 25%)?

Yes: No:

Date of Moderation visit:

Evidence Base – Partnership Self Evaluation Form (Yellow Form)

Please indicate who you spoke with during the visit

Headteacher Trainee(s)

Professional Learning Coordinator NQT(s)

Mentor/Class Teacher Pupils

Other

Are there any changes to information provided that the partnership team need to be aware of, e.g new Headteacher, name of PLC, NQTs:

Comments from the school regarding LHU partnership:

Has the school requested any support from LHU?

Areas of best practice worth sharing:

Overall comments on LHU and School Partnership:

Signed: ............................................................................................. (Internal Moderator)

Page 20: Quality Assurance Handbook

20

Part B: Primary Trainee Placement Sampling Moderation (if applicable)

Name of Internal Moderator:

Trainee Name: Trainee ID Course and Year/Subject

Name of School:

Date of Moderation visit:

Evidence Base, moderated against the 2012 Standards and Hope’s Assessment Descriptors

Yes No N/A

Observation forms and weekly reviews seen

Trainee receives constructive feedback on their teaching which has a positive impact on their progress to becoming a good or outstanding teacher

Weekly reviews refer to the Training Plan and are used to secure trainee’s progress

Review form completed by school (if applicable)

Hope Teacher Profile seen

Planning/Evaluations file seen, including observation and progress over time

Assessment file seen

Discussion with PPT took place

Discussion with PLC/Mentor took place

Moderation of Professional Standards

Yes No N/A

Did you conduct a joint observation?

Did the school mentor’s judgement make appropriate and accurate use of the assessment criteria?

Is the level of grades consistent across the range of schools visited?

Is the level of support offered to students by the school appropriate?

Please circle agreed overall lesson grade

1 2a 2b 3 4

Please circle agreed PPL grade at time of visit

1 2 3 4

Page 21: Quality Assurance Handbook

21

Quality of Training Indicators

Trainee demonstrates good subject and curriculum knowledge

Observation Professional Files Discussion

Comment

Trainee demonstrates good phase expertise Observation Professional Files Discussion

Comment

Trainee demonstrates the ability to use a range of teaching and learning strategies to good effect.

Observation Professional Files Discussion

Comment

Trainee can accurately assess pupil progress Observation Professional Files Discussion

Comment

Page 22: Quality Assurance Handbook

22

Trainee uses assessment evidence to ensure all learners make at least expected progress

Observation Professional Files Discussion

Comment

Trainee is confident and positive in managing behaviour and discipline in line with school policy and ethos

Observation Professional Files Discussion

Comment

Good quality oral and written feedback is used to set well-focused developmental targets that support trainee to improve their practice.

Observation Professional Files Discussion

Comment

Assessment of trainee is accurate and consistent. Observation Professional Files Discussion

Comment

Signed: ................................................................................... (Professional Learning Coordinator)

Signed: ................................................................................... (Professional Tutor)

Signed: ................................................................................... (Internal Moderator)

Page 23: Quality Assurance Handbook

23

Name of Internal Moderator:

Student Name: Student ID Course and Year/Subject

Name of School:

Date of Moderation visit:

NATURE OF ISSUE(s): as alerted through Notice to Improve

Poor interaction with peers/colleagues Poor professional qualities(see Professional Standards)

Poor subject knowledge Poor planning

Poor relationships / engagement with pupils

Poor classroom management

Other (please specify below) Lack of punctuality/poor attendance

Poor engagement with course/attitude

Evidence Base, moderated against the 2012 Standards and Hope’s Assessment Descriptors

Did you access the following information Yes No N/AObservation forms and weekly reviews

Notice to Improve Sections A, B and C

Arrangements for School Visits?

Review form completed by school

Discussion with student

PPPD file

Planning/Evaluations file

Assessment file

Discussion with PPT

Discussion with PLC/Mentor

Moderation of Professional Standards

Yes No N/A

Did you conduct a joint observation?

Did the school mentor’s judgement make appropriate and accurate use of the assessment criteria?Is the level of grades consistent across the range of schools visited?

Is the level of support offered to students by the school appropriate?

Appendix 6Notice to Improve Moderation Form

Page 24: Quality Assurance Handbook

24

Please provide comment and/or recommendations regarding Notice to Improve and moderation of professional standards.

Signed: ................................................................................... (Professional Learning Coordinator)

Signed: ................................................................................... (Professional Tutor)

Signed: ................................................................................... (Internal Moderator)

Teachers’ Standards 2012 Evidence:

T1 Set high expectations which inspire, motivate and challenge pupils

T2 Promote good progress and outcomes by pupils

T3 Demonstrate good subject and curriculum knowledge

T4 Plan and teach well-structured lessons

T5 Adapt teaching to respond to the strengths and needs of all pupils

T6 Make accurate and productive use of assessment

T7 Manage behaviour effectively to ensure a good and safe learning environment

T8 Fulfil wider professional responsibilities

P1 Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:

P2Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.

