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• To support SPARK-certified centres to further improve programme quality
• To validate and extend the SPARK certification for another 3 years to centres which maintain at least a baseline standard of quality
• To recognise SPARK-certified centres for significant progress made in Teaching and Learning
Objectives of SPARK Re-certification
Good Teaching and Learning processes
are crucial for centres
to achieve the desired outcomes of
pre-school education
Focus of SPARK Re-certification
TEACHING AND LEARNING
1 1.1 Strategic Leadership
2 1.2 Curriculum Leadership
3 2.1 Strategic Planning
4 2.2 Programme Structure and Implementation
5 3.1 Induction and Deployment
6 3.2 Professional Development and Performance Appraisal
7 3.3 Staff Well-being
8 4.1 Teaching and Learning Environment and Resources
9 4.2 Collaboration with Parents
10 5.1 Integrated Curriculum and Holistic Development
11 6.1 General Principles of Pedagogy
12 6.2 Assessment of Children’s Learning and Development
QRS Items on Teaching and Learning
SPARK Re-certification Process
Application
• Clear Regulatory / Licensing check
1 month before site visit
•Email Alert from QAB
•Submission of application
•Payment of $300
Document Submission
Upon application, centre submits their
•Self-Appraisal
•Action Plan
1 week before site visit (3 sets in hardcopy):
•Centre Profile and Staff List
•Progress Report
•Strategic/Improvement Plan
•Time-table and Lesson Plans for the week of assessment
•Curriculum Plans for term of assessment
•Calendar of Events for year of assessment
C1-6 Assessment
•1 day on-site assessment
Results
•Presentation of assessment report and feedback session
Progress Report (past 3 years)
Purpose : To track Key Improvement Areas and for review
Use of Self Appraisal (2012-2014) and Assessment Report 2012 to identify and prioritise key areas for improvement Use of Action Plans (in 2012-2015) to highlight the selected key areas addressed since 2012 Progress Report
− KPI (targets) & review to track progress − Details of actions taken (activities, programme, resources,
time-frame) − Submission of Progress Report (hard copy) and
Presentation during site visit
1-day On-site Assessment
Familiarisation Walk
Lesson Observations
Presentation by Centre Leader / Q&A Session
Document Check
Interviews with Teachers
Final Clarification with Centre Leader
Familiarisation Walk (30 mins)
Purpose :
Introduce assessors to the centre’s environment and show changes made (if any)
• Teaching-Learning environment & resources
- Physical setting
- Display of children’s work
- Teaching learning resources
- Warm & secure environment
Lesson Observations (2 hours)
Purpose : Provide opportunities for assessors to observe how teachers carry out planned integrated lessons/activities • 30 min sessions within 2 hours (approximate) • 3 levels (N2, K1 and K2) • Observe all teachers (or as many as possible) • Integrated curriculum
- Meaningful context, purposeful play, learning dispositions • Holistic development - All learning areas/domains • Teachers’ pedagogical skills
Presentation and Q&A (2 hours)
Purpose: - Show the centre’s improvement mindset - Provide an opportunity for Centre Leader to share
key areas addressed since 2012 & improvement plans for next 3 years
Presentation / Sharing by Centre Leader • Progress Report – highlight key areas addressed since 2012 • Improvement Plans for the next 3-5 years - share Strategic
Planning process and the future plans to sustain success • Q&A No operators / HQ staff to be around
Documentation
Evidence of planned approach (plans, processes and
implementation)
Provides reference for continuity of work
Used for review and improvement
. . . It is an on-going process of keeping written records that are relevant to centres’ operations.
Purpose: To sustain improvement (long-term success)
Interviews with Teachers (30 mins)
Purpose : - Show the centre’s improvement mindset - Provide opportunities for assessors to know
teachers’ involvement and hear teachers’ views on staff management and professional development processes
• Teachers’ understanding of centre direction and involvement in improvement efforts
• Teachers’ involvement in curriculum planning, programme planning and implementation of plans
• Teachers’ views on staff management and PD processes
• Teachers to share structures and processes
Outcomes of Re-certification
SPARK Certificate expires
Falls below baseline quality standard to be SPARK Re-certified
SPARK Re-Certified and recognised for
Progress in Teaching and Learning
Attains above baseline quality standard and makes significant improvement made in Teaching
and Learning
SPARK Re-Certified
Maintains baseline quality standard
SPARK Certification (Commendation)
Attains higher quality standards in Teaching and Learning e.g. a well-designed and integrated
curriculum, and strong pedagogies to support children’s holistic development.