P3Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.

Page 25: Quality Assurance Handbook

25

Appendix 7Lead Internal Moderator Report

SECTION A:

Name of Lead Internal Moderator:

Names of Moderators involved in moderation:

Overview of Provision Observed by Internal Moderators

Number of partnership and trainee sampling visits:

Number of Notice to Improve visits:

Number of lessons observed:

Comments regarding procedures, availability of information or documentation

Page 26: Quality Assurance Handbook

26

SECTION B:

In this section you are asked to provide additional comment on key aspects associated with the quality of the student experience within the partnership. Comments could include:

· The arrangements in place between the University and its Partner Schools and relationships across the partnership

· The strengths and weaknesses of the students’ teaching with respect to knowledge, conceptual grasp or application of skills

· Areas of good practice and innovation in mentoring which you have observed and which it would be valuable to draw to the attention of the wider partnership and to external audiences

· Recommendations you wish to make to enhance the student learning experience on the programme

· Recommendations you wish to make regarding the moderation process

Page 27: Quality Assurance Handbook

27

SECTION C:

Overview of Term of Office (where appropriate)

On completion of your term of office, please provide an overview, including any recommendations you wish to make.

OFFICE USE

Date report submitted to Partnership Manager

Date report submitted to Primary Steering Committee

Date report submitted to Faculty Board

Page 28: Quality Assurance Handbook

28

Appendix 8Summary of Internal Moderation Visits

Name of Internal Moderator:

Schools visited:

Number of Notice to Improve visits:

Schools involved:

Name of School:

Meeting with Head Teacher/Professional Learning Coordinator? YES NO

Discussion around QA of Professional Learning Self Evaluation; Trainee Induction; School Evaluations? YES NO

Complete the QA of Professional Learning Self Evaluation with the Head Teacher/PLC? YES NO

Meet with trainees placed at school and scrutinise a sample of Hope Teacher Profiles? YES NO

Conduct a trainee observation in conjunction with the PLC/Class Mentor? YES NO

Meet NQTs and discuss progress, targets and areas for support? YES NO

Name of School:

Meeting with Head Teacher/Professional Learning Coordinator? YES NO

Discussion around QA of Professional Learning Self Evaluation; Trainee Induction; School Evaluations? YES NO

Complete the QA of Professional Learning Self Evaluation with the Head Teacher/PLC? YES NO

Meet with trainees placed at school and scrutinise a sample of Hope Teacher Profiles? YES NO

Conduct a trainee observation in conjunction with the PLC/Class Mentor? YES NO

Meet NQTs and discuss progress, targets and areas for support? YES NO

Page 29: Quality Assurance Handbook

29

Name of School:

Meeting with Head Teacher/Professional Learning Coordinator? YES NO

Discussion around QA of Professional Learning Self Evaluation; Trainee Induction; School Evaluations? YES NO

Complete the QA of Professional Learning Self Evaluation with the Head Teacher/PLC? YES NO

Meet with trainees placed at school and scrutinise a sample of Hope Teacher Profiles? YES NO

Conduct a trainee observation in conjunction with the PLC/Class Mentor? YES NO

Meet NQTs and discuss progress, targets and areas for support? YES NO

Name of School:

Meeting with Head Teacher/Professional Learning Coordinator? YES NO

Discussion around QA of Professional Learning Self Evaluation; Trainee Induction; School Evaluations? YES NO

Complete the QA of Professional Learning Self Evaluation with the Head Teacher/PLC? YES NO

Meet with trainees placed at school and scrutinise a sample of Hope Teacher Profiles? YES NO

Conduct a trainee observation in conjunction with the PLC/Class Mentor? YES NO

Meet NQTs and discuss progress, targets and areas for support? YES NO

Name of School:

Meeting with Head Teacher/Professional Learning Coordinator? YES NO

Discussion around QA of Professional Learning Self Evaluation; Trainee Induction; School Evaluations? YES NO

Complete the QA of Professional Learning Self Evaluation with the Head Teacher/PLC? YES NO

Meet with trainees placed at school and scrutinise a sample of Hope Teacher Profiles? YES NO

Conduct a trainee observation in conjunction with the PLC/Class Mentor? YES NO

Meet NQTs and discuss progress, targets and areas for support? YES NO

Page 30: Quality Assurance Handbook

30

Your Moodle Login has changed

From 2015/2016 your Liverpool Hope UniversityMoodle login will be:

Username: partnershipPassword: LivHope@1516

You can log in at:https://moodle.hope.ac.uk

Appendix 9Summary of Internal Moderation Visits

Page 31: Quality Assurance Handbook

31

Page 32: Quality Assurance Handbook